1 Self Study Report Cycle-ii of Urdu Education Society’s
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- Appendix XII
- 1.4 Feedback System
- Programmes Number of applications Number of students admitted Demand Ratio
- 2.3 Teaching-Learning Process
- Appendix XIII
Appendix XI Self-Study Report - Affiliated College Page 34 1.2.4 Does the institution offer self-financed programmes? If ‘yes’, list them and indicate how they differ from other programmes, with reference to admission, curriculum, fee structure, teacher qualification, salary etc. The College is offering three self-finance courses state below: 1.M.A,. affiliated to Dr.Babasaheb Ambedkar Marathwada University on Permanent Non-grant basis. 2.B.A. affiliated to YCMOU. 3.MS-CIT affiliated to MKCL. The fees structure of M.A. and B.A. (Open University) is as per the university but the College utilize the funds for the payment of salaries of the staff and maintenance of other requirements. The admission procedure is also according to the university and MKCL. M.A. and MS-CIT admission is on line whereas B.A. Open University. After registration for M.A. Course College admits the candidate through an entrance test at College level in respective subjects. Whereas in other self-finance courses first comfiest basis procedure is follows. Appendix V 1.2.5 Does the College provide additional skill oriented programmes, relevant to regional and global employment markets? If ‘yes’ provide details of such programme and the beneficiaries. The institution has started the five Short Term Courses such as Certificate Courses in Rural Journalism, Communicative Englishand Library& Information Science. Anganwadi and Art of Living course. Beside this Depts. such as Home Science, Geography and Physical Education arranges week long or two three days trainings in development of various skills such as: 1. Soil Survey Training 2. Land Record & Water Conservation Training. 3. Embroidery & Stitching Training. 4. Floor Decoration Training. 5. Development of communication skills. 6. Sports Camps on various games such as cricket, football etc. Appendix XII 1.2.6 Does the University provide for the flexibility of combining the conventional face-to-face and Distance Mode of Education for students to choose the courses/combination of their choice” If ‘yes’, how does the institution take advantage of such provision for the benefit of students? University provides the flexibility of combining the degree course with a diploma/certificate course. Institution taking this advantage started MKCL’s MS-CIT Certificate Course at the College campus since 2001. Five other Short Term Courses were also started along with the Degree course. Self-Study Report - Affiliated College Page 35 1.3 Curriculum Enrichment 1.3.1 Describe the efforts made by the institution to supplement the University’s Curriculum to ensure that the academic programmes and Institution’s goals and objectives are integrated? Other than curricular wide range of books and journals are made available for references to supplements the university curriculum. NSS unit of the institute arranges different types of camps and lectures to create awareness in the students of their social responsibility. Details of such programmes will be provided in the appendix. Thus goals and objectives are integrated with the universities curriculum. 1.3.2 What are the efforts made by the institution to modify, enrich and organize the curriculum to explicitly reflect the experiences of the students and cater to needs of the dynamic employment market? The institution along with the face to face contact session arranges study tours, short trainings, tutorials and use of audio-video aids to enrich the university’s curriculum. 1.3.3 Enumerate the efforts made by the institution to integrate the cross cutting issues such as Gender, Climate Change, Environmental Education, Human Rights, ICT etc., into the curriculum? University has made compulsory at UG level the subject such as computers and Environmental Education. Institution has a full-fledged computer lab and arrangement to provide knowledge of Environmental Education. In addition to this through the subjects such as Sociology and Geography the concepts of Gender, Human Rights and Climate Change is made clear by regular teachers as well as through guest lectures. 1.3.4 What are the various value-added courses/enrichment programmes offered to ensure holistic development of students? moral and ethical values employable and life skills better career options community orientation In the meeting of IQAC for 2011-12, it suggested certain value added & Skill oriented courses such as foundation course in Languages. Social Work, Tourism, courses in Hand Embroidery, Soil Survey Training. Land Record Training etc. these programme are under consideration of the management. However institute also started for limited period short term courses in communicative English, Rural Journalism, Anganwadi Course, Library and Information Science and Art of Living in the year 2005-06, 2006-07. A number of students benefited from these courses. Self-Study Report - Affiliated College Page 36 1.3.5 Citing a few examples enumerate on the extent of use of the feedback from stakeholders in enriching the curriculum? There is no such practice of taking feedback from the stakeholder in enriching the curriculum. Such practice is under consideration of the IQAC. 1.3.6 How does the institution monitor and evaluate the quality of its enrichment programmes? Institution monitor and evaluate the quality of its enrichment programmes through a committee composed by the Principal. The committee is called College Curricular and Co-curricular activities committee with the following members: Chairman Dr. Gani Patel Members Dr. Nadaf A.G Dr. Bagal S.S Dr. Akhtar Sultana Miss. Quadri Syeda Arshia Mr. Jadhav S.A 1.4 Feedback System 1.4.1 What are the contributions of the institution in the design and development of the curriculum prepared by the University? Institution is not directly involved in the design and development of the curriculum prepared by the University. However two members from the College faculty represented the institution as members of board of studies in the subjects of Urdu &History at the University and hence contributed in the design and development of the curriculum indirectly. 1.4.2 Is there a formal mechanism to obtain feedback from students and stakeholders on Curriculum? If ‘yes’, how is it communicated to the University and made use internally for curriculum enrichment and introducing changes/new programmes? There is no such concrete mechanism for obtaining feedback on curriculum. But the institute does the same to informal discussion time to time with students in the class room, alumni. In alumni meeting parents and academic peer occasionally in the meeting and with the community through the visit to villages. 1.4.3 How many new programmes/courses were introduced by the institution during the last four years? What was the rationale for introducing new courses/programmes?) Any other relevant information regarding curricular aspects which the College would like to include. The Institution introduced Post Graduate Course (M.A) in the Subject of Urdu, Marathi, History and Pol.Science in the year 2009-10. The need to start P.G was to provide higher studies to the U.G students of the College. Self-Study Report - Affiliated College Page 37 C RITERION II: T EACHING -L EARNING AND E VALUATION 2.1 Student Enrolment and Profile 2.1.1 How does the College ensure publicity and transparency in the admission process? The institution ensured the wide publicity to the admission process by printing well designed prospectus every year. The prospectus provide details of courses seen by College, duration, fee structure, other facilities available and teaching staff. The Institute advertise for the admission on their website www.ccak.ac.in launched in the Year 2009-10. The institute also published advertisement in the regional news paper regarding admission. But the best practice of the institute is the visit of teachers to the surrounding villages and contacting personally to parents of the eligible candidate for Admission. As the surrounding area of Khuldabad town is educationally backward, so they need to be contacted personally and convince them for gaining higher education especially for girls candidates. The institute follow the rule of the university for admission and beside being a minorityinstitute care is taken to admit students from all the categories equally. As a result we have 30 percent of minority students, 27 percent of female students, SC,ST,OBC’s and DNT. Thus no partialities is followed in the process of admission. One who seek admission in our College and is eligible for admission is admitted without any restriction so as to provide higher education. 2.1.2 Explain in detail the criteria adopted and process of admission (Ex. (i) merit (ii) common admission test conducted by state agencies and national agencies (iii) combination of merit and entrance test or merit, entrance test and interview (iv) any other) to various programmes of the Institution. The institute admits to students through interview and first come first basis for all general and vocational courses. The cut off percentage for admission at the entry level is the minimum passing percentage at qualify exam i.e. 35 percent. For admission to PG course after registration, students are admitted through a written entrance test at College level. Self-Study Report - Affiliated College Page 38 2.1.3 Give the minimum and maximum percentage of marks for admission at entry level for each of the programmes offered by the College and provide a comparison with other Colleges of the affiliating university within the city/district. The minimum and maximum percentage of marks for admission at entry level is 35% onwards. The chart of percentage at entry level admitted previous year is as under: Programmes (UG and PG) Open category SC/ST category Any other (specify) Highest (%) Lowest (%) Highest (%) Lowest (%) Highest (%) Lowest (%) B.A 82.17 39.33 71.33 43.33 -- -- M.A Urdu 56.18 47.54 -- -- -- -- M.A Marathi 65.00 47.16 63.18 43.41 -- -- M.A History 65.25 42.15 60.15 45.08 -- -- M.A Pol. Sci 69.54 44.32 60.45 43.37 -- -- 2.1.4 Is there a mechanism in the institution to review the admission process and student profiles annually? If ‘yes’ what is the outcome of such an effort and how has it contributed to the improvement of the process? No, such mechanism is not available. However the Principal discuss the matter in the staff meeting and suggestions from the staff collected for improvement in admission process and students profile time to time. This helps the institution to bring transparency in the admission process and identify the fast and slow learner of the subjects. Later on proper changes and improvements are done in the process. As a result admission committee each year is now directed to note down the complete name, address and contact numbers of the admitted candidates at the time of admission. Separately to keep personally in touch with the candidates. Self-Study Report - Affiliated College Page 39 2.1.5 Reflecting on the strategies adopted to increase/improve access for following categories of students, enumerate on how the admission policy of the institution and its student profiles demonstrate/reflect the National commitment to diversity and inclusion SC/ST OBC Women Differently abled Economically weaker sections Minority community Any other Students from different categories are offered financially aids such as Govt. of India Scholarship for SC, ST, OBC’s, DNT, Post Matric Minority Scholarship and Freeship to economically backward classes. Institute also provide relaxation in the payment of tuition fees, facility to pay installments to sports person and women and so on thus promote access to ensure equity. 2.1.6 Provide the following details for various programmes offered by the institution during the last four years and comment on the trends. i.e. reasons for increase / decrease and actions initiated for improvement. Programmes Number of applications Number of students admitted Demand Ratio UG 1 B.A (2008-09) 2 B.A (2009-10) 3 B.A (2010-11) 4 B.A (2011-12) 839 859 764 662 839 859 764 662 1:1 1:1 1:1 1:1 PG (I & II Semester) 1 Urdu (2009-10) 2 Marathi (2009-10) 3 History (2009-10) 4 Pol. Sci (2009-10) PG(III & IV Semester) 1 Urdu (2010-11) 2 Marathi (2010-11) 3 History (2010-11) 4 Pol. Sci (2010-11) PG (I & II Semester) 1 Urdu (2010-11) 2 Marathi (2010-11) 3 History (2010-11) 4 Pol. Sci (2010-11) PG (I & II Semester) 1 Urdu (2011-12) 2 Marathi (2011-12) 3 History (2011-12) 4 Pol. Sci (2011-12) 18 24 47 46 11 09 31 28 07 41 47 50 11 41 60 60 18 24 47 46 11 09 31 28 07 41 47 50 11 41 60 60 1:1 1:1 1:1 1:1 1:1 1:1 1:1 1:1 1:1 1:1 1:1 1:1 1:1 1:1 1:1 1:1 Self-Study Report - Affiliated College Page 40 Programmes Number of applications Number of students admitted Demand Ratio PG (III &IV Semester) 1 Urdu (2011-12) 2 Marathi (2011-12) 3 History (2011-12) 4 Pol. Sci (2011-12) 06 40 45 47 06 40 45 47 1:1 1:1 1:1 1:1 M.Phil.(History) 2006-07 2007-08 2008-09 32 14 07 32 14 07 1:1 1:1 1:1 Certificate (MS-CIT) 1 2008 2 2009 3 2010 4 2011 5 2012 12 10 03 16 28 12 10 03 16 28 1:1 1:1 1:1 1:1 1:1 Any other B.A(YCMOU) 1 B.A 2007-08 2 B.A 2008-09 3 B.A 2009-10 4 B.A 2010-11 5 B.A 2011-12 44 67 144 153 311 44 67 144 153 311 1:1 1:1 1:1 1:1 1:1 2.2 Catering to Diverse Needs of Students 2.2.1 How does the institution cater to the needs of differently- abled students and ensure adherence to government policies in this regard? The building of the institute presently is on the ground floor. So physically disadvantaged students, does not face any difficulties in reaching the class room. As for as teaching is concern, institute is definitely provide every facilities to complete the needs of differently able students. 2.2.2 Does the institution assess the students’ needs in terms of knowledge and skills before the commencement of the programme? If ‘yes’, give details on the process. Yes, the institution arranges class tests subjectwise for U.G & P.G before the commencement of the programme. 2.2.3 What are the strategies drawn and deployed by the institution to bridge the knowledge gap of the enrolled students to enable them to cope with the programme of their choice? (Bridge/Remedial/Add-on/Enrichment Courses, etc. There are no such special strategies drown by the institution. However in the hours of counseling and guidance the teachers of the subject try to understand the problems of the students and accordingly suggests solution to enable them to cope with the programme of their choice. Self-Study Report - Affiliated College Page 41 2.2.4 How does the College sensitize its staff and students on issues such as gender, inclusion, environment etc.? Study of environment and computer is a compulsory part of the course at U.G level by the university. Beside this lectures are also arranged to create awareness on issues such as gender inclusion, environment. College also have a women redressal sell to solve the female problem at work. 2.2.5 How does the institution identify and respond to special educational/learning needs of advanced learners? The institution identify the advanced learner through the class test, group discussion by training in communication skill, thoughts of eminent Writers and General Knowledge. The institution provides the books for references of advanced study. 2.2.6 How does the institute collect, analyze and use the data and information on the academic performance (through the programme duration) of the students at risk of drop out (students from the disadvantaged sections of society, physically challenged, slow learners, economically weaker sections etc.)? Institute collect the details of the student’s background at the time of admission. The record is maintained all through the year to analyze and use the data for the improvement in their academic performance. As the majority of the students enrolled belongs to the disadvantaged sections of society and economically weaker sections. Hence more efforts are needed to reduce the dropout rate. 2.3 Teaching-Learning Process 2.3.1 How does the College plan and organize the teaching, learning and evaluation schedules? (Academic calendar, teaching plan, evaluation blue print, etc.) College with the suggestion of IQAC chalk out detailed academic calendar and teacher accordingly plan their teaching schedule. Institute evaluate the students performance though a well-planned and Test and Tutorialtwice a year. Details of academic calendar, teaching plan, daily schedule and evaluation methods will be produced in the appendix. Appendix XIII 2.3.2Howdoes IQAC contribute to improve the teaching –learning process? IQAC keeps a constant watch over the Teaching- Learning process through the feedback from the students on teacher’s performance as well as through the collection of Self-Appraisal from the teachers. After studying the reports of these activities IQAC then suggest improvements or changes in the teaching-learning process to the Principal. Download 5.09 Kb. Do'stlaringiz bilan baham: |
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