(second cycle) k.l.e. society’s college of...
TRANSCRIPT
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SELF APPRAISAL REPORT
(SECOND CYCLE)
K.L.E. SOCIETY’S COLLEGE OF EDUCATION
VIDYANAGAR, HUBLI-580 031.
Accredited with B++ Grade
Affiliated to Karnatak University,
Dharwad. Karanataka. (NCTE & UGC recognized)
Submitted to
NAAC
NATIONAL ASSESSMENT AND ACCREDITAION COUNCIL
P. O. Box. No. 1075, Nagarbhavi, Bangalore -560 072
August, 2014
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Contents
Pages
About College 3-8
Part I Institutional Data A. Profile of the Institution 9-12
B. Criterionwise Inputs 13-40
Part II Evaluation Report I. Executive Summary 41-43
II Criterionwise Inputs
i.Curricular Aspects 44-52
ii.Teaching-Learning and Evaluation 53-67
iii.Research,Consulatncy and Extension 68-77
iv.Infrastructure and Learning Resources 78-90
v.Student Support and Progression 91-101
vi.Governance and Leadership 102-112
vii.Innovative Practises 113-120
Declaration By the Head of Institution 121
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About College
KLE Society
Karnatak Lingayat Education Society, Belgaum was started in 1916 by
likeminded, inspiring and enthusiastic group of young men like :1. Sri S. S.
Basavanal, 2. Sri M. R. Sakhare, 3. Sri. H. F. Kattimani, 4. Sri. P. R. Chikodi, 5. Sri.
B. B. Mamadapur, 6. Sri. B. S. Hanchinal, 7. Sri V. V. Patil, 8. Rao Bahaddur
Rudragouda Aratal, 9. Sirdar V. G. Naik and 10. Rao Bahaddur V. A. Anigol.
These ten simple sublime souls, felt the need to provide for basic educational
needs, for it was the only solution to the socio-economic and political upliftment of
the rural fabric of the region. They firmly believed that Education is the only
means for the upliftment of the down trodden.
Karnatak Lingayat Education Society was the result of the efforts of such
sacrificed group of people who lived for the sacred cause of Education. They started
initially the Anglo Vernacular School in 1916 at Belgaum.
We deeply acknowledge the supreme sacrifice of the founding fathers and donors
who led a saintly life spreading the message of Truth (Satya), Love (Prema) Service
(Seve) and Self sacrifice (Swarth-thyaga) the values depicted in the Society’s
Emblem.
Beginning with Anglo Vernacular School at Belgaum, in 1916, year by year the
K.L.E. Society added schools and colleges to its credit. The institutions starting from
Kindergarten, Primary, Secondary, Degree colleges Pharmacy, Engineering, Teacher
education institutions, Nursing, Law, Business management, Polytechnic etc. range up
to the Medical college and Dental college.
Totally at present 244 institutions are covered under this esteemed society. Over
16000 staff are employed and it caters to the educational needs of more than 1,10,000
students. These institutions are spread over in Karnataka, Maharashtra Delhi and
abroad.
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The K.L.E. hospital is a super-specialty 1000 bedded hospital with the modern
equipments and highly qualified staff providing healthcare at economical prices. It
offers ‘Vaidyashree’ Scheme to all the members of ‘K.L.E. Parivar’.
It is a pleasure to write that the K.L.E. Society has been recognized as Deemed
University for medical and dental colleges.
The prestigious K.L.E. Society is one of its kind in India, where the mission and
objectives are realized in an ideal sense, where the ultimate destination of upliftment
of an individual in particular and the society in general is materialized. The ideals
preached by Gandhiji, Lord Basavanna and others are actually put into practice.
Dynamic and enthusiastic Chairman Dr. Prabhakar Kore and 20 office bearers who
have been instrumental in the unprecedented growth of the society.
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K.L.E SOCIETY’S COLLEGE OF EDUCATION VIDYANAGAR, HUBLI.
KLE Society’s College of Education, Hubli Karnataka State was established in
1986. It is managed by Karnatak Lingayat Education Society, Belgaum. This was
inaugurated by his holiness Sriman Maharaj Niranjan Jagadguru Gangadhar
Rajayogindra Swamiji, Moorusaveeramath, Hubli. To begin with the college was
housed in J.G. College of Commerce, Hubli. Then in the year 2000 the college was
shifted to its own building situated in a well spacious area in the B.V.B. Campus,
Vidyanagar, Hubli. The college is providing training for Secondary School teachers.
It has well qualified staff right from its inception. The team of the faculty
work in a congenial atmosphere and with team spirit. Library serves as rich source of
teacher education. In order to facilitate the students learning, library of the college has
wide range of good books and popular journals on education. It is well equipped with
furnitur The seating capacity of the library is 50. The college is having good computer
laboratory consisting of 30 with internet facility.
Thinking that education should elate to the life needs and aspirations of the
people, the subjects like SUPW, sports/ games, cultural programme etc., are
introduced in the training programme. Time table is properly planned to provide
opportunity to the students to participate in the above programmes. The institution has
well equipped psychology laboratory. The psychology laboratory is equipped with
materials related to psychology. The educational technology laboratory includes
LCD,smart board,Television, tape recorder etc.
The college was started with an initial strength of 78 students in the year 1986.
Later on the strength remained 100 for every year as prescribed by the Government of
Karnataka. The institution has a proven track record of securing ranks almost every
year from its inception. Every year the passing percentage of the college is 100%
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Following are the University rank holders for the past 5 years
Sl.
No
Year Name of the Students Rank Percentage
01. 2005 - 06 1) Smt. Bilebal S.M Third 85.09%
02. 2006-07 --------- ---- ----
03. 2007-08 -------- ---- -----
04 2008- 09 1) Smt. Navalgund P.M Ninth 84.12%
05. 2009-10 1)Smt. Dudagi A.S
2) Smt. Bisanalli K.T
First
Fourth
85.58%
84.42%
06. 2010-11 1)Smt Archan Murdeshwar
2) Smt. Rashmi K. Kulkarni
First
Eight
85.64%
84.16%
07. 2011-12 1) Smt. Kavita Ambiger
2) Smt. Shilpa Hegde
Third
Eighth
86.12%
84.79%
Practice teaching is an important part in teacher training. Altogether 14
Schools have been selected for practice teaching which are within a radius of
2 to 3 kms.
Linkage with IGNOU
During 2005 IGNOU ,Delhi has sanctioned IGNOU B.Ed Program Study Center to
the College. Faculty of the College and the experienced Teacher educators from
different colleges are working as Counselors.
Visit of Prominent Persons :
1) Dr. A. Murigeppa
Farmer Vice Chancellor Kannada University Hampi.
2) Sri. K.T Patil
Secretary, S.V.P. Mahila Vidyapeeth, Hubli.
3) Dr. S. Srikanta Swamy
Former professor of Education,Bangalore.
4) Dr. D.R Baluragi
Rtd. Prof. of Physics.
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5) Dr. M.S Pathasarathy
Regional Director IGNOU Panaji.
6) Dr. H.T Pote
Registrar (Evaluation) Karnatak University Dharwad.
7) Dr. R Parimala
Associate Professor Dept. of Botany J.S.S College Dharwad.
8) Prof. N.G Karur
Administrator. Basaveshwar Vidya Vardhak Sangh Bagakot.
9) Dr. N.P Shahapur
Dean and Chairman Faculty of Education, Karnatak University
Dharwad.
10) Prof. K.H Uddandappa
Rtd. Principal IASE R. V Teacher College Banglore.
11) Dr. Vasath Kulkarni
Rajrajeshwari Medical college, Bangalore.
12) Shri Devandnand Gaoankar
Joint Director, Collegiate Education
Dharwad .
The institute has privilege to organize workshop programmes for teacher educators
on thrust areas. Such as education in emerging India and review of new semesterized
B.Ed syllabus, Karnatak University, Dharwad.
To create social and civic awareness the institution provides academic support
for conducting survey on current issues of the society and provides research insight
into them. It h as been a unique tradition of the institution to visit a special school for
the study of problems of exceptional children and try to create favorable attitude
towards them.
Whenever the institution conducts programmes like C.T.C. and organize
workshops, it has invited blind children from school for the blind, allows them to
entertain villagers and participants. Institution as a token of gratitude gives financial
support to those children.
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The schools are situated within a radius of 2 to 3 km. Practicing school extend
their co-operation in making the programme success.
Our thanks to the local Governing body for their continuous guidance and
encouragement in the progress of the institution. The society is kind enough to
provide cooperation and encouragement for the upliftment of the college. We are all
indebted to them.
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A. Profile of the Institution
1. Name and address of the institution:
K.L.E.Society’s College of Education,
Vidyanagar, Hubli-580031
Dist : Dharwad
State : KARNATAKA
2. Website URL : http://www.klecedhubli.org
3. For Communication
Office :
Name Telephone
Number with STD Code Fax No. E-Mail Address
Principal
Dr.(Smt) S.S.Desai
( 0836 ) 2372901 0836-4260368 [email protected]
Vice-Principal - - -
Self-appraisal
Co-ordinator
Dr. M.G. Sajjanar
( 0836 ) 2372901 0836-4260368 [email protected]
Residence :
Name Telephone Number with STD Code Mobile Number
Head / Principal
Dr.(Smt) S.S.Desai
-- 9845820448
Vice-Principal
Self-appraisal
Co-ordinator
Dr. M.G. Sajjanar
(0836)2371733 9448968181
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4. Location of the Institution
Urban ���� Semi-urban Rural Tribal
Any other ( specify and indicate)
5. Campus area in:
6. Is it a recognized minority institution? Yes No ����
7. Date of establishment of the institution
Month and Year
8. University / Board to which the institution is affiliated:
Karnatak University, Dharwad.
9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act.
Month & Year
2f
12B
18 Acres, 3.73Guntas
M M YYYY
September 1986
M M YYYY
December 2004
M M YYYY
September 2010
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10. Type of Institution
a. By Funding i. Government
ii. Grant-in-aid
iii. Constituent
iv. Self-financed
v. Any other(specify and indicate)
b. By Gender i. Only for Men
ii. Only for Women
iii. Co-education
c. By Nature i. University Dept.
ii. IASE
iii. Autonomous College
iv. Affiliated College ����
v. Constituent College
d. Dept of Education of Composite College
vi. CTE
vii. Any other ( specify and indicate)
11. Does the University / State Education Act have provision for autonomy?
Yes No If yes, has the institution applied for autonomy?
Yes No ����
�
����
�
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12. Details of Teacher Education programmes offered by the institution;
S.No Level Programme Entry
Qualification
Nature of
Award
Duration Medium
of
01 Pre-primary Certificate
Diploma
Degree
02 Primary / Elementary
Certificate
Diploma
Degree
03 Secondary /
Sr.secondary
Certificate
Diploma
B.Ed Any Degree Degree OneYear (Two Semesters)
English and Kannada
04 Post Graduate Certificate
Diploma
Degree
05 Other ( specify) Certificate
Diploma
Degree
(Additional rows may be inserted as per requirement)
13. Give details of NCTE recognition ( for each programme mentioned in Q.12 above)
Level Programme Order No & Date Valid up
to
Sanctioned
Intake
Pre-primary
Primary / Elementary
Secondary / Sr.secondary
B.Ed F.KR/S/34/SRO/NCTE/ 2004-05/103
2004 -2005 100
Post
Graduate
Other (
specify)
( Additional rows may be inserted as per requirement)
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B) Criterion –wise inputs
Criterion I: Curricular Aspects
1. Does the Institution have a stated Vision Yes ���� No
Mission Yes ���� No Values Yes ���� No
Objectives Yes ���� No
2. a) Does the institution offer self – financed programme(s)? Yes ���� No
If yes a) How many Programmes? B.Ed 1
b) Fee charged per programme 2012-13 Govt Rs. 10, 550=00
Management Rs. 19,550=00
3. Are there programmes with semester system Yes ����
4. Is the institution representing / participating in the curriculum development
/ revision processes of the regulatory bodies?
Yes ���� No
If yes, how many faculty are on the various curriculum development / vision
committees / boards of universities / regulating authority. In semesterized
syllabus
3 Partial Curriculam syllabus framing
5 No. of methods /elective options (programme wise )
B.Ed
08 Methods
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6. Are there Programmes offered in modular form
Yes No ����
Number
7. Are there Programmes where assessment of teachers by the students has
been introduced. Yes ���� No
Number 8. Are there Programmes with faculty exchange / visiting faculty
Yes No ���� 9. Is there any mechanism to obtain feed back on the curricular aspects from the
� Heads of practice teaching schools Yes ���� No
� Academic peers Yes ���� No
� Alumini Yes No � Students Yes ���� No
� Employers Yes ���� No
10. How long does it take for the institution to introduce a new programme with in the existing system?
Not decided
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
2
Number
Nil
����
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Number 01
13. Does the institution develop and deploy ( spread) action plans for effective
implementation of the curriculum?
Yes ���� No
14. Does the institution encourage the faculty to prepare course outlines?
Yes ���� No
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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 / Govt ����
c) Through an interview d) Entrance test and interview
e) Merit at the qualifying examination ���� f) Any other ( specify and indicate )
2. Furnish the following information ( for the previous academic year)
a) Date of start of the academic year 07.12.2012 b) Date of last admission 27.12.2012
c) Date of closing of the academic year 27.09.2013 d) Total teaching days 210
e) Total working days 291
3. Total number of students admitted
Programme No of Students Reserved Open
M F Total M F Total M F Total
B.Ed (2012-13) 27 73 100 09 14 23 18 59 77
4. Are there any overseas students?
Yes No ����
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5. What is the ‘unit cost ’ of teacher education programme? ( Unit cost = total annual recurring expenditure divided by the number of students / trainees
enrollee
2012-2013
a) Unit cost excluding salary component Rs. 7446=00
b) Unit cost including salary component Rs.70641=00 6. Highest and Lowest percentage of marks at the qualifying examination
considered for admission during the previous academic session.
Programmes Open Reserved
Highest %
Lowest %
Highest %
Lowest %
B.Ed (2012-2013 ) 98.53 50 87.85 45
7. Is there a provision for assessing students knowledge and skills for the Programme (after admission)
Yes ���� No
8. Does the institution develop its academic calendar?
Yes ���� No
9. Time allotted ( in percentage)
Programmes Theory Practice Teaching Practicum
B.Ed ( Semester Course )
70.75% to 75%
25 to 31.25 % (included in theory)
10. Pre-practice teaching at the institution
( Micro lessons only ) ( Sem Course) 12 days a) Minimum number of pre-practice teaching lesson given by each students
(Sem Course). 6
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8
16
11. Practice Teaching at School
a) No of schools identified for practice teaching 14 b) Total number of practice teaching days ( Sem course) 24 days
c) Minimum number of practice teaching
lessons given by each student ( 1st Sem lesson )
( 2nd
Sem lesson )
12. How many lessons are given by the student teachers in simulation and pre-practice teaching in class room situations?
13. Is the scheme of evaluation made known to students at the beginning of the academic session?
Yes ���� No
14. Does the institution provide for continuous evaluation?
Yes ���� No
15. Weight age ( in percentage) given to internal and external evaluation
Programmes Internal External
B.Ed ( Sem Course 2012-13 )
33.3% 66.6%
16. Examinations a) Number of section test held for each paper 1
b) Number of assignments for each paper Semester Course 1
No of lessons in simulation
Micro –lesson and
innovative Lesson
No 08 No of lessons Pre-
practice teaching
No-06
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17. Access to ICT (Information and Communication Technology ) and technology.
Yes No
Computer ����
Internet ����
Software / course wise ( CDs) ����
Audio resources ����
Video resources ����
Teaching Aids and other related
materials
����
Any other ( specify and indicate ) Smart Boards
����
18. Are there course with ICT enabled teaching – learning process?
Yes ���� No
Number 2
19. Does the institution offer computer science as a subject?
Yes ���� No
If yes, is it offered as a compulsory or optional paper?
Compulsory ����
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Criterion III : Research, Consultancy and Extension 1. Number of teachers with Ph.D and their percentage to the total faculty
strength
Number 07 77%
2. Does the Institution have ongoing research projects?
Yes No ����
3. Number of completed research projects during last three years.
No ����
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
Yes No X
� Teachers are provided with seed money
Yes ���� No
� Adjustment in teaching schedule
Yes ���� No
� Providing Secretarial support and other facilities
Yes ���� No
Any other specify & indicate � Interenet Broswing is available
Yes ���� No
5. Does the institution provide financial support to research scholars?
Yes ���� No
6. Number of research degrees awarded during the last 5 years. a. Ph.D
b. M.Phill 7. Does the institution support student research projects ( UG & PG )?
Yes No ����
5
2
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8. Details of the Publications by the faculty ( Last five years) Books –
Publications Yes No Number
Academic articles
in reputed magazines/news papers
���� 05
Books ���� 03
9. Are there awards, recognition, patents etc received by the faculty?
10. Number of papers presented by the faculty and students ( during last five years) Faculty Students
National seminars ���� International
Any other academic section
11. What types of instructional materials have been developed by the institution? Self – Instructional materials
Print materials
Non Print materials
Digitalized ( Computer aided Instructional materials )
Question Bank Any other ( specify indicate )
12. Does the institution have a designated person for extension activities?
Yes No ����
Yes ���� No
Number 02
Yes ���� No
Yes No ����
Yes ���� No
Yes ���� No
Yes ���� No
Yes No ����
����
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13. Are the NSS and NCC programmes in the institution?
Yes No ����
14. Are there any other outreach programmes provided by the institution?
Yes No ����
15. Number of other curricular / co-curricular meets organized by other
academic agencies / NGOs on Campus
16. Does the institution provide consultancy services?
In case of paid consultancy what is the net amount generated during last three years.
17. Does the institution have networking / linkage with other institutions/ organizations?
NO
Yes ���� No
NO
Local Level ����
State Level
National Level ����
International Level
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Criterion IV : Infrastructure and Learning Resources
1. Built-up Area ( in sq.mts.)
1733.92
2. Are the following laboratories been established as per NCTE Norms? a) Methods Lab
Yes ���� No
b) Psychology Lab
Yes ���� No
c) Science Lab(s)
Yes ���� No
d) Education Technology Lab
Yes ���� No
e) Computer Lab
Yes ���� No
f) Workshop for preparing teaching aids
Yes No ����
3. How many Computer terminals are available with the institution?
30
4. What is the Budget allotted for computers(purchase and maintenance) during the previous academic year?
-Nil-
5. What is the Amount spent on maintenance of computer facilities during the previous academic year?
4400=00
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6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the previous academic year?
47030=00
7. What is the Budget allocated for campus expansion (building) and upkeep for the
current academic session / financial year?
No
8. Has the institution developed computer aided learning packages?
Yes ���� No
9. Total number of posts sanctioned
Open Reserved
Male Female Male Female
Teaching 1 + 8 4 5 - -
Non-teaching 9 - - -
10. Total number of posts vacant
Open Reserved
Male Female Male Female
Teaching - - -
Non-teaching 3 - - -
11. a) Number of regular and permanent teachers ( Gender-wise)
Open Reserved
Male Female Male Female
Lecturers 4 4
Readers - - - -
Professors - 1 - -
b) Number of temporary / ad-hoc/ part-time teachers ( Gender – wise)
Open Reserved
Male Female Male Female
Lecturers - 2 - -
Readers - - - -
Professors - - - -
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c) Number of teachers from Same State
9
Other States
No
12. Teacher student ratio ( program –wise)
Programme Teacher Student Ratio
B.Ed 1:11
13. a) Non-teaching Staff
Open Reserved
Male Female Male Female
Permanent 6 - - -
Temporary 1- - -
b) Technical Assistants
Open Reserved
Male Female Male Female
Permanent -- - - -
Temporary - 1 - -
14. Ratio of Teaching & Non-teaching staff
15. Amount spent on the salaries of teaching faculty during the previous academic session. ( % of total expenditure)
6919476=00 (87%)
16. Is there an advisory committee for the library?
Yes ���� No
17. Working hours of the Library On working days
On holidays During examination
1.5:1
8
Closed
10
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18. Does the library have an Open access facility
Yes ���� No
19. Total Collection of the following in the library
a) Books - Textbooks -
Reference books b) Magazines c) Journals subscribed
- Indian journals - Foreign journals d) Peer reviewed journals
e) Back volumes of journals f) E-information resources
- Online journals/ e-journals
- CDs / DVDs - Databases - Video Cassettes - Audio Cassettes
20. Mention the
Total carpet are of the Library ( in sq.mts) Seating capacity of the Reading Room
21. Status of automation of Library Yet to intimate
Partially automated ���� Fully automated
22. Which of the following services / facilities are provided in the library?
Circulation ����
Clipping ����
Bibliographic compilation Reference ����
12900
9389
3511
4
7
7
--
1
6
--
63
--
--
--
727.27
50
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Information display and notification ���� Book Bank ����
Photocopying ���� Computer and Printer ����
Internet ����
Online access facility ���� Inter-library borrowing ����
Power back up ���� User orientation / information literacy --
Any other ���� Book talk, Book Exhibition
23. Are students allowed to retain books for examinations?
24. Furnish information on the following
Average number of books issued / returned per day
Maximum number of days books are permitted to be retained by students
By faculty
Maximum number of books permitted for issue For students
For faculty Average number of users who visited / consulted per month
Ration of Library books ( excluding textbooks and book bank facility) to the number of students enrolled
Yes ���� No
26
15
120
8
15
35
1:35
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25. What is the percentage of library budget in relation to total budget of the Institution?
26. Provide the number of books / journals / periodicals that have been added
to the library during the last three years and their cost.
I
2010-11
II
2011-12
III
2012-13
Numb
er
Total
Cost
( in Rs.)
Number Total Cost
( in Rs.)
Number Total Cost
( in Rs.)
Text books
UGC
38
--
5310=00
--
--
1963
--
276707=00
05
--
1400=00
---
Other books
UGC
11
--
4823=00
--
22
530
3520=00
121025=00
43
--
3695=00
--
Journals /
Periodicals
05
04
2355=00
2136=00
05
04
2355=00
2400=00
07
04
4590=00
2820=00
Encyclopedia UGC- Encyclopedia Dictionary
01
--
--
9097=00
--
--
16
54 Vol
36
68367=00
260912=00
77192=00
--
--
--
--
--
--
1.02%
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Criterion V : Student Support and Progression
1. Programme wise “ dropout rate ” for the last three batches
Programmes Year 1 Year 2 Year 3
Year 2010-11 2011-12 2012-13
B.Ed 02 05 04
M.Ed ( Full Time) - - -
M.Ed ( Part Time) - - -
2. Does the Institution have the tutor-ward / or any similar mentoring system?
Yes ���� No
If yes, how many students are under the care of a mentor / tutor?
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)
B.Ed 2010-11 2011-12 2012-13
Pass percentage 100% 100% 99%
Number of first
classes
44 25 17
Number of
distinctions
35 40 77
Exemplary
Pperformances
(Gold medal &
University ranks)
Ist and VIth Rank IIIrd and VIIIth
Rank
Waiting for
announcement
11
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6. Number of students who have passed competitive examinations during the last three years ( provide year wise data)
NET - - -
SLET / SET - - --
Any other ( specify and
indicate )
- - -
7. Mention the number of students who have received financial aid during the past three years.
Financial Aid 2010-11 2011-12 2012-13
SC/ ST Merit Scholarship
103080=00 70600=00 194800=00
Merit cum means
Scholarship
-- -- 11100=00
Fees Concession -- -- 174700=00
Loan Facilities -- -- --
Any other specify and indicate, physical Handicap
--
4000=00
8750=00
8. Is there a Health Center available in the campus of the institution?
Yes ���� No
9. Does the institution provide Residential accommodation for
Faculty
Non-teaching staff 10. Does the institution provide Hostel facility for its students?
Yes ���� No
If yes, number of students residing in hostels Men
Women
Yes No ����
Yes No ����
-
04
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11. Does the institution provide indoor and outdoor sports facilities? Sports fields
Yes ���� No
Indoor sports facilities
Yes ���� No
Gymnasium
Yes No ����
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 experience?
Yes ���� No
16. Give information on the Cultural Events (Last year data ) in which the Institution participated / organized.
2012-13 Organized 2012-13 Participated
Yes No Number Yes No Number
Inter-collegiate ���� 1 ���� 01
Inter-University -- -- -- -- -- --
National -- -- -- -- -- --
Any other -- -- -- -- --
17. Give details of the participation of students during the past year at the University, state, regional, national and international sports meets.
Participation of students ( Numbers )
Outcome ( Medal achievers )
State --- ---
Regional --- ---
National --- ---
International --- ---
P a g e | 32
18. Does the institution have an active Alumni Association?
If yes, give the year of establishment
2002-03
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
Year 1 (%)
2010-11
Year 2 (%)
2011-12
Year 3 (%)
2012-13
Higher Studies 9.19 8.86 4.12
Employment ( Total) 06 06 08
Teaching
-- -- --
Non Teaching -- -- --
23. Is there a placement cell in the institution?
Yes ���� No
If yes, how many students were employed through placement cell during
the past three years
2010-11 2011-12 2012-13
04 06 04
Yes ���� No
P a g e | 33
24. Does the institution provide the following guidance and counseling services to
students?
� Academic guidance and Counseling � Personal Counseling
� Career Counseling
Yes ���� No
Yes ���� No
Yes ���� No
P a g e | 34
Criterion VI: Governance and Leadership
1. Does the institution have a functional Internal Quality Assurance Cell ( IQAC ) or any other similar body / committee
2. Frequency of meetings of Academic and Administrative Bodies: ( last year)
Governing Body / Management 5
Staff Council 10
IQAC or any other similar body / committee 2
Internal Administrative Bodies contributing to quality improvement of the institutional processes.
( mention only for three most important bodies )
-
3. What are the Welfare Schemes available for the teaching and non-teaching
staff of the institution?
Loan facility Medical assistance
Insurance Other ( specify and indicate )
4. Number of career development programmes made available for non-
teaching staff during the last three years.
5. Furnish the following details for the past three years a) Number of teachers who have availed the Faculty Improvement Program of
the UGC / NCTE or any other recognized organization
2010-11 2011-12 2012-13
-- -- ---
b) Number of teachers who were sponsored for professional development programmes by the institution National
International
Yes ���� No
Yes ���� No
Yes ���� No
Yes ���� No
Yes No ����
2010-11 2011-12 2012-13
--- -- --
Yes
Yes
P a g e | 35
c) Number of faculty development programmes organized by the Institution
2010-11 2011-12 2012-13
--- --- --
d) Number of Seminars / workshops / symposia on Curricular development, Teaching – learning, Assessment, etc. organized by the institution
e) Research development programmes attended by the faculty
f) Invited / endowment lectures at the institution
Any other area ( specify the programme and indicate )
--- --- ---
6. How does the institution monitor the performance of the teaching and non-
teaching staff? a) Self – appraisal
Yes ���� No
b) Student assessment of faculty performance
Yes ���� No
c) Expert assessment of faculty performance
Yes ���� No
d) Combination of one or more of the above
Yes ���� No
e) Any other ( specify and indicate )
Yes No ����
2010-11 2011-12 2012-13
--- --- --
2010-11 2011-12 2012-13
--- --- ---
2010-11 2011-12 2012-13
02 02 02
P a g e | 36
7. Are the faculty assigned additional administrative work?
Yes No ����
If yes, give the number of hours spent by the faculty per week
8. Provide the income received under various head of the account by the
institution for previous academic session
Grant-in –aid Fees
Donation
Self-funded courses
Any other ( specify and indicate )
9. Expenditure statement ( for last two years )
Year 1
2011-12
Year 2
2012-13
Total sanctioned Budget 3055700=00 4864500=00 % spent on the salary of faculty 82.44 106.96
% spent on the salary of non-teaching employees 24.66 32.89
% spent on books and journals 2.71 0.19
% spent on developmental activities
( expansion of building)
-- --
% spent on telephone, electricity, and water. 1.98 1.22
% spent on building maintenance, sports facilities, hostels , residential complex, student amenities, etc
0.16 0.05
%spent on equipment, teaching aids, contingency etc.,
-- --
% spent on research and scholarship ( seminars,
conferences, faculty development programs, faculty exchange, etc.) E.P.F, F.P.F, Gru
--- ---
% spent on Travel 1.16 0.23
Any other ( specify and indicate ) -- --
Total expenditure incureed 3457403=0 5446905=00
---
6813943=00
1129989=00
---
---
--
P a g e | 37
10. Specify the instiution surplus /deficit budget during last three years (specify the amount in the applicable boxes given below)
Year Surplus Deficit
2010-11 -- 662060-00
2011-12 --- 1811950-00
2012-13 -- 95750=00
11. Is there an internal financial audit mechanism ?
Yes ���� No
12. Is there an external financial audit mechanism
Yes ���� No
13. ICT / Technology supported activities / units of the institution : Administration
Finance
Student Records Career Counseling
Aptitude Testing Examinations / Evaluation
Assessment Any other ( specify and indicate )
14. Does the institution have an efficient internal co-coordinating and monitoring
mechanism?
15. Does the institution have an inbuilt mechanism to check the work efficiency
of the non-teaching staff?
16. Are all the decisions taken by the institution during the last three years
approved by a competent authority?
Yes ���� No
Yes ���� No
Yes ���� No
Yes No ����
Yes No ����
Yes ���� No
Yes ���� No
Yes No ����
Yes ���� No
Yes ���� No
P a g e | 38
17. Does the institution have the freedom and the resources to appoint and pay temporary ad hoc / guest teaching staff?
18. Is a grievance redresseal mechanism in vogue in the institution?
a) for teachers b) for students
c) for non-teaching staff
19. Are there any ongoing legal disputes pertaining to the institution?
20. Has the institution adopted any mechanism / process for internal academic
audit / quality checks ?
21. Is the institution sensitized to modern managerial concepts such as strategic
planning, teamwork, decision-making, computerization and TQM?
Yes ���� No
Yes ���� No
����
����
����
Yes No ����
Yes ���� No
Yes ���� No
P a g e | 39
Criterion VII: Innovative Practices
1. Does the institution has an established Internal Quality Assurance Mechanisms?
2. Do students participate in the Quality Enhancement of the Institution?
3. What is the percentage of the following student categories in the
institution?
2012-13
4. What is the percentage of the staff in category?
Yes ���� No
Yes ���� No
Category Men % Women %
a SC 08 08 10 10
b ST 01 01 04 04
c OBC 15 15 38 38
d Physically challenged 03 03 01 01
e General Category -- -- 20 20
f Rural 22 22 24 24
e Urban 05 05 49 49
h Any other (specify)
Category Teaching
staff
% Non-Teaching
staff
%
a SC
b ST
c OBC
d Women 5 55
e Physically challenged
f General Category 4 45 06 100
P a g e | 40
5. What is the percentage incremental academic growth of the students for the
last two batches?
At –Admission On-completion of the course
Category
Batch-I 2011-12
Batch-II 2012-13
Batch-I 2011-12
Batch-II 2012-13
SC 15 17 14 15
ST 02 05 02 05
OBC 54 54 51 53
Physically challenged
02 04 01 04
General Category
06 20 06 19
Rural 45 46 40 44
Urban 34 54 34 52
Any other
(specify)
g Any other (specify)
P a g e | 41
6.
PART II:Evaluation Report
1.Executive Summary
KLE Society`s college of Education, Hubli, Karnataka State was established in
1986. It is managed by Karnatak Lingayat education society, Belgaum. This was
inaugurated by his holiness Sriman Maharaj Niranjan Jagadguru Gangadhar
Rajayogindra Swamiji, Moorusaveeramath Hubli. To begin with the college was
housed in J.G.College of commerce, Hubli. Then in the year 2000 the college was
shifted to its own building situated in well spacious area in the BVB Campus,
vidynagar, Hublli. The college is providing training for secondary school teachers.
The college comes under 2(f)and 12(B) & has NAAC accreditation first time
with B++
Grade, and has permanent affiliation.
It has well qualified staff right from its inception. The team of the faculty work
in a congenial atmosphere and with team spirit. Library serves as rich source of
teacher education. In order to facilitate the students learning, library of the college has
wide range of good books and popular journals on education. It is well equipped
with furniture
The college is having Good computer laboratory with internet facility.
College Campus
On entering the campus one would be thrilled by the beautiful lawns, flowering
plants. The natural atmosphere maintained in the campus provides a calm and
pleasant environment, comfortable classrooms, good laboratories equipped with
modern instruments, rich experienced faculty members, are the boons to our
institution.
Relationship with Schools
We have cordial relationship with the following school.
• M.R. Sakhare English Medium School, Hubli.
• H.F. Kattimani High School Hubli.
• J.G. Boys High School Hubli.
• S.R. Shetty Grils High School Hubli.
• Basel Mission Boys High School Hubli..
• Basel Mission Girls High School Hubli.
• Lamington Boys High School Hubli.
• Lamington Grils High School Hubli.
• M.V.P. Girls High School Hubli.
• Z.P. Govt High School Hubli.
• Govt High School Vishweshwar nagar Hubli.
• Batli Girls High School Hubli.
• Vishwabharathi Girls High School Hubli.
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• Shri Vigneshwar High School Hubli.
P a g e | 43
Relationship with parents:
Parent- Teachers meetings were conducted and their opinion is collected about
their ward`s performance. If the mentors find that the performance of the students
is not up to the mark, the students are given guidance in tutorial classes.
Relationship with community;
The needs of the community are also taken into consideration and awareness
programmes are organised like.
• Voting awareness rally.
• Environment awareness rally
• Skits on Dowry system.
The college has illustrious alumni who hold key positions in the educational
field. The institution has always maintained a high ethical code as regards to
admissions and academics thereby setting lofty standards. The focus of the
institution is on quality curriculum transaction with the use of modern
technology. Teacher training includes a variety of learning experiences
coupled with innovative instructional strategies which is need of the new
millennium.
SWOC ANALYSIS:
The SWOC analysis for the college has been conducted with an objective
to have a comprehensive analysis of its strengths, weaknesses, opportunities and
challenges so as to enhance its scope of activities in the area of B.Ed course and
meeting the challenges of society at large.
Strengths
• Skilled and committed staff
• Faculty qualified, competent with Ph.D and M.Phil degree.
• Motivated and dedicated faculty with a blend of vast experience and
expertise.
• Transparent, efficient and effective administration.
• Supportive encouraging and co-operative management,.
• Support and encouragement from the management and Principal for
faculty development programmes.
• Good infrastructure facilities with smart class rooms.
• Library with sufficient number of good books, encyclopedias, journals
etc.
• Hostel facility for both girls and boys in sister institution.
• Fully equipped Laboratories.
P a g e | 44
Weaknesses:
• Shortage of permanent faculty – Methodology of Teaching English and Hindi.
• Need to improve language labs.
• Planned faculty development, technical and support staff.
• Need for automation of office.
• Need for e-library.
• Inadequate support from Alumni.
• No coordination with NGOs.
• Need for PG course.
Opportunities:
• Establishment of PG Course.
• Automation of admission and administration.
• Developing coordination with NGOs and other institutions conducting course
on improvement of language ability.
• Motivate the alumni association to actively involve in the college
development,
• Enhancement of various laboratories.
• Establishment of e-library.
• Practicing eco-friendly activities like rainwater harvesting, solar electrification
of campus and garbage disposal system.
• Undertaking research projects.
• More placement services.
• Promotion of institution- community network.
Challenges:
• Change in academic year of practicing schools and teacher
training institutions.
• Admission opens to any graduate.
• Less weight age of B. Ed marks for teacher appointment by the
Government.
• Less weight age to practice teaching.
• Mushroom growth of teacher training institution without due
consideration to quality of teacher education.
• Need to train student teachers to face global challenges .
• Preparing quality teachers for the teaching profession.
P a g e | 45
2. Criterionwise Inputs
Criterion I
Curricular Aspects
1.1 Curricular Design and Development a. Objectives :
• To equip the teachers to develop and practice all the necessary skills,
techniques and innovative methods in teaching and evaluation.
• To serve as a facilitator to the students who will be teachers to become
intellectually competent and academically enriched by making an
effective use of the training facilities available in the institution.
• To empower teachers by providing opportunities for the development of self,
community and the nation.
• To create widespread awareness about issues of ecology and environment of
the region. among the students who are prospective teachers..
• To develop human values among teachers lik love for mankind, tolerance,
unity, equality, etc,.
• To put in place in the institution innovative practices that are in tune with
global and national trends and local needs.
• To enhance employability of students by developing the skills through
giving micro teaching sessions, macro teaching sessions and
communication skill development activities.
b. Various Steps In The Curriculum Development Processes: Continuous and
comprehensive evaluation, grading system for some of the activities like
SUPW, CTC and sports and games and semesterisation are the major
compents of the present teacher education curricula. Dr.(Smt.)S. S. Desai the
Principal of the college was a member of Syndicate of Karnatak University
Dharwad, Dr.(Smt.)S. S. Desai and Dr.M. G. Sajjanar were the members of
Board of Examiners, Karnatak University, Dharwad. Dr.M. G. Sajjanar and
Smt.Kamini Koushalya were the members of faculty , Karnatak University.
Majority of the faculty members serve as members in the academic bodies
like Board of Examiners, Curriculum Revision Committee of Karnatak
University Dharwad.
Faculty participation in the B.Ed Curriculum Development Process:
Sl.No Name of Faculty Served as Period
1 Dr.(Smt.)S.S.Desai Syndicate member 2012 – 2013
2 Dr.(Smt.)S.S.Desai Academic council member 2012 – 2014
3 Dr.(Smt.)S.S.Desai BOE Karnatak University 2014
4 Dr.M. G. Sajjanar BOE Karnatak University 2014
5 Dr.M. G. Sajjanar Faculty Karnatak
University 2012 – 2014
P a g e | 46
6 Smt.Kamini
Koushalya
Faculty Karnatak
University 2012 – 2014
Nearly all the faculty members have participated in Syllabi framing
processes like Content Component Course in Mathematics, Physical Science,
Biological Science, Kannada, History and Geography.
c. The Global Trends: Global trends are reflected in the curriculum designed by
the affiliating university, by inclusion of subjects like computer education,
environmental education, action research, population education, skills and
strategies of teaching. Stress is also laid on use of ICT in teaching learning
process in both theory and practice teaching programmes. The syllabus of
the computer education, action research and environmental education is
upgraded in 2005.
The provisions put in place in our institution with respect to scholastic and
co-scholastic activities are :
• Technical skills: development (computer skill development programme
like internet browsing, power point presentation).
• Teaching skills: (Micro Teaching practice, Macro Teaching classes and
Innovative Teaching practice).
• Training in application of different models of Teaching like Concept
attainment model, Joseph Schwab’s Inquiry Model, Role playing
Model.
• Personality development programmes: Communicative English classes,
SUPW and Extension activities like Visits to oldage homes and
orphanage, special schools, conducting surveys as part of various
projects (eg.data collection) use of LCD projectors and OHP in all
subjects, Action Research Practicums are given in order to develop the
investigative mind and research skills of our students.
• Moral development: Observation of National and International days and
morning assembly.
• Aesthetic development: campus cleaning and beautification programmes,
“Shramadana”, planting tree in educational campuses during CTC.
• The sessions conducted for enhancing the employability of the student-
teachers are:
� Micro teaching sessions on various teaching skills development.
� Demonstration classes by the faculty and alumni.
� Interactive sessions and criticism classes.
� Practice teaching at schools.
Our Students have ample opportunities to involve in group activities, social
surveys, documentations and literacy campaigns Academic programmes like
seminars are conducted in each subject. Hands-on training in the
preparation of teaching aids is provided on regular basis to our students.
d. Thrust on national issues :
Environment :Environmental Education is offered as an elective paper in
the second semester and nearly one-third of the students opt for this paper.
The World Environment Day is observed every year on 5th
May in all its
P a g e | 47
solemnity. Seminars and processions are held to spread messages about the
need for creating an echo-friendly environment and make useful
contribution to preserve quality of environment.
Value Education: Morning assembly, observations of National and
International days, CTC , SUPW, organisation of cultural activities are
some of the ways of providing value education to the student- teachers.
Every week one period is earmarked in the time table for library session
and one hour for conducting cultural activities
e. Information and Communication Technology (ICT):
The classrooms are equipped with LCD projectors, smart boards, digital
facilities. The college has well equipped technology resource centre,
computer resource centre. Computer education is one of the core subjects
that our students study during the first semester. Free Internet access is
available to both student teachers and staff in our college..
1.2 Academic Flexibility : 1.2.1 Varied Experiences:
• The faculty members have prepared VCDs of micro and macro lessons
for some of school subjects. Every year at the beginning of micro
teaching and practice-teaching programmes these VCDs are shown to
the student- teachers for inculcation of micro as well as macro teaching
skills.
• Orientation Lectures: Orientation Lectures about skills of micro
teaching and practice teaching lessons are organized every year for
students to enable them to get clear idea about planning and execution
of micro teaching and practice lessons.
• Conducting demonstrations lessons: Faculty members also conduct
demonstration lessons in every subject for student- teachers to observe
and reflect upon them during criticism classes.
• Critical Reflection: After observation of lessons student- teachers are
made to critically review and reflect upon the respective classroom
experiences.
1.2.2 The teacher trainees get the following experiences enumerated below:
• They undergo actual formal learning of theory courses.
• Simulation of classroom teaching through micro teaching and
integrated lessons provide them the experience of teaching and learning
with the help of and in collaboration with their peers.
• They participate in different workshops in which formal orientation is
made for different practical and educational activities.
• Activities undertaken in the area of social service like street plays
promote co-operation and team work among the students. This
develops sensitivity and awareness towards social issues.
• Participation in different cultural activities provide informal education
in planning and implementation of co-curricular activities and
programmes.
P a g e | 48
• Social commitment is developed among the teacher trainees by
organizing the activities like blood donation camps, aids awareness
camps, anti-drugs, anti-tobacco programmes etc,.
• The institution has a very well equipped library as a learning resource
centre. A wide range of books are available for course work and for
additional reference. The facility of well stacked book bank is
available to the teacher trainees. During the period preparatory to
examinations optimum utilization of library is facilitated to teacher
trainees by extending library timings. The library as resource centre
also organises book talk to help student-teachers to develop qualities
like analytical and critical thinking.
Field Experiences :
Through practice lessons the teacher trainees achieve :
• Formal teaching training experiences
• First hand experiences about the pupil behaviour, student
psychology and school atmosphere.
• Exposure to inclusive education.
• Inputs in varied teaching strategies and methods of teaching
from experienced teachers.
The practice teaching programmes provide varied teaching- learning
experiences through :
• Block teaching.
• Technology based lessons.
• Value education / environmental education lessons.
• Conduct of unit tests.
• Observations of lessons of peers and school teachers.
• Course related practicals that are conducted in collaborating
schools.
In addition to these, co-curricular activities, health awareness program
social service and working with community are the opportunities of
effective outside the classroom learning experiences to the students
stakeholders of our college.
1.2.3 Value Added Courses: Value added courses are integrated components of the
courses prescribed by the Karnatak University, for UG programmes of our
institution.
Below enumerated activities are regularly conducted in addition to
imparting prescribed syllabi for the development of communication, ICT
and life skills apart from community orientation, social responsibility, etc, ;
i. The programmes to sharpen the communication skill of the students;
• Spoken English class to enable the students of the college to
be conversant with this international language.
ii. ICT skills :
• Student-teachers study Computer Education as one of the
mandatory subject during first semester of B.Ed.
• Student-teachers use education CDs, and make power point
presentations during practice teaching.
P a g e | 49
iii. Community orientation:
The college organises CTC. As a part of this camp student-teachers
organise processions to spread messages concerned with
environmental issues, enact street skits to educate the public about
importance of good health, small family norms etc.
iv. Social responsibility :
• Visits to oldage homes and orphanages,
• Organising programmes like lecture, debates to create
awareness about environmental issues, like energy
conservation, rain water harvesting, scientific disposal of
waste, etc.
v. Life skills: The institution organises personality development courses
to inculcate life skills among student-teachers.
1.2.4 The institution ensures the inclusion of the following aspects of curriculum as
follows:
i. Inter disciplinary approach: By identifying the common area and
topics, among two or more subjects, an inter disciplinary approach to
curricula is adopted in the form of integrated teaching. In integrated
teaching the teachers of respective subjects which have inter
disciplinary links will be asked to address the students jointly by
focusing on their respective subjects view points over mutually agreed
time of frames. This saves the time needed in teaching the same
concepts separately by two or more individual teachers and also to put
the concept of inter disciplinary approach into practice teaching. (
Table 1.2 presents some of the areas where inter disciplinary approach
is employed in institution programmes ).
Topics Subject inter-linked
1 Micro teaching 1 Skills and strategies of teaching and all
the methods of teaching
2 Models of teaching 2 Skills and strategies of teaching and all
the methods of teaching
3 Programmed instruction 3 Educational technology and all the
4 Achievement test
constructions
4 Curriculum and evaluation and all the
methods of teaching
5 Lesson planning (orientation
and development of lesson
plan in the common class)
5 Methods of teaching.
P a g e | 50
B.Ed programme is essentially aimed at the development of the teaching
skills of the students. These skills include teaching skills at micro and
macro level, classroom management skill, assessment skills, etc.
ii. Multi Skills Development : Multi skills development among the student
teachers is ensured by conducting programs like cultural activities,
SUPW, CTC and service education program.
iii. Inclusive Education : The institution ensures the inclusive education by
admitting physically challenged students and ensuring transparent
admission with fare access to enrolment to all the sections of the society
by following reservation rolls of the state government. Equity is ensured
to the students of cross sections of society by imparting training for these
students along and on par with the general stream students. Our’s is an
equal opportunity centre to all.
iv. Practice Teaching : The institution ensures the inclusion of practice teaching
programme under the following heads :
1. Pre-practice teaching: micro teaching sessions.
2. Practice teaching: Stray lessons and block teaching sessions.
3. Innovative practice teaching in simulation.
v. School Experience/ Internship:
During block teaching the student teachers along with practicing lessons
get a variety of school experiences : viz,
a. Time table preparation.
b. Conducting test.
c. Conducting co-curricular activities and sports events
d. Establishing social relationships.
e. Use of psychological tests.
vi. Work Experience / SUPW
During SUPW classes the student-teachers are encouraged to prepare
socially useful productive materials like:
1. Invitation and greeting cards.
2. Teaching aids.
3. Working models.
4. Decoration items.
5. Preparation of files.
1.3 Feed back on Curriculum 1.3.1 Feedback and Communication: The institution invites feedback from various
sources to improve upon its working and also with reference to enhancement
of effectiveness to the curriculum. Feedback is taken from all the stake
holders in writing and also orally. The written feedback is collected through
various questionnaire / schedules :
P a g e | 51
Sl.No. Feedback
1 Students feedback on teachers quality and performance overall evaluation of the
institution and programmes.
2 Parents feedback about institution's academic quality and infrastructure facility
available on the campus
3 Head Master or Head Mistress (Principal’s) feedback on student teachers during
practice teaching.
4 Feedback from teachers of practice teaching schools about our students quality,
competence and performance
5 Feedback from Alumni about quality enhancement initiatives needed to be
taken by college
Written feedback :
Oral feedback : from heads of practice teaching schools during meeting.
1.3.2 Feedback analysis and utilisation mechanism: Feedback given by the student-
teacher and faculty regarding the difficulty and obstacles faced in
implementing the curriculum is analysed and discussed at the staff meetings.
The modification, improvement and addition needed to enhance the quality
of programmes is discussed in faculty meetings of the institution and
conveyed to the affiliating University, authorities like the Board of Studies
and department. The institution has no authority to unilaterally to modify,
improve and make additions to the existing curriculum. However, through
our suggestion to the University, we attempt to get the deficiencies plugged.
1.3.3 Contribution of the Institution: Whenever the curricula are to be revised or if
there are suggestions regarding curriculum transaction, the institution brings
these suggestions to the notice of the University through its faculty members
who represent the institution at the Board of studies. Faculty members listed
below have actively contributed to the revision of B.Ed programme of the
Karnatak University.
1. Dr.(Smt.) S. S. Desai Principal
2. Dr. M. G. Sajjanar Assistant professor
3. Dr. B. C. Patil Assistant professor
4. Smt. A. C. Pratiba Assistant professor
5. Smt. Kamini Koushalya Assistant professor
6. Dr. L. C. Mullalli Assistant professor
7. Dr. J. G. Vastrad Assistant professor
8. Dr. B. V. Halemani Assistant professor
9. Dr. J. C. Kundagolmath Assistant professor
1.4 Curriculum Update: 1.4.1 None of the courses have undergone revision in the last eight years. From last
year our University, has started work on curriculum revision of B.Ed course.
1.4.2 The faculty members who have attended the workshop on curriculum revision
discuss the issues related to revision and update of the curriculum based on
need assessment, student input and feedback from practice teaching schools.
P a g e | 52
1.5 Best Practices in Curricular Aspects 1.5.1 The college has taken positive action to initiate and promote quality teacher
education. An IQAC has been functioning in the college to ensure quality
sustenance and enhancement measures in curricular aspects. Some of our
best practices with respect to curricula aspects include :
• Self-appraisal method to evaluate the faculty members
• Feedback from students is analyzed and conveyed to the faculty
members concerned with suggestions where improvements must be
made.
• Academic and personal guidance to students are given by the career
and counselling cell and the grievance redress cell.
• Active functioning of Alumni association, Placement cell and Parent –
Teacher association
• Innovative and modern methods of teaching like PPT, Interactive
board use, interactive teaching, collaborative learning through seminar
and group discussions.
• Net browsing assignments
• Web based instruction
• Mentor system
• Remedial coaching
• National and regional level seminars, workshops and conferences
• Publication of seminar papers
• Well-equipped library and laboratories
• Digital classrooms
• Continuous and comprehensive student evaluation
• Bridge courses for communication skills
1.5.2 Innovative practices implemented by the college are:
Practising individualized learning through:
• Programmed Instruction (PI)
• Computer Assisted Instruction (CAI)
Group Learning through :
• Co-operative learning
• Team learning
• Debates
• Seminars
ICT enabled classes:
Evaluation through:
• Continuous assessment
Additional information to be provided by Institutions opting for Reaccreditation
/ Re-assessment
POST ACCREDITATION INITIATIVES
P a g e | 53
1. One of the recommendations made by PEER TEAM was that the college
should develop a proper and formal system of getting feedback. The college
has put in place such formal system of feedback.
2. Measures taken are : Post accreditation as quality enhancement imitative
• Formation of IQAC implemented after the report of the exit of PEER
team.
• Adaptation of Curriculum transactions through models of teaching like
concept attainment role playing, inquiry training, etc,.
• Using ICT in teaching and preparation of instructional materials. ICT
gadgets are interactive boards, LCD Projectors, internet facility, etc.
• Digital class rooms.
• Focus on learner centered teaching methods
• Imparting life skill education.
• Arranging of value education programmes.
Criterion - II
Teaching-Learning and Evaluation
P a g e | 54
2.1 Admission Process and Student Profile :
2.1.1 Criteria for admission:
Our College of Education, Hubli is affiliated to Karnatak University,
Dharwad. The process of admission is in accordance with the guidelines of
Centralized Admission Cell of Government of Karnataka, affiliating
University, and K.L.E. Society. The admission process is a transparent. The
candidates are admitted as per on Government reservation and roaster rules
and merit.
The intake capacity of institution is 100, out of which 50 candidates are
admitted through centralized admission cell (CAC) of the Government of
Karnataka and 50 candidates were admitted by the committee formed at
college level till 2009. The college came under Grant in Aid code from 19th
May, 2009. Now 75% of students are admitted through (CAC) and remaining
are selected for admission by the committee constituted by KLE at college
level.
The centralized admission cell (CAC) conducts a common entrance test
(CAC) for the applicants and allots seats as per the roster & reservation system
of the staffs Government that is based on the ranking in CET. This was the
procedure in practice till 2010-11.
Since 2011-12 state’s policy for admission to the course has been revised. At
present the students are enrolled on the basis of marks scored in their basic
degree examination as per reservation and roster system of the Government.
As for management seats there is be a selection committee at the college level.
The committee selects candidates on the basis of at the merit list prepared in a
descending order in level accordance with admission criteria of regulatory
body viz., NCTE and norms
2.1.2 The admission procedure for the selection of the candidates followed by our
institution is outlined below. Wide publicity is given in the form of ads in
newspapers, pamphlets, hoarding, banners, our websites, prospectus of
college, etc., inviting applications from eligible candidates for admission to the
management quote which 25 seats out of 100 maximum intake permitted.
Application forms along with prospectus are issued at the college. Duly filled
in applications are scrutinized by the committee and merit list is prepared of
candidates with required eligibility and the merit and put up our Notice Based
of the college. A reasonable period of time is given to the selected candidates
for taking admission. It any of them do not take admission, second merit list is
announced. Information provided to prospective student about the programme
through advertisement are :
• Eligibility Criteria for enrolment
• Date, time and venue for issue of admission forms.
• Last date for submission of duly filled in admission forms.
• Fee payable for the application forms.
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Among others the prospectus of the college provides the following information
about the institution and programme :
i. The Vision, the Mission and Objectives of the college.
ii. List of practice teaching schools with whom we have academic tie-up.
iii. Achievement of the students of the past years.
iv. Meritorious students photography and other details.
v. Alumni association composition, objectives and contributions.
vi. Cultural activities normally conducted during academic year.
vii. Admission procedure for the current academic session.
viii. Eligibility norms for admission.
ix. List of teaching and non-teaching staff of the college along with
qualifications and designations.
x. Infrastructure facilities available like library resource centre, computer
resource centre, Science resource centre, practice teaching schools,
etc.
xi. Scholarship and Fee Concessions to which students are eligible.
xii. General instructions to students as regards their conduct and behavior
on the campus.
xiii. Fee structure for course.
2.1.3 Monitoring of Admissions: The institution follows a transparent admission
procedure and ensures that the prescribed admission criteria are equitably
applied to all applicants by strict adherence to the statutory restrictions of the
Government, NCTE, affiliating University and the directives issued by the
management of our society.
The percentage allotted to each category of applicants for admission as per the NCTE
norms :
In case the application forms from reserved candidates are not received or less
than earmarked quota the seats falling unfilled are allotted to the candidates
from General category candidates.
Sl. No Category %
i General Category 50%ii SC 15%iii ST 3%iv Category I 4%v Category IIA 15%vi Category IIB 4%vii Category IIIA 4%viii Category IIIB 5%
P a g e | 56
2.1.4 Strategies adopted to retain the diverse student population :
i. Equal treatment to all students irrespective of their economic status,
culture, religion, gender and linguistic backgrounds and Physically
challenged students are given special preference.
ii. Physically challenged students are also treated in the same way as
others except in the matter of allotting schools for practice teaching.
They are sent to nearby schools for practice teaching and especially to
those schools where class rooms are situated in the ground floor with
facilities like ramps.
2.1.5 Entry behavior : Our UG course trains candidates to become subject teachers
at secondary schools. Hence, the content knowledge in that particular school
subject is a pre-requisite for them to excel. This pre-requisite content
knowledge in student-teachers is assessed by administering content test prior
to the commencement of the practice teaching programme. The students
who have scored lesser marks than bench marks are made to revise their
understanding of VIII, IX and X standard text books.
Writing skill being another important pre-requisite to become a good teacher
is also assessed by making them write essays, if found lacking the mentor
guides them in improving their writing skills.
Apart from their assessment in academic aspect, the institution also assess
their capabilities in co-curricular and extra-curricular activities by conducting
programmes to identify the talents hidden in the students.
2.2 Catering to Diverse Needs
2.2.1 An overall environment conducive to learning and development of the
students of the college starts with planning at the beginning of academic
year in which the institution lists out the diverse needs of the students and
to meet these needs various programmes are carefully formulated. 2.2.2 Learning needs of the students are:
• Techniques and skills of teaching
• Communication skills
• Social Skills
• Personality development
• Wide reading hobbies
• Ease and facility Using of ICT skills
• Skills of organizing and conducting co-curricular and extracurricular
activities at schools.
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Diverse needs Activities to create diverse needs
Teaching techniques and skills
Teaching subjects like skills and strategies, educational technology,
curriculum and evaluation and also methods of teaching school subjects help
to develop techniques and skills of teaching. Along with this student teachers
also practically learn how to teach through micro teaching, innovative
teaching and practice teaching in the collaborating schools.
Communication skillOrganizing debates, essay competitions, seminars, buzz, brain storming
special lectures on skills and bridge courses.
Social Skill
CTC, visit to places of importance for gathering of information ( like special
schools, religious institutions) organizing competitions for school children,
inter collegiate competitions for college students.
Organizing workshops and inviting competent Resource persons like :
a. John Abrahm
b. Swamiji of ISKON
c. Dr. Shrikanth Swamy
Inculcation of values of lifeProgrammes like national festivals, morning assembly, prayer, CTC, lectures
by eminent persons.
Wide reading hobbies Providing library facilities, book talk, etc.
Use of ICT skillsFree Internet facility is provided. College has a state-of-art computer lab with
higher end configuration facilities
Conducting co-curricular and extra
curricular activities at schools
Every week special sessions for cultural activities are allotted in the academic
calendar. Students are encouraged to attend competitions at other colleges
also.
Personality development
2.2.3 To cater to the needs enumerated above the college has the following
conducive academic ecosystem.
2.2.4 The institution ensures that the teacher educators are knowledgeable and
sensitive to cater to the diverse needs of students :
• By recruiting qualified teachers,
• By motivating the faculty to improve their qualifications,
• By deputing the teachers to participate in various workshops,
conferences and seminars and also paying them allowances as per
KLE Rules.
2.2.5 The various practices that help student teachers to develop knowledge and
skills related to diversity and inclusion and apply them effectively in
classroom situation are curricular, co-curricular and extra-curricular
activities. Various teaching methods and techniques are effectively used
and practiced in the classrooms. Models of teaching, assignment, home
works, group teaching, drill & review, supervised study and SUPW.
2.3 Teaching-Learning Process : 2.3.1 The institution engages students in active learning by way of organizing
seminar, group discussions, quiz competition, writing assignments, preparing
notes and preparing lesson plans, practice teaching, etc. Students for their
active learning make use of facilities like library educational CDs and internet.
Students teach micro lessons and lesson innovative teaching in simulation.
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2.3.2 Student Centered Learning
The following participatory learning activities which make learning in the
institution student centered are :
• Discussion method in theory classes
• Arranging seminars
• group discussions like brain storming, buzz, panel discussion, etc.
other means adopted are :
• Assignments,
• Writing of frames,
• Use of CDs,
• Preparation of improvised teaching aids,
• Projects,
• To keep pace with recent developments in the school subjects, the
college keeps track of the news paper reports, articles in periodicals
and journals, collecting information from DSERT, NCERT, etc. Also
from informal talks with teachers who are actually teaching in the
schools during practice teaching sessions.
2.3.3 To ensure effective learning, the instructional approaches and experiences are
provided through :
• Inductive and deductive approaches
• Situational and structural approaches,
• Enquiry approaches
• Role playing,
• Concept attainment model,
• Lecture-cum-demonstrations,
• Expository method,
• Discussions,
• Project work,
• Use of L.C.D, computers, radios and tape recorder, vcds,
• Demonstration of micro lessons in simulation and macro lessons in real
situation.
2.3.4 The semester pattern has introduced two models of teaching in the core
subject-skills and Strategies of teaching (Ed-4), viz.,
a. concept attainment model and
b. role playing. Students have an option of teaching innovative lessons by
following any one of these models of teaching in their respective
method during the second Semester.
2.3.5 Student-teacher employ the below mentioned micro teaching techniques for
developing teaching skills :
i. Skill of introducing a lesson,
ii. Skill of explanation,
iii. Skill of fluency in questioning,
iv. Skill of stimulus variation,
v. Skill of probing interrogation,
vi. Skill of illustrating with examples,
vii. Skill of black board use,
viii. Skill of using digital boards and
ix. Skill of making or power point presentations.
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Number of lessons to be given by each student-teacher, using micro-skills, is
six. Three lessons in each methodology of teaching without over lapping.
Student-teachers practice six micro lessons in simulation during the first
semester. Two innovative lessons are practiced in simulation during the
second semester.
2.3.6 Details of the process of practice teaching in schools:
� Number of lessons practiced: Stray / Block lessons : Depend upon
the number of days and classes provided by the schools for practice
teaching.
� Number of lessons observed : By teacher-educator- four to five
during stray lessons sessions. To seven to nine during block
teaching programmes.
By students-teacher : Two to three during stray lesson sessions.
Five to six during block teaching programmes
Feed back Mechanism :
Teacher educator gives feed back to each Student-teacher daily in the
last period. Feed back is given on the basis of observation schedule also
suggestions are written on lesson plans. Peers give oral feedback based on the
observations made by them.
Monitoring Mechanism of lesson plan
The method master in charge of the lesson guidance monitors the
lesson plans by giving suggestions.
2.3.7 Block Teaching Process
All the one hundred Student-teachers are divided into eight groups with
Twelve to Thirteen in each group, is assigned to one method master per
practice teaching school. While allotting students to different schools care is
taken to see that every group will have students of all methods to avoid
overcrowding of students of same methods to a single school.
The Method master allots classes for practice teaching to each student-
teacher. Time table, for practice teaching is prepared by the student-teachers
with the help of the method master in charge.
Throughout the block practice teaching period the method master and
student-teachers are present in the school right from morning assembly till
the end of the school hour.
The student-teachers practice lessons as per the time table. Method
master in charge and some students observe the lesson and note down
observations. The student-teachers record observation of the lesson practiced
in the hand book. Method master writes suggestions on the lesson note and
P a g e | 60
also notes down in his hand book. Student-teacher conducts achievement
test during block teaching. Apart from this, the Student-teacher also
conducts some educational psychology tests, takes up action research,
organizes competitions like quiz, drawing, etc., to the school children.
One of the student-teacher in a group allotted to the school is asked to
maintain attendance record for the period of block teaching programme.
2.3.8 Practice teaching plans : Are developed with the co-operation of school
teacher and mentor.
2.3.9 The student-teachers : Are informed to keep in mind the level of students. So
care of average, above average and below average school students is taken
while planning the lesson itself. Student-teachers use attractive teaching aids
and micro teaching skills in their practice teaching to manage the diverse
learning needs of students in schools. For the advance learners among the
school children, Student-teacher organizes some competitions like essay,
quiz, singing, etc., in schools.
2.3.10 To encourage student-teachers to employ teaching ICT technology in practice
teaching the faculty members use technological equipments like LCD,
Projectors, CDs, Smart board, etc., to demonstrate the lessons and also in the
regular classroom teaching sessions. Innovative practice teaching is a
compulsory component of internal assessment that encourages student-
teachers to make use of technology enabled facilities. In practice teaching
also student-teachers are made to use ICT facilities.
There is a subject called Educational Management in the B.Ed
syllabus, where in the student-teachers learn about the policies and
educational needs of the schools. The institution holds meetings with head
masters of practicing schools prior to the commencement of practice teaching
sessions, where in changed policies of the schools are discussed and the same
is informed to the student-teachers in the common class sessions.
Student-teachers collect self composed poems, stories, drawing, jokes,
rangolies, etc., from practicing school students and develop the manuscript
magazines, etc.
2.4 Teacher Quality 2.4.1 Qualification of teachers plans are developed with the co-operation of school
teacher and mentor. The contributions of school teachers in developing
lesson are:
• The school teachers contribute by providing school time table and units
in respective subjects based on which the mentors method master guide
the students.
2.4.2 Student-teacher ratio : The ratio of student-teachers per practice teaching
school is 1:12 (on some occasions 1:13). The ratio depends upon number of
mentors available for carrying on the programmes of practice teaching.
2.4.3 Mechanism of giving feedback:
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Preparation of observation schedule : The schedule is prepared on the bases
of required skills and techniques for various stages of lesson practice. The
various stages in practice lesson are motivation, statement of aim,
development, recapitulation, evaluation and home assignments.
These stages of practice lessons are observed on the following points.
i. Introduction of the lesson,
ii. Explanation,
iii. Questioning,
iv. Use of appropriate examples,
v. Use of appropriate teaching aids,
vi. Varied stimuli for seeking pupil`s attention,
vii. Conclusion of the lesson,
viii. Innovations and
ix. Appropriate instructional objectives.
Both peer group and mentor give feedback in criticism classes. The feedback
will be given on all the criteria set in the observation schedule, at the end of
practice teaching. The strengths and weaknesses of students are discussed
and suggestions are made as to how to improve performances. The
suggestions made are to be adopted in their next practice lesson. If the
performance evaluated is found to be very poor, then the student-teacher is
asked to replan the same lesson and teach again.
2.4.4 Changes in policy matters : Any changes in the policy matters are brought to
the notice of students both orally and by displaying changes received by the
schools on the notice boards.
2.4.5 The institution meets with Head Masters of practicing schools, prior to the
commencement of practice teaching session, where in changed policies of the
schools are discussed and the same is conveyed to the student-teachers in
common classes. While collecting the units for teaching practice subject
teacher informs the students about the new policy changes in the syllabus ( in
the respective subjects).
2.4.6 Professional and personal developments : The Institution supports
professional as well as personal development of teacher educators through :
� Encouragement to get higher education,
� Deputation for participation in orientation and refresher courses,
� Attending Seminars, Workshops, Conferences, etc,.
� Paper presentation at Regional, National and International level and
conferences.
(Details available in Creterion-III)
2.4.7 Yes, the institution appreciates and motivates teacher educators for their good
performance by :
� Publishing the achievement in the society magazine and
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� Staff members are honoured in the Society’s founders‘ day
celebration for their achievement.
2.5 Evaluation process
and Reforms : 2.5.1 The barriers with
respect to students learning are identified, communicated and addressed
through following means :
• Through suggestion Boxes
• Through Grievance Redressal Cell.
• By administering opinionnaire
• Open discussions in the class rooms in presence of Chairman, Local
Governing Body, Principal and Staff.
• Through tutorial classes.
2.5.2 Assessments and Evaluation : Practice Teaching (Internal Assessment) : Assessment of practice teaching
for both semester I and II is based on the quality of lesson plans prepared and
student-teachers performance in the practice lesson in each subject (MOT).
Semester-I
Micro teaching practice
Each Student-teacher has to practice six micro lessons in simulation-three in
each of his/her subject. Six micro teaching skills should be planned and practiced
without overlapping. Micro teaching lessons are observed by the teacher and peers.
Marks allotted for micro teaching in each MOT is nine Marks (3 lessons x 3 marks).
Practice lessons in Practicing Schools
Student-teacher is expected to write and practice four lessons in each of his/her
subject (MOT) and all the four planned lessons and practice lessons are assessed by
the mentor. But only two best written lesson plans and two best practiced lessons are
considered for the internal assessment.
Marks allotted for each of best lesson plans and practiced lessons are assessed
for the maximum of four marks. The total number of maximum marks for planning is
eight (4x2). The total number of maximum marks for practiced lessons also is eight
(4x2).
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Theory (Internal Assessment Marks)
Internal assessment marks in each of the core subjects and computer education
(compulsory optional) is twenty and internal assessment marks for each MOT is
twenty five. The following table presents the distribution of internal assessment
marks.
PaperFirst Test
marks
First Assignment
marks
Participation in group
activitiesTotal marks
Ed1 S I 10 10 --- 20
Ed2 SI 10 10 --- 20
Ed3 SI 10 10 --- 20
Ed4 SI 10 10 --- 20
Ed5 MOT-I 10 10 5 25
Ed6 MOT-2 10 10 5 25
Ed9-CE 10 10 --- 20
Note: Each test is one hour duration and is conducted for a maximum of twenty five
marks and later reduced to ten marks.
Semester-II
Practice lessons in Practicing Schools
Student-teacher is expected to write and practice 8 lessons in each of his/her
subject (MOT) and all 8 lesson plans and practiced lesson are assessed by mentor 7th
or 8th
lesson in each MOT is called a “Criticism Lesson”. The best 3 lessons and
criticism lesson are considered for evaluation. Each lesson plan is assessed for
maximum of 4 marks. Similarly each practiced lesson is also assessed for maximum
4 marks. The total number of maximum marks for planning lessons is 16 (4 x 4). In
the same way the total number of maximum marks for practiced lesson is 16 (4 x 4).
Innovative Teaching (In Simulation)
Each Student-teacher is expected to practice one lesson in innovative teaching
in each of his/her MOT. This innovative lesson practiced is either by using model of
teaching or integrating technology in teaching (like using OHP, LCD, Tape Recorder
or Role playing etc.). This innovative teaching practice carries maximum of 8 marks.
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Theory (Internal Assessments Marks)
Internal assessment marks in each of the core subject and optional paper is 20
and internal assessment marks for each MOT is 25. The following table explains the
distribution of marks.
PaperFirst Test
marks
First Assignment
marks
Participation in group
activitiesTotal marks
Ed1 S I 10 10 --- 20
Ed2 SI 10 10 --- 20
Ed3 SI 10 10 --- 20
Ed4 SI 10 10 --- 20
Ed5 MOT-I 10 10 5 25
Ed6 MOT-2 10 10 5 25
Ed9-CE 10 10 --- 20
Note: Each test is of one hour duration and conducted for a maximum of twenty five
marks and later reduced to ten marks.
* Figure in parentheses indicates the number of tests or assignments.
A unit plan in each MOT is planned by every Student-teacher who is assessed
for a maximum of ten marks.
Resource Unit/instructional kit / work book / working models are prepared in
each MOT by a Student-teacher and the assessment is done for maximum of twenty
marks.
For the construction of achievement test for fifty items the maximum marks
are twenty The achievement test constructed is administered in practice teaching
school and the interpretation of the test scores is done by each Student-teacher in each
of their MOT and assessed for the maximum of five.
Observation Record:
Each Student-teacher observes minimum of thirty lessons per MOT. Out of
which twenty lessons may be of the same subject and ten may be of the other subjects.
Each Student-teacher attends feedback session held by teacher educator (Supervisor)
and maintains the proper record of observations. For this each student is assessed for
a maximum of five marks per MOT.
The table appearing on the following pages shows the internal assessment
particulars for both I-semester and II-semester along with maximum marks for each
item.
P a g e | 65
Sl.No Particulars
1
Micro teaching under
Simulated condition
(3Skillswithout overlapping)
9 (3X3)
2 Lesson Planning 8 (4x2)
4 Lessons (2best
lessons to be
considered for
evaluation)
16 (4X4)
8 lesson ( 3 best + the criticism
lesson to be considered for
evaluation)
3Lesson teaching (including
teaching aids)8 (4x2) 16 (4x4)
8 Lessons (3 best +the criticism
lesson to be considered for
evaluation)
Innovative Teaching simulated
1. Model of Teaching
2. Intergrating Technology in
Teaching
5 Unit Plan 10
6Resource Unit/Instructional
Kit/Workbook/working models20
7Construction of Achievement
Test (50 items)20
8
Administration of achievement
test and interpretation of test
scores
5
9Observation record (Minimum
of thirty lessons)5
Total 25 100
Semester-I Semester-II
8 (1x8) One lesson4
B) Practice Teaching
The activities and the allotment of marks for Practice teaching in each Method of
Teaching School Subject (Ed 7 and Ed 8) are as follows;
Table shows the pattern for one method
External Evaluation-Practical Examination:
• The University conducts practical examinations in practice teaching in each of
the subjects of practice teaching offered by the Student-teacher under MOT-I
and MOT-II at the end of the second semester. Each lesson is observed fully
and assessed by two examiners, one internal and other external from practicing
schools appointed by the University.
• Theory Examination A semester-end is examination is conducted by the university.
P a g e | 66
Section No.of question to be answeredMarks per
questionTotal
ATwelve questions out of fifteen
questions to be answered5 60
B Questions with internal choice 10 20
C Total 80
Duration of B.Ed. Theory Examination For B.Ed. core subjects, computer education and optional papers for both I
Semester and II Semester, duration of examination is three hours.
Duration for Ed5-MOT-I and Ed-6-MOT-II is 2 hours.
Pattern of Question papers : For Ed1, Ed2, Ed3, Ed4, Ed9 and Ed10, duration of
examination is 3 hours as detailed below
For Ed5-MOT-I and Ed6-MOT-II papers duration of examination is two hours as
shown below :
2.5.3 Communication of assessment in practice teaching : The assessment in
practice teaching is communicated immediately during feedback session and
student-teachers are asked to use the suggestions improve their skill in the
next practice lesson.
The assessment of test marks is communicated to student-teachers by;
• Giving answer script of each subject in the class room for them to
verify accuracy of assessment and
• Marks sheet of test marks along with percentage is prominently
displayed on the notice board.
2.5.4 Use of I.C.T :
Section No. of question to be answered Marks per
question
Total
A Five Questions out of eight
questions to be answered.
2 10
B Four Questions out of six questions
to be answered.
5 20
C Two Questions with internal choice 10 20
D Total 50
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Question papers for achievement tests and psychological tests are computer
type set. Marks lists of internal assessment, question papers and marks
sheets for display are also computer print outs. Power point presentations
and CAI, are employed during teaching sections.
2.6 Best Practices in Teaching – Learning and Evaluation Process 2.6.1 Teaching :
Engaging the classes with Power Point Presentation. Teacher educators make
use of LCD Projectors and smart boards in teaching-learning process.
Teachers make power point presentations for making their teaching effective
and technology enables.
Learning :
To make learning more effective and student centered a good number of
techniques are employed by the faculty members. We use small group
techniques such as brain storming, buzz session, panel discussion and learner
centered methods such as discussions, projects and individual assignments.
Co-operative learning techniques are also employed in computer education,
CTC and cultural programmes.
Evaluation :-
Formative evaluation is being practiced. For this every week test is
conducted. Based on the test results remedial coaching is made to the under
achievers. Individual guidance is provided to such students formally as well
informally, by the designated members of the institution to bring them to the level of
other students.
2.6.2 ICT facilities available : The staff and students have free internet facilities to
download the required knowledge & information from the websites. The
staff and students access essential information from internet for developing
teaching aids and other materials which are needed for the effective teaching
learning activities. Thus the teacher educators and the students update
themselves with the latest developments in the field of education. In this
way the technological resources of the institution help the teacher educators
to implement the innovative teaching-learning practices.
P a g e | 68
Additional Information to be provided by the institutions opting for reaccreditation / reassessment :
• In the first assessment exit report of PEER Team suggestions made by
the peer team with reference to Teaching-Learning-Evaluation were to
develop an institutional website, and a language Lab.
• We have implemented the suggestion by having a dynamic institutional
website. Language lab has also been set up with state-of-art higher end
systems and soft ware.
• The quality sustenance and enhancement measures undertaken are :
• All class rooms are digital class rooms with interactive boards and
LCD projectors installed for regular teaching. Students also are
permitted to use them so as to make them technology enabled
prospective teachers.
• Members of our faculty serve as resource persons to a good number of
local colleges imparting teacher education.
• Our institution’s senior faculty members have served as members of
committees for practice teaching schools.
• Addition of larger number of a wide variety of books to institution’s
library
• Internet faculty is made available to all students and teachers free of
cost.
P a g e | 69
Criterion - III
Research, Consultancy and Extension
3.1 Promotion of Research : The teacher-educators are always motivated to take up research in education.
To motivate them, the institute has provided secretarial support & other
facilities like library, Internet, Study leave, sponsoring for research
symposium, workshops, adjustment in teaching schedule etc. Financial
assistance is also extended to attend the seminars, symposia, workshop
etc.,Internal guidance by senior faculty members is provided.
3.1.1 The following staff members got higher degrees i.e., Ph.D and M.Phil:
Sl.no. Name of faculty Degree Year
1 Dr. ( Smt) J.C. Kundagolmath. Ph.D 2007 Feb
2 Dr. (Smt) J.G.Vastrad. Ph.D 2007 May
3 Dr. L. C. Mullolli. Ph.D 2007 Sep
4 Dr. M.G.Sajjanar. Ph.D 2007 Oct
5 Smt.Kamini Koushalya. M.Phil 2008 Apr
6 Smt. A.C. Pratibha. M.Phil 2009 Apr
7 Dr. B.V.Halemani. Ph.D 2011 Jun
3.1.2 The student teachers are encouraged to take up some thrust areas of research
by the institution i.e. class room problems, teaching learning processes,
attitudes towards subject etc.
3.1.3 The measure outcomes of these projects are :
i. To minimize spelling error. Outcome: The students are able to spell the
words correctly
ii. Positive attitude towards mathematics. Outcome: The students are able
to learn mathematics without any difficulty.
iii. Drawing neat diagrams in science subjects. Outcome: The students
are able to draw the diagrams neatly in science subjects.
iv. Adopting new technologies in languages. Outcome: The students used
LCD, power point presentation
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3.1.4 The following staff members have attended the seminars / workshop /
conference / etc,.
Sl.
NoDate Program Sponsored by Subject
1 10-07-2009 WorkshopStaff selection Commission
Bangalore
General Intelligence &
ReasoningParticipation
2 24-07-2009 WorkshopStaff selection Commission
Bangalore
General Intelligence &
ReasoningParticipation
3 20-09-2008 Workshop DIET Training to Lecturers Participation
4 09-09-2012 WorkshopDept. of Edn. & Kamala Baliga
College of Edn. KumtaRevision of B.Ed Syllabus Resourse persons
5 25.3.2013International
seminarP.G. Dept. of education K.U.D
Current trends in teacher
educationParticipation
Dr.(Smt)S.S.Desai
P a g e | 71
Sl.
NoDate Program Sponsored by Subject
8
17-02-2007
To
18-02-2007
Workshop
KLES`s G.I Bagewadi`s Arts
Sciece & Commerce College
Nipani, Belguam, Karnatak
Art of Counseling and
Dynamic Living.Participation
9 25.3.2013International
seminarP.G. Dept. of education, K.U.D
Current trends in teacher
education.Participation
10 26-1.2013
National
award in the
field of
research in
education by
Yoga study
centre
Yoga study centre, Hubli Education. ---------
Learning Community for
Global Education Reform
National Knowledge
commission Report
Higher Education to Rural
Youth: A holistic approach
Status, Role and
Responsibilities of
Teachers and students in
Use of ICT for Teacher
Education Programme
National
Workshop
7 09-09-2012 Workshop
PG Dept of Studies in Edn KU
Dharwad In Collaboration with :
Kamala Baliga College of Edn
Revision of B.Ed Syllabus.
5
4
11-08-2012
To
12-08-2012
National
Level Seminar
Disability Studies &
Inclusive Education
Implications for policy
Participation
Participant &
Presented a paper
Participant &
Presented a paper
Participant &
Presented a paper
Participant &
Presented a paper
Institute of professional studies
Gwalior (M.P)
Participant &
Presented a paper
17-02-2011
To
18-2-2011
National
Seminar
3
05-03-2009
To
6-3-2009
National
Conference
KLES`s G.I. Bagewadi Arts,
Sciece & Commerce College
Nipani, Belguam, Karnatak
Karnatak University College
Teacher`s association, Hubli
Dr. M.G. Sajjanar
1
2 04-11-2007National
Conference
International
Conference
18-11-2011
To
20-11-2011
SGVCV Trust ‘s MGVC Arts,
Science & Commerce College
Muddebihal, Bijapur.
Resource person
Shri Shivaji Prasarak Mandal
Barshi`s college of Education
Barshi ,Solapur
Social Action & Research
Foudation, New Delhi & Gold
field college of Education,
6
26-03-2011
To
27-03-2011
P a g e | 72
Sl.
NoDate Program Sponsored by Subject
1 10-07-2009 WorkshopStaff Selection Commission
Banagalore
General Intelligence &
ReasoningParticipation
2 24-07-2009 WorkshopStaff Selection Commission
Bangalore
General Intelligence &
Reasoning Participation
3 25-11-2009 Workshop Mysore
Writers workshop on
constructing education
subjects encyclopedia
Participation
4 09-03-2012 SeminarServa Shikshan Abhiyan
BangaloreScience Participation
5 09-09-2012 WorkshopDept. of Edn. & Kamala Baliga
College of Edn. KumtaRevision of B.Ed Syllabus Resource person
6 26-1.2013
National
award in the
field of
research in
education by
Yoga study
centre
Yoga study centre Hubli Education --
Dr. B.C. Patil
Sl.
NoDate Program Sponsored by Subject
1 13-04-2008 Work Shop BRC Hubli-Dharwad (Urban) Action Research. Resource person.
4 29-12-2009 Taluka level BEO & Reserorce Centre Hubli-
Dharwad
Enhancing proficiency in
TLM and Metric fair Guest Lecturer.
8 09-09-2012 WorkshopPG Dept of Edn & Kamala Baliga
College of Edn KumtaRevision of B.Ed Syllabus Resource person
Smt A.C.Pratibha
2
3
Participation.Qualitative Education
Challenges of working
women in the era of
Globalization.
Participation.
5
6
7
15-02-2008 Conference BRC Hubli Dharwad (Urban)
27-02-2009
To
28-02-2009
National
ConferenceUGC
01-06-2010
To
5-6-2010
Contact
ProgrammeKSOU Manasagangothri Mysore
30-7-2012
& Seminar
UGC-Ambedkar college of Edn
Bangalore
KUD Swami Vivekanand centre
& PG Dept of Edn Dharwad
Towards Man-making
Swami Vivekanand & his
contribution to education
Paper presented
PGDHE Course Participation.
Women`s Edn for teacher
educators of Karnatak Paper presented
27-02-2011
To 28-
02-2011
Seminar
P a g e | 73
Sl.
NoDate Program Sponsored by Subject
5 2010-11
Teacher`s
Recruitment
programme
KLES Eng Med School
Manjunathanagar
Teachers interview for
recruitment
Subject Expert &
Member
8 22-03-2012
Teacher
recruitment
programme
M.R.Sakare Eng.med School
Hubli
Teachers interview for
recruitmentPanel members
9 09-09-2012 Work shopDep of Edn. KUD & Kamala
Baliga College of Edn. kumtaRevision of B.Ed Sylbous Resource person
Judge
Paper presented 6
26-03-2011
&
27-03-2011
Dr. G.V.Joshi Rotary English
medium school, Hubli
Debate
Competition
Teacher
recruitment
International
conference
International
Conference
UGC (SAP) Dept of Edn
Annamalai Uni versity Annamalai
TN
Workshop
Workshop
Dept. of education centre for
distance education, Bharathi
dasan University, Tirucharapalli
21-04-2010
03-01-2009
To
09-01-2009
Smt Kamini Koushalya
Dr Ambedkar college of Edn
Banagalore
03-04-2009
To
04-04-2009
1
2
3
Participation
Paper presented &
participant
Participation
Dept of Edn K.U.Dharwad
Capacity Building of
Women manger of Higher
Edn.
18-02-2010
To
19-02-2010
Restructuring Teaching
practice programme for
quality improvement of
Education for mitigation of
human conflicts
4
7 09-07-2011 Panel memberTeachers interview for
recruitment
Quality enhancement in
distance education for life
long learning.
M.R.Sakare Eng.med School
Hubli
a. Modern life is
impossible without gadgets
b. Todays woman should
be emplayed or not
Sl.
NoDate Program Sponsored by Subject
1 04-11-2007National
Conference
Karnatak Uni College Teachers
association.
National Knowledge
commission`s ReportParticipation
5 03-01-2012 Seminar Dharwad Dist Sahitya parishat
States of regional language
in the content of
Globalization
Participation
6
06-01-2012
To
07-01-2012
Seminar J.T.College of Edn Gadag Challenges in Higher EdnParticipant &
Presented paper
7 09-09-2012 WorkshopDept of Edn & Kamala Baliga
college of Edn KumtaRevision of B.Ed Syllabus Resource person
8 25.3.2013International
seminarP.G. Dept. of education K.U.D
Current trends in teacher
educationParticipation
Participation
Challenges of working
women in the era of
Globalization
SJMV`S Women’s College Hubli
Swami Vivekananda Centre &
Dept Edn
Towards Man-Making
Swami Vivekananda& his
contribution to Edn
Resource person
Dr L.C. Mullalli
30-10-2007
To Resource person
Kannada Research centre &
Karnatak State History Gageter,
Contributions of Mathas
in Dharwad district 2
State level
seminar
27-02-2009
To
28-02-2009
3National
Conference
Seminar
27-02-2011
To
28-02-2011
4
P a g e | 74
Sl.
NoDate Program Sponsored by Subject
3 12-08-2009 Seminar Sana College of Edn HubliResearch methods &
curriculum Development
Resource person
.& Presented paper
6 28-01-2012 Workshop DIET Dharwad Micro Teaching Resource person
7 09-09-2012 WorkshopDept of Edn & Kamal Baliga
College of Edn KumtaRevision of B.Ed Syllabus Resource person
8 25-03-2012International
SeminarP.G. Dept. of education K.U.D
Current trends in teacher
educationParticipation
4 01-12-2010 Workshop DIET DharwadImplementation of national
curriculumParticipation
Smt J.G.Vastrad
P.G.Dept of Edn K.U.Dharwad
Capacity building for
women managers in higher
edn
Participation
Participation
Participant &
presented paper
Higher Edn in the new
millennium issues and
challenges
5
18-02-2011
To
19-2-2012
PC.Jabin Science College HubliNational
seminar
Refresher
course
Workshop
17-09-2007
To
21-9-2007
1
Academic staff college Dharwad Educational Technology204-12-2007
To
Sl.
NoDate Program Sponsored by Subject
1 01-04-2009State level
Seminar
Kamala Baliga College of Edn
Kumta.
Translating instructional
theories in to learning
experiences, approaches,
problems & concerns
Participation
3 09-09-2012 WorkshopDept of Edn & Kamal Baliga
College of Edn, KumataRevision of B.Ed Syllabus Participation
Towards Man-Making
Swami Vivekananda& his
Presented paper &
participantDept of Education, K.U.Dharwad2
Dr. B.V.Halemani
Workshop01-02-2011
Sl.
NoDate Program Sponsored by Subject
PC.Jabin Science College Hubli
Higher Edn in the new
millenium issues and
challenges
Paper presented
ParticipationAcademic staff college Dharwad Educational TechnologyRefresher
course2
3
04-12-2007
To
24-12-2007
18-01-2011
To
19-01-2011
National
seminar
1
18-02-2010
To
19-02-2010
International
Conference
UGC (SAP) Dept of Edn
Annamalai University Annamalai
TN
Education for mitigation of
human conflicts Paper presented
Dr.(Smt) J.C. Kundagolmath
P a g e | 75
3.2 Research and Publication Output 3.2.1 For enhancing the quality of teaching the staff members use LCD, OHP,
Computers, Projectors, Teaching aids, etc. They have also prepared different
Slides, Transparencies power point presentation etc.
3.2.2 The facilities that are provided by the institution for developing
instructional materials are:
i. Financial aid for preparing models
ii. Internet facility
iii. Transparency sheets
iv. Library facility
3.2.3 The institution has developed ICT/ Technology related instructional materials.
(i.e. Transparencies in different subjects, power point, slides, working model
etc).
3.2.4 Details on various training programs / workshops on material development.
i. Organized by staff : Nil
ii. Attended by the staff : Dr.Smt.S. S. Desai & Dr.B. C. Patil attended a
workshop on a General intelligence and Reasoning organized by
staff selection commission Bangalore. In this workshop they
prepared quality questions for strengthening question bank. This
work was held on 10-7-09 & 24-7-09.
iii. Training provided to the staff:
i. Shri. A. B. Artal attended training programme organized by
KLE Society Belgaum.
3.2.5 The following staff members have published their articles in different
journals:
Statement showing details of publications
Sl.no. Name of faculty Article title Name of
journal Publisher name
1 Dr B.C. Patil Leadership in
Education
S Soudha
V:1, No1 ,
7/6/2011
Vidyanidhi
Prakashana
2 Dr. L.C. Mullalli Dr.Radhakrishna S.Soudha Vidyanidhi
Prakashana
3 Dr. J. G. Vastrad
A study of job
satisfaction among
SEC. SCHOOL
TEACHERS in
relation to their
personal professional
& organisational
variables
4 Dr.B.V.Halemani
Basavanavar
Vachangalali
Shaikshanika
Tatvajnana
Basavapath
Oct,2012 Basava Samithi
P a g e | 76
3.2.6 Dr.Smt.J.C. Kundagolmath of our institution received ‘Best Science Teacher
Award’ from “Prathibha Vijnyan Parishat Davanagere”
3.2.7 Our faculty member Dr. Sajjanar has submitted a proposal to UGC for seeking
financial assistance from UGC for carrying out a Minor Research Project on
‘ ‘.
3.3 Consultancy. 3.3.1 Consultancy is extended to various Organizations in academic activities.
Dr.B.C.Patil, Smt.Kamini Koushlya, Dr.Smt. J. G. Vastrad, Dr.B .V.
Halemani participated in the process of Recruitment of teachers in various
schools.
3.3.2 Faculty members are competent to undertake consultancy. Areas are:
Educational technology, Action research, Environmental education,
Guidance and counseling etc In future institution plans to publicise the
available expertise..
3.3.3 There is no revenue generated in the last five years.
3.3.4 No such revenue is generated .
3.4 Extension Activities 3.4.1 Every year college conducts citizenship training camp in rural areas. There
the college organizes some literacy awareness programmes, HIV aids
awareness programmes, Health and hygienic programmes, adult education
programmes, etc. ‘Hath main sehat’ consultancy is extended in villages. 3.4.2 The institution invites experienced persons in different fields to give lectures
on personality development, importance of local historical places, temples,
lakes etc,. Parent Teacher meets help us to modify the different viewpoints.
3.4.3 The future plans and major activities of college are as follows.
• Students participation in “Hath Main Sehat” Programme
• Visit to old age homes,
• Visit to schools for dumb, deaf and blind,
• Public gardening,
• Awareness programmes on HIV Aids, population control, pollution
prevention, eco-friendliness, etc,
• Awareness about Traffic Rules for village people
3.4.4 There are no community development projects undertaken by the college in
the last five years.
3.4.5 Every year the college conducts citizenship Training programmes. Through
this programmes the institution develops social and citizenship values among
the students. Also qualities like leadership, teamwork, sharing views,
accepting others, dignity of labour, organizing activities etc. are inculcated in
students.
3.5 Collaborations : 3.5.1 The national level organization like IGNOU B.Ed study centre was launched
in 2005 to benefit the in-services teachers and it is functioning effectively
since the date of its establishment.
P a g e | 77
3.5.2 The institution has established linkage with “Haath Main Sehat” which is an
International Organization. Through this organization students of our
institution get training in procedures for practice teaching in the schools.
3.5.3
•••• The IGNOU study materials are used for class room teaching
•••• IGNOU programmes telecast help the students in learning and
teaching.
•••• We have linkage with the Department of Education of our
affiliating University for PhD and M.Phil programmes.
3.5.4 In B.Ed. training institution school networking plays a dominant role.
Institution will send a group of student teachers to selected practice teaching
schools. Every student teacher gives 24 lessons in allotted schools and
conducts achievement test on content taught by the student teacher.
Psychological tests like TAT and Action Research are used on school
students. The students-teacher use teaching-learning materials prepared by
themselves for their effective and comprehensive teaching. During practice
teaching students organize a variety of co-curricular activities like Quiz and
Speech competitions to the school children. Schools provide English /
Kannada medium classes for practice lessons. To express the gratitude to the
practicing school the institution has the tradition of honoring the retired
school Headmasters / Headmistress in one of our cultural programmes,
especially during ‘Teachers Day Celebration’.
3.5.5 The faculty of the institution are actively engaged in preparing time table,
getting permission for practice teaching from Head masters and other related
works. Faculty member will give some feedback and suggestions for their
teaching session in different schools.
3.5.6 The faculty of our institution collaborates with schools, colleges and
University in the following matters :
•••• For selecting good teachers for the schools.
•••• Honoring good teachers and headmasters of the schools.
•••• Participating as resource persons in colleges and the university.
•••• Acting as Members for different faculty of education, Moderators,
Paper setters, Examiners, etc.
The following staff members of the institution are active in enhancing the
quality of education and research consultancy and also extension activities.
i. Dr.(Smt) S. S. Desai has worked as Co-ordination Board Member,
Syndicate Member, Academic council member of Karnatak
University, Dharwad and also as BOS Member for Kuvempu
University, Shankara Gatta, Shivamogga.
ii. Dr. B. C. Patil is recognized as a research guide of CMJ University.
Manipur and Bagawant University. Presently he is guiding four
students of these Universities for Ph.D programme.
iii. Dr. L. C. Mullolli is recognized as a research guide of Sai University.
He has guided one student of this University for Ph.D.
iv. Dr.(Smt)J. G. vastrad is recognized as a research guide for Dhakshina
Bharat Hindi Prachar Sabha. She is guiding one research student.
P a g e | 78
3.6 Best Practices in Research, Consultancy and Extension 3.6.1
• Every teacher – educator is encouraged to be a consultant to the
student teachers and provide guidance and counseling for personal as
well as academic benefit of these students.
• Senior faculty members have been providing their valuable insight to
those newly setup B.Ed colleges regarding the functioning
infrastructure required, resources needed, etc. Student-teachers
undertake action research on class room problems under the guidance
of our faculty members
• Whenever the faculty members come across certain problems in the
educational field, to find a solution to that problem action research
like attitude towards mathematics is undertaken by our teachers.
Removing the spelling errors in languages (English & Kannada) and
study of population problems etc, also get the attention of research
minded members of our staff.
3.6.2 Our B.Ed students undertake remedial teaching to students who are weak in
studies or are slow learners. Teaching aids are provided. Intensive coaching
in English speaking is also given.
Additional Information provided by Institutions opting for Reaccreditation.
1) In our institution four staff members completed Ph.D Degrees and two
members got M.Phil Degree.
Dr.J. G. Vastrad has applied forone minor project to the UGC during the
academic year 2010-11. Staff members are also keen to apply major /
minor projects under UGC XII plan scheme.
2) The institution ensures professional growth of the teachers by encouraging
them to attend workshops conducted by other colleges of education and
Universities. Some of the staff members are acting as BOE members and
two are acting as BOS members and Principal was the syndicate and
Academic council member of Karnatak University, Dharwad.
P a g e | 79
Criterion - IV
Infrastructure and Learning Resources
Physical Facilities :
4.1.1 Our college of education is located in Vidyanar, a busy but peaceful central
locality of Hubli city. The campus is in 18 acres 3.73 guntas of land with
beautiful landscape and adequate infrastructural facilities to share and
experience the excitement of education meaningful and fruitful.
The table presented below enumerates the details of the physical infrastructure
available in our institution according to NCTE norms:
Area Sl.No. Name of the Room
In sq ft In sqm.
1 Office 400 37
2 Principal chamber 400 37
3 Multipurpose hall 1500 139
4 Library 1000 93
5 Science lab 200 19
6 Education psycho lad 600 56
7 Education technology lab (A.V.B.) 600 56
8 Computer lab 301 28
9 Ladies room 400 37
10 Boys room 200 19
11 Sports room 400 37
12 Seminar room 600 56
13 Guidance and counselling room 205 19
14 Lecturer halls-2 600 56
15 IGNOU Room 400 37
16 Play ground 64616 6005
17 Staff rooms (5Ns) 551 51
18 Staff rooms-1 86 8
19 Staff room 2 143 13
20 Health centre 400 37
21 Boys hostel 13146 1222
P a g e | 80
22 Ladies hostel 11010 1023
23 Parking area 8000 744
24 Canteen 3285 305
25 Store room 50 5
26 Teaching aids room 200 19
Master plan of the Building is enclosed.
4.1.2 The management of K.L.E Society provides funds for developing facilities.
When need arises the institution also plans for augmenting the infrastructure
to keep pace with academic growth in concurrence with the Management.
4.1.3 List of infrastructure facilities for co-curriculum activities extra curricular
activities are as follows :
• The multipurpose hall of the institution is utilized for various curricular
and co-curricular activities.
• Multipurpose hall for curricular & co-curricular activities.
• For extracurricular activities :
a. Well developed play ground
b. Running track
c. Throw ball court
d. Jumping pit – long and high jump
• Sports room
Sports equipment and materials
Sr.no. Item No.
1 T.T.Table and T.T Net 1 set
2 Chess board & coin 2 sets
3 T.T. Balls 24
4 T.T Court Net 1
5 Carrom 2 sets
6 Table Tennis Net 1
7 Table Tennis Bat 2
8 Measurement Tape 1
9 Stop Watch 2
10 Weighing Machine Digital 2
11 First Aid Box
12 Shotput
13 Discuss Throw 2
14 Cricket Set 2
P a g e | 81
15 Volley Ball 2
16 Volley Ball Net 1
17 Foot ball 2
18 Tenni Koit
19 Volley Ball Net 1
20 Basket Ball 2
21 Basket Ball Net 1
22 Throw Ball 2
23 Badminton Bats 8
24 Badminton Cocks 5 boxes
25 Cricket kit – Bat 2
26 Cricket kit – Stumps 6
27 Cricket kit Ball 2
4.1.4 The utilization of physical Infrastructure:
• Multipurpose hall of the institution is used for conducting co-
curricular activities like quiz competition mock parliament, science
exhibition etc.
• As we have IGNOU B.Ed programme Study Centre in our
institution, the multipurpose hall and lecture rooms are shared for
conducting the contact classes. The library facility is also provided
to IGNOU B.Ed students.
• The Government agencies like banks, railways, police department
etc. utilize the infrastructure facility of our college for conducting
their examinations only on Sundays.
4.1.5 First aid facility is available in the college. Health care is looked after by local
expert medical practitioner Dr.Dhanapal Hegde. Each Year a general check
up of the students is made by Doctor in the college itself. For major health
problems the institution takes the help of K.L.E. ICU in Hubli.
Society`s ICU Unit is Just 2 kilo meters away from the college. Higher
treatment, if needed, is given in 1800 bedded super specialty hospital run by
K.L.E. Society at Belgaum.
College provides soaps, napkins tissue papers, phenyl etc,. There are
separate cabins for staff members. Separate Ladies and Gents rooms for
students are provided and separate sanitary blocks are available. There is
canteen facility in the campus.
4.1.6 The college provides lodging and boarding facility for boys & girls separately
in sister institutions / hostels.
Recreational facilities like daily Kannada & English dailies weekly
magazines and sports facility like carom, T.T, chess and T.V. facility are
P a g e | 82
SL.NO ITEMS ALLOCATIONUNSPENT
AMOUNT
1 BuildingBuilding is all ready
completed
2 Furniture 1,50,000 1,02,500
3Science
Equipments50,000 50,000
4 Computers 25,000 11,968
5 Books 75,000 55,671
6 Journal 25,000 25,000
available in the hostels. But now days most of the students come from local
nearby areas and prefer to shuttle from family residence as they get
concentration bus passes & public transport is good enough.
4.2 Maintenance of Infrastructure 4.2.1 The institution allots funds under different heads by keeping the previous
year`s expenditures in mind. The institution usually allots 15% more than
the previous year budget having regard to inflation. The unspent balance
under any head, if any, is utilized for the welfare of the students (List
Enclosed).
Budget Allocation for the year 2008-2009
Budget Allocation for the year 2009- 2010
SL.NO ITEMS ALLOCATIONUNSPENT
AMOUNT
1 Building - -
2 Furniture 1,25,000 1,23,200
3Science
Equipments10,000 3,628
4 Books 25,000 18,840
5 Journals 5,000 5,000
P a g e | 83
SL.NO ITEMS ALLOCATIONUNSPENT
AMOUNT
1 Building - -
2 Furniture 50,000 47,150
3Science
Equipments10,000 10,000
4 Computers 50,000 27,600
5 Books 50,000 46,480
6 Journals 10,000 10,000
SL.NO ITEMS ALLOCATION UNSPENT AMOUNT
1 Building - -
2 Furniture 50,000 20,100
3Science
Equipments10,000 10,000
4 Books 50,000 44,905
Budget Allocation for the year 2010- 2011
Budget Allocation for the year 2011- 2012
Budget Allocation for the year 2012- 2013
SL.NO ITEMS ALLOCATIONUNSPENT
AMOUNT
1 Building - -
2 Furniture 1,50,000 1,36,300
3Science
Equipments
4 Books 60,000 55,169
5 Journals 10,000 10,000
P a g e | 84
4.2.2 Optimum utilization of infrastructure : The multipurpose hall of the
institution is utilized for various curricular and co-curricular activities. For
extracurricular activities the institution has well developed composite play
field with running tracks throw ball court, long jump pit cricket pit, basket
ball court, volley ball court, tenni coit court, etc.
The optimum use of the college infrastructural facilities are ensured by
engaging the classes from 10:00 am to 5:30 pm during normal working days.
Whenever the need arises, the classes are engaged an hour earlier than the
normal working timings. The Institution has one general and three resource
centers viz., Psychology Resource Centre, ICT Resource centre, Computer
Resource Centre and Science Resource centre. Science materials,
electrification, water, wash basin facilities are available in science room.
The institution improve the facilities by allocating of separate budget and one
faculty member is maintaining the resource centre equipments. The library
resource centre is kept open from 9:00 am 7:00 pm during the time of
examination. The institution is keeping pace with global trends and making
every effort to incorporate the recent information and communication
technology techniques in all its activities. ICT based process is a boon to the
class room delivery. Institution has adopted the having new technology
related to teaching learning process. Institution has internet facility.
Requisite number of computers are available in the college. CDs pertaining
to school subjects are used in the preparation of Class Room Teaching. Over
Head Projectors, Slide Projectors, Cameras, Tape recorders, L.C.Ds.
Interactive Boards, Radio Lesson cassettes are also used for the practice
teaching by students and faculty.
4.2.3 Environmental concerns : Sufficient care is taken to keep the campus
beautiful and free from pollution. College is situated in an ideal place which
is for away from the main road and traffic disturbance. College is
surrounded by rich vegetation and greenery. Sanitation of toilets is a daily
care. “Silence Zone” boards and “Use me” dustbins are put in place in the
college. Use of plastic bags is prohibited. Good ventilation and lighting
facilities are available in the institution.
4.3 Library as a learning resource : 4.3.1 The institution has a qualified assistant librarian Smt.Kavita M. Kalakabandi
B.A.M. Lib and the library assistant Shri.Ashok M. Angadi with
qualification M.Com. B.Lib Science. One menial staff assists them in the
library functioning.
4.3.2 The Library resources available for the staff and students are enumerated in
below presented table :
Sr.No. Particulars Numbers
1 Number of Books 12,900
2 References Books 3511
3 Titles 2,706
P a g e | 85
4.3.3 Mechanism to review library resources : The institution has a mechanism to
systematically review the various library resources.
There is a library committee. This committee comprises of head of the
institution, librarian and three teachers and a student representative. This
committee holds meetings atleast once in two months. During the meetings
committee will decide supplementation and addition of books, journals,
periodicals, resourced books and improvement of library services, etc.
4.3.4 Institution’s library resource centre is partially computerized and the process
is going on to fully computerise it.
4.3.5 Yes. The library resource centre provides internet, reprographic and computer
facility to the students and staff.
4.3.6 The Institution make use of customized software application.
4.3.7 The library of the Institution works in the following way :
Sr.No. Particulars No.
1 Working days 291
2 Working hours per day 8
3 Working hours near examination period 10
4.3.8 The new arrivals in the Library resource centre are first displayed on the
display rack and the Librarian orally informs students and staff about the new
arrivals.
4.3.9 The institution`s library resource centre has book bank facility. Under this
scheme the text books are lent to the students. The books are issued at the
beginning of each semester and collected back after the examination. Three
books are issued to each student from book bank of our library.
4.3.10 Visually and Physically challenged students are provided with extra books.
4 Encyclopedias 30
5 Magazines 6
6 Competitive magazines 3
7 CD’S 73
8 Internet Available
9 Journals 5
10 Reprographic Machine Available
P a g e | 86
4.4 I.C.T. as learning Resource : 4.4.1 I.C.T. facilities available in the institution are:
Computers
Sr.No Location No.
1 Computer lab 20
2 Staff rooms ( one each room) 8
3 Principal Chamber 1
4 Office. 3
5 Library 1
Total 33
Other LCT facilities
Sr.No Particulars No.
1 Services (26 M) 1
2 Lacer printers 3
3 Lacer colour printer 1
4 DMP 1
5 UPS 600 vats 33
6 Sf Sonic boxes 4
7 UPS 1.5 kva 2
8 Stabilizers 2
9 CDs
10 LCD Projectors
11 internet BSNL Brod band
Total 46
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Software
Sr.No Particulars
1 Costomised Library Software
2 Tally 9.0
3 MS office suit & page maker
Audio-Visual facilities :
Sr.No Particulars No.
1 Telvisions 3
2 Tape Recorder 2
3 Audio Cassettes 26
4 Audio Visual Cassettes 30
5 CDs 50
Institution has a state-of-art ICT Resource centre. A senior faculty member is
incharge of maintaining the technological equipments such as OHP, Slide Projector,
Camera, Tape Recorder, LCD. Registers are maintained for all the materials
procured. For practice teaching faculty and student-teachers are using new
technology in teaching such as:
• Demo Lessons
• Seminar
• Innovative Teaching
• Micro Teaching
• Group Discussions & construction of achievement test.
• Group Activities in each MOT subjects.
CD’s pertaining to school subjects as well as theory subjects are used in the
preparation of class room presentations. Slide Projectors, Cameras, Tape Recorders,
LCDs, Epidiascope, Radio lesson cassettes are used in teaching by students and
faculty.
List of CD’s pertaining to school subjects are :
• About your body, Tissues of the human body, Body fights diseases.
• Circulations of the Heart, Respiratory, Reproductive and Nervous system.
• Aspects of symmetry, Linear measurement (Length, area and Volume).
• Geometry, Angles, Tangents.
• Electricity (Fundamentals) Pressure and Current electrical source.
• Energy from the Sun, How it works.
• Acids, Bases and Salts, Physics and Chemistry of water.
• Crystallization, Distillation.
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• Properties of Matter I and II
• Understanding latitude and longitude. Both teaching staff and students use the above mentioned facilities during
their theory classes and for practice teaching and also conducting
competitions like quiz, seminars, discussion etc,. 4.4.2 Computer education is one of the compulsory papers for B.Ed students. The
major concepts taught are basic knowledge of computers, M.S Word, Power
Point Presentation, Excel, Internet access etc,.
4.4.3 Institution has internet facility and 33 computers are available in the college,
CDs on school subjects are used in the preparation of class room
presentations.
4.4.4 As per the need the student teachers use the technology in teaching viz., :
• Developing lesson plan
• Classroom teaching
• Evaluation of test papers
• Preparation of teaching aids
• Preparation of slides and CDs, etc,.
4.5 Other Facilities
4.5.1 i. The optimum use of the college infrastructure facilities is ensured by
engaging the classes from 10:00 am to 6:00 pm during working days.
ii. The institution shares its facilities with :
• IGNOU B.Ed programme
• With Govt. Agencies like banks, railways, police department
etc for conducting competitive examinations (only on
Sundays). 4.5.2 Various Audio Visual materials available :
• Radio lessons
• Poem cassettes
• List of CD’s pertaining to school subjects
4.5.3 The various general and resource centre available with institution are:
• ICT resource centre
• Computer resource centre
• Psychology resource centre
• Science and Mathematics resource centre
Institution has enhanced the facilities by procuring required new
materials. A senior staff member is in charge of each resource centre
respective dead stock and registers are maintained.
4.5.4 The institution has multipurpose hall of size 30 X 50 ft with capacity of 125
seats.
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List of sports materials available
Sr.no. Item No.
1 T.T.Table and T.T Net 1 set
2 Chess board & coin 2 sets
3 T.T. Balls 24
4 T.T Court Net 1
5 Carrom 2 sets
6 Table Tennis Net 1
7 Table Tennis Bat 2
8 Measurement Tape 1
9 Stop Watch 2
10 Weighing Machine Digital 2
11 First Aid Box
12 Shotput
13 Discuss Throw 2
14 Cricket Set 2
15 Volley Ball 2
16 Volley Ball Net 1
17 Foot ball 2
18 Tenni Koit
19 Volley Ball Net 1
20 Basket Ball 2
21 Basket Ball Net 1
22 Throw Ball 2
23 Badminton Bats 8
24 Badminton Cocks 5 boxes
25 Cricket kit – Bat 2
26 Cricket kit – Stumps 6
27 Cricket kit Ball 2
4.5.5 Yes. The class rooms are equipped with the latest technology Interactive
boards &, LCDs.
4.6 Best practices in Infrastructure and Learning Resources : 4.6.1 The faculty demonstrates lessons for Micro teaching and Macro teaching by
utilizing the new technology, powerpoint, or which the students follow in their
practice lessons.
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Institution has the latest technology related to teaching learning process.
Institution has internet facility & 30 computers. The college has an adequate
number of books, maps, CDs, Interactive Boards, Generators, Printers and
learning materials and equipments, etc,. All of these are used for academic
and co-curricular programmes of the college on a regular basis.
4.6.2 Use of ICT in instruction by the teacher educators has greatly reduced the
dependence on the chalk board as a teaching learning tool. This has
introduced the student teachers to use of ICT, use of power point in their
regular teaching process, sharing of information. Guidance is being provided
through CD’s and e-mails. Faculty members have designed the learning
resources on each subject with internet facility. Students browse internet to
gather information.
4.6.3 To comply with the recommendations of PEER Team contained in the exit
report the college has created separate rooms for science and mathematics
resource centre and a language room. And each faculty member is provided
with a computer.
• The best practice adopted in the Learning Resources is the video
graphing of good lessons delivered by the students.
• The college has conducted “Suvarna Karnatak Rajyostava” in
collaboration with our sister institutions.
• The college has conducted inter college competition
(Janapadotsawa).
• The college faculty members have attended workshops, seminars
as resource persons / participants.
• To enable the students to overcome the examination fear, the
college is conducting weekly test, workshop on syllabus revision,
remedial teaching and tutorial classes.
Additional Information to be provided by institution opting for reaccreditation 1. Most of recommendations of first eyle accreditation PEER Team
contained in the exit report, we have implemented separate. One of them
was creation of rooms for methods of teaching subjects like social science
room & Natural science rooms. We have on MOU with our society’s
“Sakhare English Medium School” for science experiments, whenever,
required.
Each faculty member should be provided with a computer. This was
another recommendation. In the year 2010 the college received UGC
grants to the tune of Rs.43 lacs. Under this scheme the institution has
purchased a large number of books, maps, CDs, Computers, Printers,
Generator, Color Printer, learning materials and equipments. Students and
faculty members are encouraged to use these facilities for collecting
information and students to write their assignments in innovative manner.
2. The college has a well established science, natural science, a language
centre.
As per the non-teaching staff and each faculty member recommendation
of previous Peer Team provided with one computer each for using new
technology in the office work and in teaching such as :
Demo Lessons, Seminars, Innovative teaching, Micro teaching, Group
discussion and Construction of achievement test, Group activities, etc,.
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The other quality sustenance and enhance measures under taken by the institution :
• The college faculty members are participating as Resource Persons
/ Participants in the State Level, National Level and International
Level seminars and workshops.
• The college uses the Infra-structural facilities to optimum extent.
The college is open from 9:30 am to 6:00 pm and the library is
open from 9:00 am to 7:00 pm during examination season.
Library provides per student three books which can be retained by
them for the whole semester. Extra books are also provided to SC
/ ST students. Now our Library is having OPAC system (2014).
The following innovatiive / best practices are adopted in our college :
• ICT enabled class rooms: Class rooms are equipped with higher
technological devices. Teaching learning transaction is carried out
using ICT. Students are motivated to use power point
presentations in teaching. Majority have developed a hang for
PPT technique.
• Green campus programme: Our campus is a bio-diversity centre.
We add to it by planting and protecting trees with care.
• Free browsing centre : Majority of our students come from rural
areas and they don’t have any internet access in their villages.
Hence, they are provided with facilities free of cost browse
internet in college.
• Teaching the students as to how to develop and use the low cost
materials for teaching learning process.
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Criterion - V
Student Support and Progression
5.1.1 Student Progression. The college has the tradition of conducting orientation classes at the
beginning of the course to prepare the students for the teachers training
programme. Institution also accesses the candidate’s preparedness by
administering a test to know about their attitude towards teaching profession. The content knowledge of the student teachers is an essential pre-requisite
for the teaching profession. The college conducts content knowledge test in
their respective school teaching subjects to assess their preparedness. 5.1.2 Conductive academic environment : The campus environment of the college
is conducive to promote the development and performance of the students.
The congenial environment of the campus includes good infrastructure
facilities like required number of classrooms with adequate lighting
ventilation and seating arrangements, well equipped and well maintained
library resource centre, Computer resource centre, Psychology resource
centre, ICT resource centre, science and mathematics resource centre, sports
room, separate rest rooms for boys and girls and separate cabin for each
teacher to provide individualized guidance to their students. There are career
and counseling cell, women grievance redressal cell, anti raging cell, etc. 5.1.3 Dropout rate : The dropout rate is very low as most of the students too eager
to complete the course. Gender wise students’ dropout rate for the last five
year is presented in bellow given table :
The main reasons for the dropping out of students is job opportunities based
on their previous degree (appointment opportunities), marriage (in case of
lady candidates) and illness. The reasons for dropout are genuine. Hence,
the college has not felt the need to evolve a mechanism to check dropout
rates.
5.1.4 Additional facilities to facilitate higher education : The college has
provided several additional services to student teachers to enable them to
Academic Year
M F M F M F M F M F M F
30 70 27 68 44 56 40 47 30 49 27 73
No of dropouts 2 3 - - - - 2 - 4 1 - -
Rate of Percentage 6.6 4.2 - - - - 5 - 13.3 2.04 - -
Table showing gender wise drop-out status
No. of Students
enrolled
2012-132007-08 2008-09 2009-10 2010-11 2011-12
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compete for the jobs and progress to higher education. They are enlisted
below :
i. The college library subscribes magazines like competition success,
Educational Review, Reader`s Digest, “Spardha Spurthi”, Diksuchi,
Manorama year book, Employment News, Daily news papers, etc.
ii. College also organizes and conducts various competitions like
extempore speech, prepared speech, quiz, debate, seminars, panel
discussions on wide variety of current issues.
iii. Training student teachers to face interview by conducting mock
interview at the end of the course.
The students have passed competitive examinations in the past five years. The
details are given in the following table.
Competative
Examination
2007-08 2008-09 2009-10 2010-11
S.B.I Hutagi R.G. 1) Manjunatha, Talawar - -
Department of
surveyM .Humanthgoudar - - -
1) Akkmahadevi
Hiremath1) Narayan Hosur 1) Akshata Duddagi 1) P.M Mallapur
2) J. V. Halemani 2) Shanawaj Maniyar 2) Veeresh Chulakimath 2) V. Doddamani
3) S. G. Vijapur -3) Shivashankar
chikkanaragund3) K.G Karadigudda
4) Talawar P.F - 4) Chandekashar M -
Hostel
Superintendent- 1) Alavandi Kavita - -
Teacher
Recruitment Board
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Name of the student Academic year Materials refered
Smt Rashmi Kulkarni 2012-13 Books and Charts
Smt Kavita Ambiger 2012-13 Charts and Teaching Aids
Smt Farha 2012-13 Working Model
Year Course
1 Shri Maraddi H.N 2007-08 M.Sc
2 Smt Taranum Shaikh 2008-09 M.Ed
3 Smt Deepa Andaniswamimath 2008-09 M.Ed
4 Smt. Savatri Pol 2008-09 M.Ed.
5 Smt Mandre Sweta V 2008-09 M.Ed
6 Smt Savitri Akki 2008-09 M.Ed
7 Smt Pattar Rashmi 2008-09 M.Sc
8 Saravand Lingaraj B 2009-10 M.Ed
9 Shri Shivabal Sanjeevakumar 2009-10 M.Ed
10 Shri Shivaraj Mantur 2009-10 M.Ed
11 Smt.Deepa R. Dalawai 2010-11 M.Ed
12 Smt.Manjappa H. Angur 2010-11 M.Ed
13 Smt.Jayalaxmi. R. Morab 2010-12 M.Sc.
14 Smt.Deepa. Y. Bhadrapur 2011-12 M.A
15 Sri.Veeresh. M. 2011-12 M.A
16 Smt.Nivedita N. Barigidad 2011-12 M.Sc.
17 Smt.Kavita Ambiger 2012-13 M.Ed
18 Smt.Savita S. Hallur 2012-13 M.Sc.
19 Sri.Rudrappa F. Gudageri 2012-13 M.A
Name of the student
5.1.5 percentage of students who pursue higher studies : On an average 12% of
students go for higher studies in the same field.
Details are as follows (i.e. 2007-08 2008-09 & 2009-10)
5.1.6 The
institution helps the past students whenever needed by way of providing
information, materials like teaching aids, books, cd’s etc.,
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5.1.7 The Institution provides placement services. The following students have
benefited from our placement services :
Name of the
Company/SchoolName of the student Academic Post year
Place of
Appiontment
H.F. Kattimani School Smt Megha Myakond 2009-10 2009-10 Hubli
Smt Tarannum. Shaikh 2009-10 2009-10 Hubli
Smt Pravitra Pyati 2008-09 2008-09 Hubli
Smt Vinita Bandi 2009-10 2009-10 Hubli
Divya 2010-11 2011-12 Hubli
Shri Satish swadi 2011-12 2011-12 Hubli
Shri Basavaraj Chatni 2011-12 2011-12 Hubli
Smt.Karanjkar Manisha
D.2011-12 2011-12 Hubli
Smt.Thorat Smita 2011-12 2011-12 Hubli
J.K.English Medium
School
K.L.E. M.R Sakhare
English medium school
K.L.E. English Medium
school,
Manjunathnagar.
5.1.8 The difficulties faced by placement cell. i. Low salary offered by employers. Most of the students prefer to get
jobs in their locality and do not prefer to venture out. ii. Lady students are not ready to work in faraway places, because of their
parents unwritingness.
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5.1.9 The practice teaching schools have also benefited from this placement
services.
The following students are working in the different schools :
5.1.10 The institution has provided separate
room for this placement cell. A Senior staff member of the college is given the charge
of our placement cell. The institution also provides Xerox, stationary materials,
computers & other related materials to enable the placement cell to sender services
more efficiently.
Sl.No Name of the StudentAcedemic
Year
Name of the Practce
teaching SchoolDesignation
1 Reshma Dhawale 2008-09
KLE English Medium
School,
Manjunathnagar
Asst Teacher
2 Lurtha Meery 2008-09
KLE English Medium
School,
Manjunathnagar
Asst Teacher
3 Vineetha 2008-09
KLE English Medium
School,
Manjunathnagar
Asst Teacher
4 Apoorva Dsouza 2010-11
KLE English Medium
School,
Manjunathnagar
Asst Teacher
5 Megha 2009-10 H.F.Kattimani School Asst Teacher
6 Rashmi Kulkarni 2010-11Sakhare Eng Med
School Asst Teacher
7 Karanjkar Manish 2011-12
KLE English Medium
School,
Manjunathnagar
Asst Teacher
8 Divya D 2011-12Sakhare Eng Med
School Asst Teacher
9 Ashwin Kalyanshetti 2012-13Sakhare Eng Med
School Asst Teacher
10Poornima
Kanteppagoudar2012-13
Govt. PU College,
NavalurLecturer
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5.2 Student Support 5.2.1
• Admission process, discipline and other matters relating to admission are
given in our prospectus.
• During admission students can interact with staff through the admission
committee.
• We also counsel the students at the time of admission about the prospectus of
the course offered.
• Our prospectus contains all details relating to admissions, eligibility, courses
offered and rules and regulations of the institute.
• All information relating to day to day activities are displayed on the notice
board.
• Academic calendar, admission forms, time table, attendance, exam schedule,
mark sheet, daily events, achievements, etc,. are displayed on the notice
boards.
• Scholarships
• Cash prizes
• Free ships
• Fee concession
• Awards
• Medals & trophies
5.2.2 Support physically challenged students : The institution provides special
help for the physically challenged students. All most all the years we have
physically challenged students in the institution. More learning materials
and text books are provided to them. A separate computer is earmarked for
them. For practice teaching, schools are identified according to their
convenience viz., short distance, schools located on ground floor, schools
with ramps and special sanitary facilities, ect,
5.2.3 Teachers role as mentors : The teachers role as mentor is emphasized. The
institution provides mentoring services to students. Students with
educational and personal problems approach teachers. There exists a tutorial
system. Students are categorized into certain groups and each group is
facilitated by a teacher. The teacher renders his or her assistance to the
students through special attention to the academic, personal, financial, and
other needs of the students.
5.2.4 Additional services provided to the students :
i. Educational visits,
ii. Felicitation of meritorious students,
iii. Placement of teacher trainees,
iv. Special lecture series,
v. Free internet access,
vi. Alumni meets.
To compete for the jobs :
• The placement cell provides information about job opportunities.
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• It trains students as to how to face interviews and imparts skills that are
needed to be mastered to face interviews successfully.
• The teacher trainees are given guidance to conduct demonstration
lessons in schools and teaching aids are also made available to the
teacher trainees to prepare for the demonstration lessons.
5.2.5 Own website : The Institution has its own website. It has the following
information hosted on it :
• About the society and Institution
• Calendar of events
• About the infrastructure of the institution
• Results
• About the staff members
• Events conducted
• Fee structure
• Admissions procedure and schedule
• About facilities, etc.
• Achievements
• Gallery
• Syllab
• Laboratories
• placements
It is updated regularly on day to day basis.
5.2.6 Personal profile of each student : The mentor who is incharge generates the
personal profile of each student assigned to him. Each mentor will maintain
the records of the student progress through observing class room activities,
practical attendance, reviewing the performance of periodical tests,
assignments and discussion with students.
5.2.7 After identifying the lower achievers, the institution takes up the following
strategies as remedial measure:
Remedial classes are conducted for slow learners. Counseling and morale
building is done by mentors. The slow learners in the practice teaching are
identified at planning stage as well as while executing the lessons and such
students are made to replan and reteach the lesson by giving special
guidance. Additional pre first periods are conducted for low achievers thrice
in a week. Slow learners are identified by the mentor in curricular, co-
curricular and extracurricular activities by observation. Slow and advanced
learners are identified on the basis of the induction analysis at the beginning
of the year, based on the previous examination results, performance in the
test and also through interaction with them. Remedial classes are conducted
for slow learners. Counseling and moral building is done by counselors and
mentors.
Higher targets that are set for advanced learners :
i. Cash prizes,
ii. Moral encouragement
iii. Special guidance
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5.2.8 Guidance and counseling services: The institution has guidance counseling cell. One of the faculties is incharge
of the cell. Counseling by mentors continues form the beginning to the
completion of the course. Mentor system is a prominent component of the
strategic plan of the college. A mentor who is a teacher incharge generates
the personal profile of each student assigned to him. A group of 12 to 13
students are assigned to each mentor. Each student is guided individually.
5.2.9 Grievance redressal mechanism: The grievance redressal cell of the college comprises of principal, one of the
lecturers, a boy & a girl student representative. Operation procedure starts
by setting up of grievance box in the college library. The aggrieved person
may inform his/her grievance in writing to the committee. The aggrieved
person is given a hearing & counseling. The suitable corrective measures are
adopted. The following grievances have been redressed : a. Need for pure drinking water facilities
b. Provision of telephone (coin box),
c. Curtains for windows in the multipurpose hall
d. Canteen facilities in the campus
All the grievances of the students were promptly redressed. There is a
separate ladies care cell. A lady member of faculty is incharge of it. She
takes care of sensitive issues pertaining to ladies.
5.2.10 Monitoring of the programme of the candidates : It is made through theory
classes. Each mentor maintain the records of the student programs through
classroom actual practical attendance, reviewing performance in the tests,
assignments, etc. Guidance to theory will be given by the mentor in charge.
Results will be displayed on the notice board. For monitoring of cultural
activities and extra curricular activities, the faculty in charge of cultural
activities takes the help of other faculty members in organizing and
conducting various activities and all teachers together monitor the activities. The faculty in charge of sports monitors sports and athletic activities.
5.2.11 Student`s competency to begin practice teaching : To ensure the students’ competency to begin practice teaching the institution
imparts training in micro teaching skills. The programme of micro teaching
begins with orientation of students to the different micro teaching skills. The
faculty members give demos of the micro teaching, which is followed by the
feedback from both the faculty members and students. The students plan and
demonstrate micro lessons. After training in micro teaching skills, the
programme of training in teaching begins. The procedure adopted consists of
:
• Orientation to lesson planning in theory sessions.
• Demonstration lesson by the staff, senior or farmer students and some
of the practicing school teachers.
• Feedback sessions.
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• Lesson plan preparation by the student teachers and guidance by the
Method Master.
5.3 Student Activities : 5.3.1 The institution has an Alumni association. The composition of the association
is as per NAAC guidelines. i. Current office bearers and members are :
President
Secretary
Treasurer
Four Members
ii. All members are unanimously nominated
iii. Alumni Association activities : yearly one activity is conducted in
Alumni association
iv. List of the top five alumni occupying prominent places.
Sl.No. Name of the old student Academic year Designation
1 Shri.Hutagi R.G 2007-08 S.B.I Manager
2 Shri.Maraddi H.N 2007-08 Lecturer
3 Smt.Taranum sheikh 2008-09 Lecturer
4 Smt.Savatri Pol 2008-09 Lecturer
5 Shri.Saravand Lilngaraj B. 2009-10 Lecturer
v. Alumni help the institution during academic year by giving demonstrations
and assistants for observation of practice lessons and also guidance feedback
to the trainees’ lessons.
5.3.2 One period is year marked in the regular timetable for the extra curricular
activities. The institution encourages students to participate in extracurricular
activities including sports and games by conducting various activities like
prepared speech, quiz, indoor and outdoor games. The students are also sent
to the other colleges to participate in competitions for which TA and DA is
paid by the institution.
5.3.3 The institution involves and encourages the students to publish materials like
college magazine, collection of rare coins, preparation of scientists’ albums
and resource units in different subjects and self learning materials.
The best works done by the students are showcase for observation by the
students of current academic year in the institution.
5.3.4 The institution has a student council. The structure of student union is as
below :
Student Union
General Secretary
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Ladies Cultural Activities College Magazine Sports Library CTC
Representative Secretary Secretary Secretary Secretary Secretary
The major activities of the students union are organizing and conducting various
functions like inauguration of student union, celebration of important days. guest
lectures, seminars, workshops, observation of Samarambha” etc. All the
expenditure of the activities is met by the institution.
5.3.5 Various bodies and their activities : The institution has Antiragging cell, SC / ST / cell, Parents-Teacher
Association and Placement cell.
Bodies Activities SC/ST Cell � Provision of Library books
� Solves Ladies problems
Antiraging cell � Orientation about antiraging
Parent-Teacher association � Parent Teacher meet
Placement cell � giving information regarding the
appointments
5.3.6 Feedback mechanism : For the growth and development as well as
improvement of the institution, feedback is obtained from the outgoing
students and the suggestions made by them will be taken into consideration for
implementing them. The head of the institution after discussing students
suggestions with the staff places the requirements for the improvement of the
institution in the L.G.B. meeting. In the L.G.B. meeting the requirements will
be discussed and sanctioned.
There is a staff meeting in every month and whenever the need arises special
meetings are also conducted to discuss the academic matters. The union
secretaries are also invited to attend certain meetings whenever presents is felt
to be essential.
5.4 Best practices in student support and progression. 5.4.1
• The college gives one week orientation programme to the students
about the institution, vision, mission, goals and objectives, value of
teaching profession, status and code of ethics for teachers, various
courses offered, evaluation process, facilities in the institution,
utilization of library, rules and regulations, etc,. Other programme like
awareness about effect of drugs, alcohol tobacco etc,. Expert medical
officers, and staff from also orient the students about various diseases
like HIV, Aids, Jaundice Maleria etc,.
• Students are encouraged to involve themselves in all the activities so
that when opportunities arise they would be able to discharge their
responsibility and play an effective role as a teacher.
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• The institution gives special attention to inculcate the spirit of values
among the teacher trainees. The theoretical and practical knowledge
gained by them is a real source of inspiration to lead a virtuous life in
their future. It is a blessing to the young generation to get well
equipped teachers as role models. The institution adopted various
measures to provide value orientation to the students teacher. Every
week a special period is allotted in the time table for value education.
Eminent resource persons are invited to deliver talk on various aspects
of values. The faculty members actively engage in the value
orientation programmes.
Additional Information to be provided by Institution for reaccreditation
The quality sustenance and enhancement measures undertaken by the
institution are :
i. Adoption of new strategies to constantly provide support, encouragement and
guidance to the student teachers such as :
tutorial groups, mentoring, adoption, study circle, and etc.
ii. Teacher educators use power point presentation incorporating pictures and
videos in the example process to clarify concepts and provide
multisensory learning. Students are encouraged to use LCD projectors
and smart boards for their seminar presentation.
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Criteria - VI
Governance and Leader ship
6.1 Institutional Vision and Leadership 6.1.1
a. Vision: To be a prominent institution of Excellence in Teacher Education to
train and provide a continuous pool of knowledgeable, creative innovative,
humane and professional teachers capable of stimulating social change and
shaping generations.
b. Mission: To promote Teacher Education in an environment consistent with
policies, legal frame work, contemporary changes, societal, needs, rationality,
and the spirit of harmony and co-existence.
c. Goals:
• To deliver effectively the knowledge and skills as prescribed for
teacher training programmes using innovative and modern methods of
teaching, learning and evaluation.
• To provide training for organizing various curricular and co-curricular
activities in school teaching.
• To imparts scientific temperament among student teachers through
research activities.
• To inculcate values, civic responsibilities among student community
for peace and harmony in the society and the nation at large.
• To implement the process of effective and continuous evaluation for
objective oriented student and teacher performance.
• To build all round per sonality of the students.
• To offer academic, personal and career counseling.
• To strengthen, develop and implement student welfare programmes,
grievances redressal systems in the college.
d. Objectives :
• To equip the teachers to develop and practice all the necessary skills,
techniques and innovative methods in teaching and evaluation.
• To serve as a facilitator to the students who will be teachers to become
intellectually competent and academically enriched by making an
effective use of the training facilities available in the institution.
• To empower teachers by providing opportunities for the development
of self, community and the nation.
• To create widespread awareness about issues of ecology and
environment of the region. among the students who are prospective
teachers..
• To develop human values among teachers lik love for mankind,
tolerance, unity, equality, etc,.
• To put in place in the institution innovative practices that are in tune
with global and national trends and local needs.
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• To enhance employability of students by developing the skills
through giving micro teaching sessions, macro teaching sessions and
communication skill development activities.
The institution`s stated purposes, vision mission and values are made known
to the stake holders through prospectus, display boards in the college library,
in the corridors near principal chamber, in the office, multipurpose hall and
on display boards.
6.1.2 The mission includes the institutional goals and objectives in terms of
addressing the needs of the society, the student it seeks to serve, the school
sector, education institution`s tradition and value orientations.
6.1.3 Local governing body supervises the institution about quality education. In
Local Governing Body meetings, the members discuss about the students
achievements, teachers teaching quality and the overall improvement of the
institution. Every year the institution collects feedback from the students
about their overall satisfaction and campus experience. From this feedback,
the institution comes to know about the teaching abilities of the staff,
students friendlyness of the non-teaching staff, about infrastructural facilities
and commitment, leadership role.
Role and Involvement of Management for Effective and Efficient Transaction of Teaching and Learning Process.
Central Management has constituted Local Governing Body for our
institution. The Local Governing Body and Members of the Board of
Management pay periodical visits to the institution. This Body supervises
the work of teaching staff through the head of the institution. Society
encourages the teaching staff by recognizing the good work and rewarding
them. Appointment of teaching and non-teaching staff is done by Local
Governing body. The Board of Management defines the responsibilities of
the faculty at the time of appointment (as per the policies of board of
management) to ensure smooth and effective functioning of the college as
students centric institution.
6.1.4 At the institution level, the head of the institution delegates the authority and
responsibilities depending to the activities to be conducted during the
academic year. The various academic responsibilities that are assigned to the
staff by the head of the institution are discussed in the Local Governing Body
meetings.
Our Principal, with the consent of the management distributes the
responsibilities among the staff and communicates the same through regular
staff meetings, and issuing notices Institutions’ has local governing body
which meets 3-4 times in a year. Staff meetings are held once in a month and
also when need arises. More than one meeting may be held.
6.1.5 The Principal ensures that the valid information to review the activities of the
institution is taken up in the LGB meetings to discuss the following points :
i. Evaluation of overall result of the college.
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ii. Feedback from student teachers and also from practice teaching
schools.
iii. Parents feedback
iv. Annual Report of the institution
The staff information, financial matters, library information, etc., are
submitted to the management through correspondence, e-mail and telephone
talk.
6.1.6 The institution identifies the barriers in achieving vision, mission and goals by
analyzing :
i. Result and performance of the students,
ii. Feedback from students,
iii. Feedback from parents,
iv. Feedback from practicing schools,
v. Feedback from Alumni and
vi. Feedback from community / society.
The barriers are solved at the college level by the principal in consultation
with colleagues. The LGB also gives suggestions for the action to be taken
to overcome the barriers.
6.1.7 Management encourages the staff by giving suitable assignments
commensurate with their abilities for the effectiveness and efficiency of the
institutional processes. The management appreciates the staff for their good
work done during L.G.B. meetings.
The management motivates and facilitates the staff to enhance their
professional and academic growth by allowing them to attend seminars,
workshops and conferences. Also gives permission to purchase required
additional latest books, technological materials like computers, LCD,
Internet, etc. for the institution.
6.1.8 The head of the institution:
• Distributes the syllabus before the commencement of the academic
year.
• Monitors the work progress every now and then by discussing with the
staff members, office staff and others.
• The various tasks like, Time-table preparation, CTC, Library,
Supervision, Attendance monitoring, Cultural, Physical and Sports
activities. Tests and Examinations are allotted among the teachers.
• Meetings are held once in a month or whenever the need arises.
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6.2 Organisational Arrangement
6.2.1 List of different committees constituted by the institution for management of
different institutional activities:
Academic Bodies
Committees on Infrastructure of the institution
The reports of the meetings held and decisions taken regarding academic
management, finance, infrastructure, faculty and examinations during last year are
enclosed.
Sr.No. Committees
1 Time Table Committee
2 C.T.C
3 Library Committee
4 Attendance Committee
5 Committee for cultural activities
6 Committee for Physical and Sports activities
7 Committee for student union
8 Committee for conducting tests and examinations
Sr.No. Commitees
1 Audio-Visual materials maintenance committee
2 Psychology Laboratory maintenance committee
3 Furniture and equipments maintenance committee
4 Science Laboratory maintenance committee
5 NAAC Coordination committee
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6.2.2 Organisational Structure of the Institution :
Board of Management, KLE Society
Administration Body of the institution
Local Governing Body
Local Governing Body
Chairman --- Shri A. V. Patted
Members ---Shri J. M. Munavalli
• Shri. Prakash Kadkol
• Dr. P. B. Roodagi
• Shri. B. D. Gadag
Co-ordinator -- Dr. B.C.Bannur
Member-Secretary -- Dr(Smt) S.S.Desai
Principal
Teaching Staff Support Staff
1. Lecturers - 9 F. D. A. - 1
2. Librarian - 1
S. D. A - 1
Attender-1
Peons – 3
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6.2.3 Decentralization of College administration
The Administration of the college is decentralized from top to bottom as
shown in the following flow chart :
Principal
Lecturer Various Committees F.D.A.
Librarian S.D.A
Technical Staff Attendars
Peons
The head of the institution assigns various academic responsibilities to the
teaching staff. The teaching staff takes care of all the academic activities like
practice teaching micro-teaching and co-curricular activities according to the
preplan and responsibilities assigned. The responsibilities are determined in
the beginning of the academic year.
In the same way administrative works are also decentralized. The
administrative responsibilities are allotted according to their posts like.
F.D.A, S.D.A, Attender and Peons.
6.2.4 Improvement of Quality of Educational Provisions : To improve the
quality of educational provision the institution collaborates with school
personnel in the following way.
• Time table for practice teaching will be prepared in collaboration
of heads and teachers of the practice teaching .
• Required teaching learning materials are taken from practice
teaching schools at the time of practice teaching (e.g, Microscope,
charts, etc.)
• Student-teacher borrows certain technological information from
B.V.B Engineering college, Polytechnic college that are own sister
institutions in the preparation of science working models.
• Working model of History is prepared by student teachers by
taking the information from degree colleges and the university.
• The institution provides teaching learning materials to practice
teaching schools. Also library books are issued to teachers in the
school.
• Sometimes, the teachers of practice teaching schools visit the
institution to collect information on recent developments and
methods and techniques of teaching in education.
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6.2.5 The institution uses the various data, suggestions, information and feedback
obtained from outgoing student teachers from practice teaching schools.
For example;
i. Parents suggested to increase the number of days for retaining books by
students.
ii. Suggestion about drinking water and canteen facilities from students
feedback.
6.2.6 Sharing of knowledge : The institution initiates promotion, co-operation and
sharing of knowledge by deputing teachers to attend workshops, conferences,
seminars, refresher courses etc. The members who get enriched in these
programmes, in turn, share their knowledge with other teaching members.
Meetings are conducted to discuss about writing of objectives, lesson
planning, etc. where in the teaching staff share the good suggestions with
each other.
Head of the institution has the authority to employ part-time lecturers.
Honorarium is consolidated and work load is four periods of one hour each per
week.
For professional development of the faculty the institution provides the
facilities such as seed money, adjustment in the time table to take up research
work. TA is paid to participate in the workshops, seminars, conferences, etc.
The facilities provided to faculty by the institution to carry out the work
effectively are:
• Separate cabins for lectures to guide students.
• Well equipped Psychology Resource Centre,
• ICT Resource Centre
• Language Lab,
• Library and
• Technology equipments like; LCD, OHP Radio with Tape recorder, CD`s
TV, Xerox, internet, etc.
The institution provides prospectus to the stake holders to seek
information. For benefit of faculty the institution has maintained a file containing
various circulars from the Society. Society`s bulletin is also circulated for
information about notable developments in other institutions of KLE society.
Grievance Redressal Cell collects complaints from the suggestion box.
The grievances of the students are first discussed with the head of the institution
and then placed before members of Local Governing Body in its meeting if
necessary.
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6.3 Strategy Development and Deployment : 6.3.1 The institution does not have MIS,but at present we have customized
information system for library
6.3.2 The institution allocates resources for accomplishment and sustaining the
changes resulting from the action plan by recruiting teaching and technical
support staff as and when required and also by providing better salary
package to newly recruited faculty. 6.3.3 The resources needed to support the implementation of Mission and Goals are
planned and obtained by the staff in consultation with the Head.
Identify the barriers and also discuss the requirements (human / material) to
overcome the barriers at the institutional level.
The identified barriers and solutions to overcome are placed before the local
governing body meeting. After thorough discussion the members of the local
governing body sanction/give permission to put in place the necessary
measures to overcome the barriers, such as deputing the staff for training to
update their knowledge, adding to infrastructural facilities etc.
6.3.4 Academic calendar is prepared at the beginning of the each semester.
Subjects are distributed to the staff for teaching. The faculty prepares time
table for conducting theory classes. The head of the institution conducts a
meeting with the Head masters of practice teaching schools where in time
tables for stray lessons, block teaching session and annual lessons are
discussed.
6.3.5 The objectives are communicated to each individual employee:
• During meetings Through hand book
• Through hand book
• Assigning responsibilities (work load)
• Hosting them on website
• Supervision of the work by head of the institution
• Through flex boards displayed in section of college
• By including them in the college miscellany
6.3.6 Evaluation of vision, mission is done as follows;
• By analyzing students performance in the examinations,
• By collecting information with regards to the employment position of
the past students,
• Feedback from practicing schools and also from the schools where the
past students are employed, and
• By analyzing the annual report of the college.
After going through the above mentioned evaluating measuresLGB, if
needed, will take decisions for revision / modification of the above activities
and appropriate suggestions will be made to higher authorities.
6.3.7 By purchasing a new (modern) gadgets, sending staff for ICT training like
seminar, workshops etc:
The same is deployed by the teacher who undergoes the training programme:
He gives training to other staff members. They also practice implementing
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the same in their teaching learning processes and also prevail upon the
students to employ them in the practice teaching process.
6.4 Human Resource Management: 6.4.1 The faculty development needs and career progression of the staff are
identified by the head of the institution in the following ways.
• By supervising the classes of the teacher educators.
• By verifying the performance of the student- teachers in their
examination and tests.
• Through teacher`s self appraisal .
• Feedback from students.
6.4.2 Assessment of faculty performance in teaching is done by peer observation.
Peer observes the demonstration lesson using observation schedule to
evaluate the teaching performance. Students also give feedback at the end of
the academic year.
6.4.3 The welfare measures for the staff are G.S.L.I. Medical facility; yearly
increment and provident fund were given to the staff till February 2011.
Now the college comes under Government aid. Hence G.S.L.I and provident
fund facilities are stopped. Aided employees are entitled to TBS. Health
insurance of KLE Health Ltd. by KLE Society is provided.
6.4.4 For the skill up gradation and training of non-teaching staff K.L.E.S.`s Board
of management conducts workshops and training from time to time. Sri.
Aratal A.B. has attended workshop on tally training programme.
6.4.5 Strategy of the institution to recruit and retain diverse faculty with desired,
qualification, knowledge and skill is done in the following way;
• By advertising in the large circulated news papers.
• By conducting written tests.
• By conducting demonstration lessons
• By conducting interview in the presence of subject experts along with
the Members of board of Management.
• Salary structure as per state government.
• Aided teachers and office staff are appointed as per state government
norms.
• Unaided qualified teachers are appointed by the management on merit.
6.4.6 Head of the institution has the power to employ part time lecturers with the
prior permission of the Management. Salary is consolidated scale and work
load is four hours per week.
6.4.7 For professional development of the faculty the institution provides following
facilities such as seed money, adjustment in the time table to take up research
studies. T.A to participate in workshops, seminars, conferences, etc.
Additional increments are given to those staff members who have completed
M. Phil and Ph.D.
6.4.8 The facilities provided to faculty by the institution to carry out the work
effectively are: Separate cabins for lecturers to guide students, well equipped
psychology resource centre, ICT resource centre, Library etc. Technological
equipments like LCD, OHP, Radio with Tape Recorder, CD`s, T.V, Xerox,
Computers, Internet and Interactive Board.
6.4.9 The institution provides prospectus, to the stakeholders to give information
about college and about course. Through the website the stakeholders may
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also collect the information about the college and course. For faculty, the
institution has maintained a file with various circulars from the society and
government. Society`s bulletin is also circulated for information.
Suggestion boxes are kept in the college. Grievance cell is maintained to
receive complaints and give remedial suggestions.
6.4.10 Professional and administrative activities of the faculty are:
• Community engagement :- CTC, Visit to schools for the Blind, Old
Age Homes,
• Engaging the students for creating awareness about the traffic rules.
• Administrative activity – A committee is formed for scrutiny of marks
cards for the selection of management candidates.
Teaching staff member prepares Academic calendar at the beginning of
the academic year
Subjects are distributed to the teaching staff.
• The head of the institution conducts a meeting with heads of the
practice teaching school to discuss about the time table, stray lessons,
block teaching and annual lessons.
• Head of the institution distribute the work for both teaching and non-
teaching staff by forming different committees for the management of
different institutional activities.
6.4.11 To motivate the staff members for their achievement the institution
follows the following practices.
• The additional increments are sanctioned to the staff who complete
their doctorate degrees and M.Phil
• The college recommends names of achievers to Management who
felicitate them on the Founders Day Celebration at the Head quarters
each year on 13th
November.
6.5 Financial Management and Resource Mobilization 6.5.1 The institution is not getting financial support from the Government. The
Institution generates its revenue in the form of fees from both Management
and Government Quota students as per the fees prescribed by the State
Government. In case the institution falls short of funds for routine
expenditures the management provides additional funds. The institution has
not mobilized resources through donations. The operational budget of the
institution was adequate enough to cover the day-to-day expenses till the
month May 2009.
In 2009 the college came under grant in aid of State Government. Now, the
institution is getting financial support from the Government in the form of
Salary grants.
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Since then our institution has been receiving general development grants
from UGC. During UGC XI plan our college received Rs 43 lacs grants from
UGC under General Development Assistance scheme.
6.5.2 The institution has not mobilized resource through donations as the
operational budget of the institution is adequate to cover its day to day
expenses.
6.5.3 The operational budget of the institution collected in the form of fees from
students was adequate to cover routine expenses. From 2009 onwards
college came under grant in aid code of State Government.
6.5.4 Budget allocation for the past five years in the form of income expenditure
statements is enclosed.
6.5.5 Internal financial audit is conducted by the Society’s auditors twice in a
year. The internal auditors, who closely examine our books of accounts
submit audit reports to the Head office, every year. Audit observations are
complied with duly competent chartered accountant appointed by the
management carries out statutory audit and submits report to our Head office.
6.5.6 The institution has Tally 9.1 for accounting of the transaction and
reconciliation
6.6 Best Practices in governance and leadership: The significant best practices in governance and leadership carried out by the
institution are:
• Decentralized and participatory administration.
• Composition of committees like CTC, Time-Table, Library,
Attendance, Cultural, Students union etc. to deliberate on various
quality related issues pertaining to teacher- education.
• Encouragement to the staff by our management to enhance their
professional and academic growth by allowing them to attend
seminars, workshops and conferences.
Additional Information to be provided by Institutions opting for Reaccreditation / Re-assessment.
1) In the first exit report, no suggestions were made by the peer team as
regards Governance and Leadership criterion.
2) Quality sustenance and enhancement measures under taken by the
institution :-
• All the academic and administrative activities conducted in the
institution are goal based and transparent.
• There is decentralization in the academic and administrative
functioning leading to a democratic culture.
• The financial resources are efficiently and properly utilized.
• There is harmonious coordination amongst the various
departments of the college.
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Criterion –VII: Innovative Practices
7.1 Internal Quality Assurance System 7.1.1 Establishment & Composition of IQAC :
The college IQAC was established on 20.7.2007. competency : based /
performance based education is the goal of our institution. The
accomplishment of the learning objectives can be observed and majored in
the form of specific learning behaviors. The IQAC is constituted with a view
to sustain and promote quality education programme through involvement
team work, and effective implementation of the activities with help of all the
stake holders. The internal quality assurance cell of our college comprises
the following members.
Sr.no. IQAC Members 2007 to 2011
1 Dr.(Smt) S. S. Desai Principal & Chair person
2 Smt.Kamini Kousalya Coordinator & Member
3 Smt.A. C. Pratibha Member (staff)
4 Dr.(Smt) J.G. Vastrad Member (staff)
5 Smt.Dalawai Member (Alumni member)
6 Sri.Kolli M. C. Member (Management)
7 Sri.Artal A. B. Member ( Admin. Staff)
The following members are the IQAC members from 2011 onwards :
Sr.no. IQAC Members 2011 onwards
1 Dr.(Smt) S. S. Desai Principal & Chair person
2 Dr.M. G. Sajjanar Coordinator & Member
3 Smt.B. C. Patil Member (staff)
4 Smt.Kamini Kousalya Member (staff)
5 Sri.Aradyamath Member (Alumni member)
6 Sri.B. C. Bannur Member (Management)
7 Sri.Artal A. B. Member ( Admin. Staff)
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Member of Management :
Activities undertaken under the guidance of IQAC are :
Our institution is a teacher training college affiliated to Karnatak University
Dharwad and we follow the Syllabus mandated by affiliating University In
the beginning of the academic year, all the curricular and co-curricular and
activities are planned keeping in mind syllabi. In the first faculty meeting,
the work load is distributed ; departments assigned; the faculty informed
about the courses to be taught and the respective departmental activities to be
undertaken. Each department in charge plans the activities under the
guidance of IQAC.
Micro teaching, all types of practice teaching planning is properly planned
and effectively executed by the faculty under the guidance of IQAC. All
other activities such as internal examinations, Content Enrichment Program
(CEP), Content cum Methodology Program (CCM), Social service (SS),
Psychology experiments & Practical are also effectively planned & executed
under the supervision of IQAC.
7.1.2 The Mechanism used by the institution to evaluate the achievement of
goals and objectives are:
The institution is a teacher training institute therefore, curricular objectives
and goals of these programs need to be achieved. For this, the institution
channels its efforts in that direction. The evaluation mechanism of the
institution for evaluation of the goals and the objectives are as follows;
1) The summative evaluation outcomes are taken into consideration
and the final results are scrutinized. For this purpose, grade wise
analysis is undertaken. The number of successful candidates and
failures, division wise and course wise with the highest and the
lowest scores are considered. 2) The opinion and feedback regarding the teaching and
administration of courses is collected from the teacher trainees at
the end of the year. Based on the feedback analysis suggestions for
improvement and enhancement of quality are made by the
principal from time to time. This becomes an effective mechanism
to evaluate the achievement of the goals and objectives. 7.1.3 Quality of Academic Programs :
The institution ensures the quality of its academic programs through the
faculty in the IQAC meetings. The positive suggestions given by the
students are reflected upon by the faculty and necessary changes are effected
in the curricular transactions. In this way, the institution ensures the quality
of academic programs. 7.1.4 Quality of administration and Financial Management :
The institution ensures the quality of its administration in the following
manner:
• The teacher trainees are provided with proper information
throughout the academic year.
• The IQAC supervises the relevant administrative processes.
• In the administrative section, each non teaching member has
specific responsibilities and functions.
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• The teacher-trainees are informed in general and if necessary,
individually, about forms, fee and documents to be submitted well
in advance by the administrative section.
• The administrative set up, its functions, limitations and changes, if
any, to be implemented are discussed in the faculty meetings. All
the meetings are chaired by the Principal of the college
The quality of financial management processes is maintained as follows:
• All the financial plans and budgets are prepared meticulously, well
in advance before the commencement of the academic year and
got approved by our Board of Management.
• Budgetary allocations are strictly adhere to while incurring
expenditures.
• All the financial transactions such as deposits into the banks,
withdrawals, payments, recoveries etc,. are made promptly and
duly recorded in the books of accounts.
• The day to day financial dealings are checked and signed on daily
basis, by the office superintendent and Principal.
• Proper internal and statutoryl audits are conducted from time to
time by the charted accountants appointed by our Head office.
• In all financial management processes and dealings are made and
kept transparent and records to be maintained. These clear cut
financial codes of conduct framed by our Head office and we
follow them in letter and spirit.
7.1.5 Sharing Good Practices: The committees that have been constituted for the smooth functioning of the
institution submit the reports of the activities conducted to the Principal.
Reports submitted are perused by the Principal and IQAC and good practices
are identified and institutionalized and internalized also. The good practices
are widely publicized in the institution through notice boards and meeting
proceedings.
The teacher educators and the teacher trainees who witness the activities are
consulted with a view to get their feedback and finally the IQAC also
evaluates the activities undertaken and provides suggestions if necessary.
These are some of the informal ways for identifying the good practices. The
good practices are brought to the notice of the faculty members and are
discussed in the faculty meetings. These are communicated to the non
teaching staff as well.
The report of all the good practices is sent to our Head office The governing
body also appreciates these by communicating them in the administrative
meetings of the governing body.
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 of the school curriculum ?
It is the need of the hour that the teacher educators are sensitized to the
philosophy of Inclusive Education.
This is done as follows:
The topic of inclusive education has been included in the curriculum of B.Ed
in Paper II : Psychology of Development and Learning.
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Section I – Unit 5 Education of children with special abilities.
The teacher educator who teaches the above topics ensures that student
teachers are sensitized to the inclusive practices through discussions of the
basic topics.
While following the admission procedure for management quota, equitable
access is ensured to the physically challenged and female students.
Academically weak students : Extra coaching, counseling and guidance are
given in carrying out various academic activities to the weaker students..
Use of co-operative learning technique to boost students confidence is one of
the measures put into practice to cater to the special needs of the
academically weak students.
Higher achievement students : Students who demonstrate high
achievement are encouraged to participate in various competitions such as
Avishakar, elocution competitions and essay competitions. With the
assistance of gifted students, the co-operative learning technique is
implemented.
Gifted students are encouraged to present papers in conferences and seminars
and are included in the planning of curricular and co-curricular activities of
the institution.
Equality of gender : Equality of gender is observed as this is a co-
educational institution. Equal opportunity is given to the students of both the
sexes to participate in the college activities according to their abilities.
• Students who are economically and socially disadvantaged are
allowed to pay fees in installments. The faculty members help the
students who are from rural area to get adjusted to college
environment Spoken English classes organized in the institution
have proved to be beneficial in improving English language skills
of the students from Kannada medium.
• Outstation students are given preference for provision of hostel
facility
7.2.2 The provision in the academic plan for students to learn about inclusion & exceptionalities as well as gender difference & their impact on learning. The year plan of the institution includes organization of orientation, lectures,
and workshops on several topics like inclusion, empowerment & equality of
gender throughout the academic year. Through these lectures the teacher
trainees are made aware of importance of inclusion of exceptional students,
gender balance and their impact on learning women education unit in the
context of social aspects of education.
7.2.3 The various activities envisioned in the curriculum to create learning
environments that foster positive social interactions, active engagement in learning and self motivation are; The institution has proper infrastructure and a conducive learning
environment. Every teacher trainee has several opportunities for social
interaction. They come into contact with personalities from all walks of life
while completing the practice lessons. These programs provide them a real
picture of their future responsibilities as teachers. There are a number of
activities, practicals, tests, co-curricular and extracurricular activities,
undertaken which lead to positive social interaction, active engagement in
learning and self motivation. The institution has adequate library facility,
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Internet facility and various laboratories that promote active learning and self
learning.
The institution provides a good scope for academic competition, co-operation
and adjustment. High achievers, meritorious students and prize winners are
felicitated. This creates self motivation and an urge for excellence.
7.2.4 The institution ensures that student teachers develop proficiency for working with children through the following practices:
• The student teachers themselves come from different background
rural / urban etc. So they spontaneously work together.
• Student community consists of pupils from diverse background
and they possess exceptionalities due to the environment in which
they have grown and individual differences. The institution
provides maximum opportunities to its teacher- trainees to have
exposure to these diversities.
• The lessons are practiced in Government aided as well as unaided
schools and the strata of students enrolled in these schools are also
different. Thus, the trainees develop a reasonable proficiency to
deal with children from diverse background.
7.2.5 The institution addresses to the special needs of the physically challenged and
differently abled students enrolled in the institution through following
initiatives :
• Every academic year, only two to three physically challenged and
differently abled students are admitted to the institution. They
generally include students who are blind, physically and
orthopedically challenged and hearing impaired. For such teacher
trainees, the institution provides the following facilities.
• All the stakeholders including the non-teaching staff facilitate the
physically challenged and differently abled teacher trainees in the
best possible way.
• Their lessons are assigned in the schools that are located on
ground floor.
• Generally the blind teacher trainees are provided with student
companions.
• There is provision of special a room for internal tests and
examinations.
• As per the university rules, writers are provided to the blind
teacher trainees in all internal and external assessment programs.
• If necessary, prompt medical services are provided in the
institution itself..
• Extra time is allotted during the examination for completion of
papers.
• Practice lessons are organized in the schools that are located in the
campus or near the campus.
• Extra books are provided so that visits of them to library are
minimized.
7.2.6 Gender Sensitive Issues :
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The institution handles & responds to gender sensitive issues by forming
women cell, organizing functions like womens’ appointing ladies student
welfare officer, counseling for gender sensitive issues.
Guest lecturers are invited to inform the female teacher trainees about their
legal rights & special concessions made available to them by the
Government.
7.3 Stakeholder Relationship : 7.3.1 The institution ensures the access to the information on organizational
performance to stake-holders in the following way;
• The information regarding faculty achievements & awards are
displayed on the institutions notice board from time to time.
• The achievers are felicited in the functions organized by our
society.
• The college magazine includes all the information about faculty
academic achievements, students’ achievements and the result of
the students.
7.3.2 The institution uses the information about the organizational performance that
is the academic and administrative successes and failures as feedback for
quality enhancement. It helps in the improvement of faculty’s curricular
transactions. The principal also makes oral discussions with the faculty
member who needs to improve. After every activity, oral feedback is taken from the students. Towards the
end of the academic year, written feedback from teacher trainees is collected
for assessing the teaching competency of teacher- educators.
The students also express their feelings, opinions and expectations during the
farewell function organized at the end of the academic year.
7.3.3 Questionnaire is used for the feedback mechanism to collect and, collate the
opinions of students, professional community, alumni, parents and other
stake holders on program quality, infrastructure and campus experience.
Based on these feedback analysis we will be able to identify the strength &
weakness of the institution and initiate appropriate measures to plug the
deficiencies and further build on the strengths of the institution.
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Additional Information to be provided by Institution opting for Re accreditation
How are the core values of NAAC reflected in the various functions of the
institution ?
The NAAC endeavors to include and promote the following five core values
among the institutions of higher education in
• Contributing to the National Development.
• Fostering Global competencies among the students.
• Inculcating a value system among students.
• Promoting the use technology and Quest for Excellence.
Since these are high priority core values in the present situation of
globalization and in transition from local to global culture, they are needed to be
reflect in the functioning of the institution.
The institution has done the needful through its sincere efforts as follows;
National Development :
NAAC has given topmost priority to this value. The institution contributes to
the national development in an indirect manner that is through the contribution of its
committed faculty in teaching, research and extension services. However, some
considerations need to be mentioned. The B.Ed curriculum tried to attain to the social
needs and aspirations of emerging India. Courses such as ICT, Guidance and
Counseling have been introduced and various types of practice lessons such as
technology based lessons, team teaching and lessons based on model of teaching have
been prescribed. The institution’s faculty had taken a lead role in suggesting these
changes in the syllabus.
In this way, the institution has kept pace with the development of the nation
and the globalization scenario. The B.Ed curriculum includes action research in the
work.
Fostering Global Competencies :
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The teacher trainees are guided to be reflective teachers and citizens. It is
believed that they should be competent to undertake reflective thinking about teaching
profession. Since the world is shrinking in size and is a “Global Village”, every one
is a world citizen. Such a citizen needs to be aware of diversity, socio-economic,
gender, linguistic and regional diversities and exceptionalities. She / He should be
aware of inclusive education. This is possible for the teacher trainees as they learn in
diverse groups and practice their teaching on diverse students. inclusive education
also demands flexible teaching so that, they cope up with unavoidable and
unpredictable circumstances in teaching.
English is an international language and its importance is unquestionable.
The institution encourage students to converse in English with one another & with
staff.
Inculcation of Value System :
The B.Ed curriculum includes teaching, learning of core elements and values.
The vision, mission and the values of the institutions are the focused on these core
elements and values.
Vision:
To be a prominent institution of Excellence in Teacher Education to train and
provide a continuous pool of knowledgable, creative innovative, humane and
professional teachers capable of stimulating social change and shaping generations.
Mission:
To promote Teacher Education in an environment consistent with policies, legal
frame work, contemporary changes, societal, needs, rationality, and the spirit of
harmony and co-existence.
Goals:
• To deliver effectively the knowledge and skills as prescribed for teacher
training programmes using innovative and modern methods of teaching,
learning and evaluation.
• To provide training for organizing various curricular and co-curricular
activities in school teaching.
• To imparts scientific temperament among student teachers through research
activities.
• To inculcate values, civic responsibilities among student community for peace
and harmony in the society and the nation at large.
• To implement the process of effective and continuous evaluation for objective
oriented student and teacher performance.
• To build all round per sonality of the students.
• To offer academic, personal and career counseling
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• To strengthen, develop and implement student welfare programmes,
grievances redressal systems in the college.
The major considerations addressed from these objectives include the following :
• Value based Education
• Competent and committed teacher educators, researchers and administrators.
• All round development of student teachers
• Awareness about contemporary issues
• Global trends and demands
• Skill development
• Educational Technology and ICT
• Pursuing excellence.
Use of Technology :
In this age of information and communication technology, the traditional
teaching is also going through an important change and to some extent the computer
is being used by the teacher very effectively for curriculum transaction. Use of
technology in daily teaching and administrative work has become the normal mode of
life. In accordance to this situation, the B.Ed curriculum has undergone changes. The
syllabus includes coursework and practical work related to ICT to make the teacher
educators and teacher trainees competent in the use of modern technology for the
future.
The institution has a well equipped computer laboratory for developing
computer skills of the faculty and teacher trainees. In addition to this, various models
of teaching are discussed in curriculum transaction.
In order to apply these theoretical components in concrete school situations,
the teacher trainees are guided for technology based practice lessons and the lessons
based on models of teaching. The institution has an internet facility which is utilized
by the faculty and the students.
The institution’s website gives information regarding the B.Ed courses
available at the click of a button. Technology is also used for administrative purpose.
The library is computerized. The faculty enriches their teaching methodology by
making use of power point presentations, films and slide shows.
Pursuit of excellence:
The institution has a well defined IQAC. It monitors and controls quality of all the
institutional aspects like infrastructure, curriculum transaction, practice teaching,
curricular and co-curricular activities, student support and placement and governance.
Maximum utilization of the infrastructural facilities by the institution’s committed,
well qualified and progressive faculty has led to the continuous qualitative
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development and progress. The excellent university results are the indicators of
quality management. It is the culture of quality that, has inspired the institution to
reach the limitless sky in “Pursuit of Excellence”.
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PHONE : 0836-2372901
Websit :http://www.klecedhubli.org
K. L. E. SOCIETY’S COLLEGE OF EDUCATION,
VIDYANAGAR, HUBLI-31.
Date : 29.08.2014
D. Declaration by the Head of the Institution
I certify that that the data included in this Self-Appraisal Report (SAR) are
true to the best of my knowledge.
This SAR is prepared by the institution after internal discussions, and No part
thereof has been outsourced.
I am aware that the Peer team will validate the information provided in this
SAR during the peer team visit.
Sd/-
Signature of the Head of the institution
With seal : Place: Hubli Date:30/08/2014
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