Re-accreditation Cycle II Self Study ReportMAHILA COLLEGE, CHAIBASA SELF STUDY REPORT‐ CYCLE –II Page‐ 1 PREFACE The NAAC is a platform to prove the value of Institution and

(West Singhbhum, Jharkhand-833201)

Re-accreditation Cycle II Self Study Report Submitted to :

NATIONAL ASSESSMENT & ACCREDITATION COUNCIL

Content of Tables Preface 1 Covering Letter 2 Declaration by the Head of the Institution 3 Certificate of Accreditation. 4-5 Letter of 12 (B)and letter of 2 (f) 6-7 Letter of Constituent colleges 8 NAAC Steering Committee 9 Report Preparation Committee. 9 Profile of the Institution. 10 Departmental Input Committee. 12 Executive Summary – The SWOC Analysis of the Institution 13-14 Self Study Report 18-26 Criterion wise analytical report Criterion I: Curricular Aspects

27-38

Criterion II: Teaching Learning and Evaluation 39-64 Criterion III: Research, Consultancy and Extension 65-81 Criterion IV: Infrastructure and learning resources 82-93 Criterion V: Student Support And progression 94-103 Criterion VI : Governance, Leadership and management. 104-120

Criterion VII : Innovation and best practices 121-126 Evaluative Report of the Departments 127 Physics Department 127-132 Chemistry Department 133-137 Botany Department 138-142 Zoology Department 143-147 Mathematics Department 148-152 Odia Department 153-156 Hindi Department 157-161 English Department 162-166 Urdu Department 167-171 Bengali Department 172-176 Ho Department 177-181 Sanskrit Department 182-186 Economics Department 187-191 History Department 192-196 Geography Department 197-200 Political Science Department 201-204 Psychology Department 205-211 Philosophy Department 212-216 Home Science Department 217-220 Computer Application Department 221-224 B.Ed. Department 225-232

Appendix

MAHILACOLLEGE,CHAIBASA

SELFSTUDYREPORT‐CYCLE–IIPage‐1

PREFACEThe NAAC is a platform to prove the value of Institution and the consciousness of self

appraisals. It gears up the institute to meet the need of higher education. I am fortunate to have a talented & highly committed teaching faculty and supporting staffs to ensure and accelerate the learning environment of our students in the best possible way they can.

We would be delighted to be involved in the education of girls from the rural and tribal areas of Kolhan region and to foster the values. We present ourselves for accreditation and assessment by our utmost effort to maintain the standard of education and for the betterment of the girl’s students belonging to rural and tribal region.

(Dr. Saila Bala Das) Principal

Mahila College, Chaibasa



NAAC Steering Committee and Report Preparation Committee

Co-ordinator

Dr. Salomi Topno

Members :

1. Dr Lokenath

2. Dr. Anamika

3. Miss Amita Birua

4. Mrs Suchita Bara

5. Dr. Pratibha Singh

6. Mrs Daljeet Kaur

7. Dr. Mousumi Paul

Report Preparation Team 1. Dr. Anamika 2. Dr. Pratibha Singh 3. Mrs. Daljeet Kaur 4. Mrs. Suchitra Behera.

5. Ms. Arpit Suman Toppo

Supporting Report Preparation Team 1. Sri. Prem Madhu Sudan Gope

2. Sri. Asit Kumar Roy

3. Ms. Devashree Das Gupta



Profile of the Institution : Criterion –I Curricular Aspects

Social Aspects I.T. Aspects

Dr. Salomi Topno Dr. Manjula Prasad

Dr. Pratibha Singh Dr. Sarita Prasad

Mrs. Daljeet Kaur Dr. Niwaran Mahtha

Mrs. Suchita Bara Mrs. Anju Bala Xaxa

Ms. Sabita Sundi

Criterion –II : Teaching Learning Evaluation All the teachers of their concerning Departments..

Criterion –III : Research, Consultancy and Extension 1. Dr. Lokenath

2. Dr. Niwaran Mahtha

3. Dr. Anamika


Criterion –IV : Infrastructure, Development and Learning Resources 1. Dr. Manjula Prasad

2. Ms. Tajun Bibi

3. Dr. Sarita Prasad

4. Dr. (Miss) M. K. Jaiswal

5. Mrs. Tajun Bibi

6. Dr. Lokenath

7. Dr. Niwaran Mahatha

8. Miss Amita Birua

9. Mrs. Daljeet Kaur




Criterion –V : Student support and progression

Chairperson : Dr. Saila Bala Das 1. Dr. M.K. Jaiswal

2. Dr. Salomi Topno

3. Md. Mobarak Karim Hasmi

Criterion VI : Governance, Leadership and Management 4. Dr. M.K. Jaiswal

5. Dr. Salomi Toppno


7. Mrs. D. L. Minz 8.

Criterion VII : Innovation and Best Practices

Chairperson : Dr. Saila Bala Das

1. Dr. Manjula Prasad

2. Dr. Sarita Prasad

3. Ms. Amita Birua

4. Dr. Mausami Paul

5. Ms. Amita Birua

6. Dr. D.L. Minz

7. Ms. Arpit Suman Toppo



DEPARTMENTAL INPUT COMMITTEE

1. Physics. : Dr. (Mrs. ) Manjula Prasad 2. Chemistry : Dr. (Mrs.) Sarita Prasad 3. Botany : Dr. Manjit Kour 4. Zoology : Ms. Sabita Sundi 5. Mathematics : Mr. Pradeep Kumar Choudhary 6.Odia : Dr. (Mrs.) Saila Bala Das 7. Hindi : Ms. Sucita Bara 8. English. : Dr. (Mrs.) Mousami Paul 9. Urdu : Ms. Tajun Bibi 10. Bengali. : Ms. Manjushree Dutta 11. Ho. : Mr Chandra Mohan 12. Sanskrit : Dr. Niwaran Mahatha 13. Economics. : Mrs. Anju Bala Xaxa 14.History. : Dr. Lalita Sundi 15. Geography : Mr. Mrinal Kanti Mahato 16. Political science : Dr. Lokenath 17.Psychology : Dr. (Mrs) Pratibha Singh 18. Philosophy : Mrs. Daljit Kour 19. Home science. : Mrs. Arti Kumari 20.C.A HONS : Mr. Suraj Kumar Sharma 21.B.Ed : Mrs. Suchitra Behera



Executive Summary

Once started as a small educational institution in Chaibasa, a tribal region of Kolhan

range, Mahila College, Chaibasa has now become a flourishing centre of education catering to

the educational needs of thousands of students from Chaibasa, neighboring villages and other

States.

A prestigious institution established on 2nd October 1969 with the approval of governing body

and affiliated to Ranchi University, Ranchi. The Institute has been granted degree institution

from 1970 and post graduate college from 1985. The mode of affiliation is permanent and

college become constituent unit of Ranchi University in 1980. At present the college is a

constituent unit of Kolhan University, Chaibasa., Accredited with ‘C+” grade (62%) by the National Assessment and Accreditation Council (NAAC) in the year 2004 the main objective of

the institution is the promotion of Tribal language and culture along with physical, social and

educational development of the youth.

The college is affiliated to Kolhan University, Chaibasa. At present the college is

offering BA, B.Sc, B.C.A.,and B.Ed. are being offered.

Expert lectures, group discussions, seminars and educational tours supplement the

routine classroom teaching.

The syllabi are utilized in the beginning of the academic session to impart effective

teaching. Within the time frame the teachers chalk out their method and teaching plan.

A transparent evaluation process is followed. Potential of meritorious students is tapped

and motivated.

The college faculty members update their knowledge/ Skills by participating in and

attending seminars, workshops, conferences, refresher & orientation courses.

The economically needy students are given financial aid by the Government such as

ST/SC and OBC students.



The college has excelled in the arena of sports. The teachers inculcate a sportsman spirit

in the student which cut across boundaries of the sports and extends to each phase of

life. The student of our college has numerous remarkable achievements to their credit.

To give exposure to the students and to prepare them to face the challenges of life, they

are trained by participating in various clubs and extracurricular activities like NSS.

Under the valuable guidance of Principal Dr(Mrs) Saila Bala Das, the college celebrates

the Independence and Republic Day.



The SWOC Analysis of the Institution

STRENGTH : It is the oldest government college in this educational backward and tribal area catering to a

large number of students. Students prefer this institute because of several reasons:

1. Quality of faculty

2. Consistently good university results

3. Low Fee structure

4. Well placed alumni

5. All the benefits of government schemes relating to students (SC, ST, OBC) are directly

transferred to the students in a transparent manner.

6. Admission on merit basis and in a transparent manner.

7. Being centrally located the college has easy accessibility

8. A no. of college students earned name at state/ national and international level in cultural and

sports activities.

9.Professional course such as BCA is being offered

10. Library containing many rare titles.

11. Many faculty members are awarded PhD/ M Phil. degrees under qualification improvement

programs during last several years.

12. NSS for girls is presently being run in the college.

13. Two NSS units.



WEAKNESSES : 1. Being an old college the building needs repair and renovation and demands funds.

2. As the number of students is increasing every year (at present approx. 2729 students) the

college has insufficient infrastructure for such a large number of students.

3. Poor teacher: student ration due to non-recruitment of faculty and revision of sanctioned

posts.

4. Shortage of funds for development and modernization of labs, library, classrooms and

building.

5. All academic decisions are taken by Kolhan University Chaibasa as it is a degree awarding

university for the college. College cannot take the final decision regarding any changes in

curriculum, syllabus and evaluation system.

6. The college principal has limited financial power for purchase and other purposes.

7. The college spends a lot of funds on TA/DA of teams participating in sports and cultural

activities as the refreshment rates are not revised for the last many years. The TA/DA paid to

the students on old rates is insufficient to meet their needs. OPPORTUNITIES : 1. The students of this area have easy access to the institute and they prefer it because of well

qualified staff, well stocked library, sports facilities. At present the college has an intake of

approximately 2800 students which can be increased with the upgrading and modernization of

infrastructure.

2. Being a government institute, it provides education to meritorious students and the students

of reserved categories at nominal fee. Thus providing an equal opportunity to the poor and

socially disadvantaged section of the society.

3. The institute is already running some professional courses thus providing opportunity to

students for better placement. New professional courses may be introduced to enhance the



prospects of betterment of the students and thus providing them a chance to keep pace with the

changing economic, social and cultural development of the country.

4. The college has about 15.99 acres of land and stands a lot of chances for growth. The institute can use this land for the extension of building, construction of new classrooms, labs, separate

PG block etc. for the students.

5. Around 80.% of students are from rural areas who commute daily and face the hassle of public transport. The provision of college buses can be of great convenience to the students.

CHALLENGES Due to the technological advancement and the social, economic and cultural changes the

institute faces the following challenges:-

1. The present curriculum is very old and needs drastic changes. It is the need of the hour that

this curriculum should be updated and modernized, to keep pace with the changing economic,

social and cultural development of the country. If not done so it will not be in the interest of the

institution.

2. In this age of competition and awareness among the parents and students to choose the best

institute and career it is necessary to provide them the latest facilities, modern infrastructure at

reasonable fees. With the introduction of private sector in the field of education they provide

better infrastructure facilities and career opportunities because of their financial strength.

Students are lured to these institutes and are charged hefty amount in the name of fees.

3. The lack of fresh recruitment of faculty forces the institute to employ guest faculty lecturers

on hourly basis and their salaries are being paid from the College fund by the direction of

university. Which can otherwise be used for development of the college and providing facilities

to students.



SELF STUDY REPORT

Part –I. INSTITUTIONAL DATA A. Profile of the Institution

1. Name and Address of the college Name : MAHILA COLLEGE, CHAIBASA Address : Mahila College, Chaibasa

West Singhbhum

State : Jharkhand Email Id : [email protected]

Website : www.mahilacollege.ac.in

For Communication :

Designation Name Telephone no with STD code

Mobile Fax Email

Principal/Prof.-In-

charge

Dr. Saila Bala Das 06582-257417 09199867819 06582-257417

[email protected]

Bursar Dr. Sarita Prasad - 09431398446

Steering Committee

co-ordinator

Dr. Salomi Topno - 09973280579 [email protected]

2. Status of the Constituent College by UGC. : The constituent unit of Kolhan University, Chaibasa

3. Name the University to which the college is Affiliated: The College is a constituent unit of Kolhan University, Chaibasa.

4. (a) Date of Establishment, prior to the grant of UGC. 02-10-1969 (2nd October Nineteen sixty nine)

(b) Date of Grant of constituent to the college by UGC. Dated 31st October 1987 under section 2(f) of UGC Act 1956.



5. Type of Institution : (a) By Gender – For Women only.

(b) By Shift – Regular

(c) Source of funding – (i) Government

(ii) Grant-in-aid

(iii) Self financing

(iv) Any other

All the above

6. Is it a recognized minority institution No

7. (a) Details of UGC recognition:

Under Section Date Month & Year (dd-mm-yyyy)

Remarks (in any)

2 (f) October 1987 Annexure-I

12 (B) 01-10-1984 Annexure-II

Certificate of recognition under u/s-2(f) and 12 (B) of the UGC-Act :- Annexure –I : UGC 2(f) no. F. 8-44/87 (cpp-I) dated October 1987 Under section 2(f) of UGC Act 1956.

Annexure-II: 12(b) certificate (no. f.1-108/72(cp) vol. II dated 2nd March 1985 Re-numbering of section 12-A of the Principal UGC Act 1956 as section 12-B w.e.f. from 1st October 1984

Annexure-III: Details of Approvals from UGC as a constituent unit.

(b) Details of recognition / approval by statutory /regulatory bodies other than UGC. B.Ed. Section recognized by NCTE

8. Has the college been recognized by UGC as a college with potential for excellence.



No

9. Location of the campus and area. Location : Urban

Campus Area in sq. mts acres 15.99 acress (approx)

Built up area in sq. mts. ………………sq. mts.

The Institution is Urban and Tribal area.

10. Does the college have the following facilities campus. (Tick the available facility).

(a) Auditorium/Seminar Complex : (b) Sports Facilities- Playground Swimming pool X Gymnasium X (c) Hostel Girls Hostel Residential Facilities For Teaching & Non-Teaching Staff No (Proposal is given in Syndicate meeting

for Staff Quarter)

Cafeteria Yes Health Centre First aid facility Yes Inpatient facility Yes Outpatient facility No Ambulance facility Yes Emergency care facility No



11. Health Centre Staff : Qualified Doctor :

Part-time

Other facilities:

Bank

Tran pant facilities:

For Students

Power House :

Waste management facilities.

The college has received the medical facilities from District Hospital Chaibasa

from time to time. Medical check-up has been done by Rotary Club, Chaibasa . Health

camp also organized by this club.

12. Details of programmes offered by the college :(Give data for current academic year)

Sl. No.

Programme Level

Name of Programme course

Duration Entry QualificationMedium of Instruction

Approved student intake

No. of students admitted

1 U.G.

B.A. Hons 3 years 12th Bi lingual 960 960

B.Sc. Hons 3 years 12th -Do- 146 146

B.Sc. (CA Hons)

3 years 12th -Do- 21 21

B.Ed 2 years B.A./B.Sc. Do- 100 100

2. P.G. M.Sc. 2 years Graduate for any discipline

-Do- Nil Nil

M.A. 2 years -Do- 227 227

13. Does the college offer self financed programme.

Yes

14. Whether new programmes have been introduced during the last five years?

No

If yes how many? 02



15. Are there any U.G. and /or P.G. programmes offered by the college, which are not covered under Autonomous status of UGC ? Give details.

No

16. No of programmes offered under (Programm means a degree course like B.A., M.A. B.Sc., M.Sc. B.Com. etc.

Annual system.

17. No. of Programmes with.

Inter/multidisciplinary approach.

18. Does the college have a department of Teacher Education offering NCTE recognized degree programmes in education ?

Yes

If yes

(a). How many years of standing does the departments have?

10 years

(b). NCTE recognition details (if applicable)

Notification No. ERC/7-56. 11(6)/2005/1481(3)

Date May 12 -2005 NA …………….. dd-mm-yyyy

(c). Is the department opting for assessment and accreditation separately?

No

19. Does the college have a teaching department of Physical education offering NCTE recognized degree programme in Physical Education?

No

20. Has the college been reviewed by any regulatory authority? If so furnish a copy of the report and action taken there upon

(AICTE)



21. Number of teaching and Non-teaching position in the college positions ?

Position Professor Associate Professor

Assistant Professor

Non- teaching staff

M F Technical Staff M F M F M F Sanctioned by the

UGC/University

State Govt. 0 0 04 02 11 20 11 9 3

Recruited

By the University

for B.Ed. Course 03 10 06 2 4 1

C.A. Hons 01 01 01 01

Yet to recruit

Other recruit 05

22. Qualification of the Teaching staff :

Highest qualification

Professor Associate Professor

Assistant Professor

Total

Male Female Male Female Female Male Female Permanent Teachers D. Sc/D.Litt. 1

Submitted

Ph. D 03 07 02 M. Phil 02 01 PG 04 11 02 Temporary teacher/Contract PhD 02 M. Phil 02 PG 12 Part-time teachers Ph.D M. Phil PG

23. Number of Visiting Faculty /Guest Faculty engaged with the College.

60



24. Furnish the number of the students admitted to the college during the last four academic years.

Categories Year 1 (2012‐13)

Year 2 (2013‐14)

Year 3 (2014‐15)

Year 4 (2015-16)

Female Female Female Female ST 1278 1728 1271 1534 SC 128 75 52 120 OBC 483 594 624 472 General 626 339 593 451 Minority 81 110 94 25 Physically Handicapped

01 0 01 2

Total 2597 2846 2635 2604

25. Dropout rate in UG and PG (average of the last two batches).

UG PG

26. Unit Cost of Education

(Unit cost = total annual recurring expenditure (actual) divided by total number of students enrolled)

(a) Including the salary component. Year 1

(2012‐13) Year 2

(2013‐14) Year 3

(2014‐15) Year 4

(2015-16) 10.054 10.491 15.351 12.390

(b) Excluding the salary component.

Year 1 (2012‐13)

Year 2 (2013‐14)

Year 3 (2014‐15)

Year 4 (2015-16)

3.163 11.927 15.986 16.242

27. Does the college offer any programme/s in distance education mode (DEP)?

No

Less than 1% 0%



28. Provide Student-teacher ratio for each of the programme/course offered

Sl. No. Programme Student Teacher Ratio Bachelor of Science

1. Physics 110 :01 2. Chemistry 40:02 (H), 200:2(S,G) 3. Botany 10:02 4. Zoology 67:01 5. Mathematics 60:01

Bachelor of Arts 1. English 61:01 2. Hindi 597:02 3. Odia 25:01(H), 50:02 (S,G) 4. Bengoli 32:01 5. Urdu 23:02 6. Ho 150:01 7. Sanskrit 26:01 8. History 430:02 9. Economics 150:02

10. Psychology 125:03 11. Philosophy 70:01(H), 120:01(S,G) 12. Geography 300:02 13. Home Science 20:01 14. C.A.(Hons) 24:01 15. B.Ed. 12:01

29. Is the college applying for?

Accreditation: Cycle1 Cycle -2 Cycle -3 Cycle -4

30. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment only)

September 16, 2004

31. Number of working days during the last academic year. 210

√



32. Number of teaching days during the last academic year (Teaching days means days on which lectures were engaged excluding the examination days)

210 for Annual & 110 day for semester 33. Date of establishment of Internal Quality Assurance Cell (IQAC) 30-05-2014

34. Details regarding submission of Annual Quality Assurance Reports (AQAR) to NAAC. AQAR 2014-15 report. (Enclosed in appendix)



Criteria wise-Analytical Report

Criterion-Curricular Aspects

1.1 Curriculum planning And Development

1.1.1 How are the institutional vision/mission reflected in the academic programmes of the College. The vision and mission of the institution

Vision

Our vision is to become quality educational institution in the region by producing educated, progressive, cultural, liberal, moral, social and self reliant women in every spheres of life for specially those hailing from rural tribal areas.

Mission

To provide quality education by innovating and continuously improving upon the disciplines of

various courses through few advanced methods of training few research and intimate relation

with of our College.

The institutions vision and mission is to contribute high quality, socially committed teachers are

offered expert guidance in emerging field not only by facilities but also some expert different

areas i.e. social, economical, legal, medical, educational, industrial, and so many other fields. So

academics who are invited frequently to the College in various academic sactivities and events

like training programme, seminars etc. Which are part of the curriculum. Rigorous efforts are

put forward by the institute for the students to upgrade the academic standards and keep them

advanced due to their infrastructure facility of development in various domains. The syllabus of

all degree training, and education programme provides need-based skills in terms of the fast

changing society requirements and employment scenarios at the state as well as national levels.

The College offers a wide variety of Degree programmes as per the need of the society as well

as nations. The College, provides a platform for learning and development through



communication, career guidance and counseling along with academic. The students are

responsible for society. They educate the poor students also.

OBJECTIVES.

1. To explore the potentialities of the girl students and accelerate their capabilities.

2. To promote general wellbeing of body and mind by encouraging students to participate in

co- curricular activities.

3. To encourage social responsibilities and participation by holding seminars on social issues.

4. To orient and guide the students towards professional options available to them after

graduation and post graduation degrees.

5. To provide best possible infrastructure for the students

Programme/Courses

1. Bachelor of Arts

2. Bachelor of Science

3. Bachelor of Computer Applications

4. Bachelor of Education-

5. 02yrs

6. Post Graduation

7. Post Doctoral Programmes.

8. IGNOU Centre of Studies.

1.1.2 Describe the mechanism used in the design and development of the curriculum? Give details on the process (Need Assessment, feedback etc)

The University’s Board of studies prepared the curriculum on the basis of requirement on time

to time. The members assess the existing curriculum and seek removal of the deadwood or

obsolete from of syllabus and introduction of new and relevant topic and courses in curriculum.

There changes are made trough systematic mechanism at various levels.



1.1.3 What type of support (Procedural/Practice) do the teachers receive (from the University and/or Institution) for effective translating the curriculum and improving teaching practices? The College receives the following support for design and development of the

curriculum

1. The curriculum agenda puts forward in syndicate meeting with head of the

departments

2. Board of Studies is Prepared

3. The core committee discuss it analytically and critically look at courses.

4. While designing the curriculum, recent trends, Utility, feedback from Alumni,

Competitive value are also taken value into consideration.

5. The observation and suggestions of the members of BOS are taken into consideration

for finalizing the curriculum and the revised curriculum is placed.

The changed curriculum is then printed and communicated to all Colleges.

1.1.4 Specify the initiatives taken up or contribution made by the institution for effective

curriculum delivery and transaction on the curriculum provided by the University ?

When the University prepare the effective curriculum with BOS than the passed

curriculum are send to the Colleges for next coming new sessions will be eligible for that

curriculum .Then the teachers are of concerned departments handle the curriculum for its

implementation with term wise division of curriculum .For effective delivery of the

curriculum various types of methods and techniques are used. The library of the college

helps for better transaction of the curriculum

1.1.5 How does the institution network and interact with beneficiaries such as industry,

research bodies and the University in effective operationalization of the curriculum?

For the effective operatinalisation of the curriculum lectures, seminars, workshops etc are organized. For keeping pace with the fast changing trends the institute involves industry, research, research bodies and society in curriculum design and development process to ensure relevancy and industry readiness of its programs.



1. Involvement of Industry The institute involves industry in the curriculum design and development through

feedback that it receives from them during curriculum workshops, their feedback as

invitee member, advisory member is also taken in various bodies namely as a

member of research committee, IQAC, executive council. Besides feedback at from

industry mentors at the time of internship.

Involvement of Research and Research Bodies

The institution is basically under graduate. So the research facilities are limited but

academic are involved in the curriculum. By taking feedback of seminars are

organized by the departments. I.T sector is for the students regarding their career.

Their suggestions and feedback of curriculum is solicited.

2. Involvement of Civil society

The institute has members of society on its various bodies i.e. committees members

of IQAC, Health sectors, financial providers. Besides this institute is associated with

adopted villagers of Chaibasa. The institute has a holistic awareness and development

centre through which the institute is associated with social welfare programmes like

literacy, health and hygiene in villagers. Make cordial relation with rehabilitation.

This creates a holistic approach to link that children on societies main stream.

1.1.6 What are the contributions of the institution/and or its staff members to the

development of their curriculum by the universities?(number of staff members/departments represented on the board of studies, students feedback. Teachers feedback , stack holder feedback provided ,specific suggestion etc)

Members of the college interact with their academic peers from other colleges and

from the universities to discuss the relevancy and adequacy of curriculum then conveyed

to universities by the principal of the college and by the teachers who are members of

different board of studies. The feedback mechanism of the institution is through regular

meetings with



a)parent teacher association(PTA)

b) student feedback performas.

c)IQAC members suggestion.

1.1.7 Does the institution develop curriculum for any of the courses offered (Other than those under the purview of the affiliating University) by it? If yes give details on the process (Needs, assessment, design, development and planning) and the courses for which the curriculum has been developed. No, the college is constituent unit of Kolhan University, Chaibasa. So it has no

autonomy in preparing the curriculum.

1.1.8 How does institution analyze/ensure that the stated objectives of curriculum are achieved in the course of implementation of curriculum? The above stated objectives of curriculum are valuable for the basis of needs

including social, regional, national as well as global aspects.

1. Social Needs The institute has some linguistic courses such as Odiya, Bangla, Ho (Tribal language)

Urdu are the languages which are benefited to students at glimpse. Besides there

institute has designed courses which include core subjects like I.T ethics and morals

to ensure students are holistically developed and appreciate the Indian culture and

values. The institute ensures that social issues and concerns are addressed in the

syllabus by offering core courses and electives. The topics of social courses are

addressed by topic like social values, benefit analysis project on social courses,

ecological and environmental analysis are dealt in core subjects. Corporate social

responsibility, business and economic environment are the purpose in the curriculum.



2. Regional Relevance The institute also consolers the tribal areas of West Singhbhum district Kolhan range

and gives such inputs to the students that they can aware the needs of the tribes. The

Chaibasa is a tribal belt and therefore the special emphasis is given to students on

language, communication skills and personality development.

3. National Needs The institute develops curriculum courses to ensure employability and

entrepreneurship development. The so many students are engaged in Railway,

Banking, S.S.C and school teaching. B.Ed. course is very necessary for School

teaching. Our students who engaged in teaching give proper relevance to society by

teaching through proper method.

4. Global Needs The curriculum is developed keeping in mind the changing environment and

requirement at the global platform. Tribal language is one of them. It has the main

attraction for the scholars. So many formers are taking interest in the development of the tribes. So the students engaged in tribal language have broader value.

1.2- Academic Flexibility

1.2.1Specifying the Goals and objectives give details of the certificate/diploma/skill development courses etc; offered by the institution.

The goals and objectives of the institution are to educate,increase the knowledge and

develop the skills of the girls students of kolhan area in Arts,Humanities,Science and

different subjects. With in programmes Honours/General courses are offered at U.G

level. In Arts faculty, the social science stream running courses are History, Home

Science, Political Science, Psychology, Economics, Geography, Hindi, English,

Odiya, Bangla, Sanskrit, Urdu, HO are the main linguistic approaches within their

specializations in honours courses. In the natural science the available subjects are

physics, chemistry, zoology, Botany, Mathematics are successfully run within

institution. C.A. (Hons) and B.Ed. are professional courses which are also available in

the institution for the development of those students who wants to technical or



training education. Meanwhile of this the students who want their professional

education in this Urban area some facilities are available in our College.

All the available courses are degree level. These all are regular programmes.

1.2.2 Does the institution offer programmes that facilitate twining/dual degree? If yes give detail.

All the courses adopted are degree and regular courses.

No, the institution offer programmes that facilitate twining/dual degree are not available

because all the courses available for students are regular degree courses. So students can’t take

twice courses in same times because it was not permitted by the U.G.C.

i. Give details on various institutional provisions with reference to academic

flexibility and how it has been helpful to students in terms of skill

development, academic mobility progressions to higher studies and improve

potential for employability. Issues may cover the following and beyond.

Core/elective options offered by University

a. Core Programme

b. Elective Option

c. Enrichment Courses- The institute offers’ apart from regular programme 2 professional courses at degree level are available for the students. i.e. C.A.(Hons), B.Ed. 2yrs courses.

In B.Ed. 2yrs courses skill development training, Yoga, entrepreneur development social

values and so many other programmes are organized for making the teachers perfect and

complete development of our students. In C.A. (Hons) the students take their training in

reputed industry like A.C.C, Rungta Group of mines, Jain Industry and so many other

Industry.



d. Choice Based Credit System- Choice Based Credit System is available for B.Ed. course and other all courses does not have the CBCS option.

e. Credit transfer and Accumulation Facility – The institute is the constituent Unit of Kolhan University and students belonging to the same University wishing to seek

admission in same course are able to transfer credit of previous programmes as per

ordinance. f. Lateral and vertical mobility within and across programme and courses- Lateral and

vertical mobility is not allowed as per University ordinance between regular degree

programme.

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. Yes, some courses, B.Ed., B.C.A are the self financed courses and other degree level

courses are not self financed courses. The policies regarding admission of B.Ed are as

per the University rules and state government norms.Curriculum is prepared as per

the guidelines of NCF 2005 by the university.The teacher’s qualification are as per

NCTE norms.

1.2.5 Does the College provide additional skill oriented programmes, relevant to regional and global employment market? If yes provide details of such programmes are provided by the College for skill development. * Yoga * Career Counseling

* Group Discussion

* Sports- Cricket, Badminton, Vollyball.

* Karatte.

* Craft, Tailoring



* Gardening

1.2.6 Does the University provides the flexibility of combining the conventional face-to –face and Distance mode of education for students choose the courses/combination of their choice if yes how the institution take advantage of such provision for the benefit of students? No. NA

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 objective are integrated?

The institute is a constituent unit of KolhanUniversity and follows the curriculum prepared by

University.The university curriculum is supplemented with NSS training ,Educational tours.

Sports activities,Cultural activities and other creative activities are well integrated with

academic programmes apart from the teaching in prescribe syllabus lectures on current affairs

are deliver ,lectures on moral values and current issues are also delivered to the students by the

faculty .Lectures workshops and seminars on personality development character building, voter

awareness, safety measures, preventin of child labour, human rights, then health awareness are

organized from time to time..

1.3.2 What are the efforts made by the institution to enrich and organize the curriculum to enhance the experiences of the students so as the cope with the needs of the dynamic employment market?

The institution follows the Kolhan Univerity’s curriculum. The present curriculum is based on

honours courses which are very effective, enriched and organized as per the guideline of the

UGC. The institution has a career and guidance cell which organizes workshop on personality

development and career enhancement. The students are given opportunity to interact with the

alumni of the college who are achievers in the professional fields like Sports. Education,

Administration ,Arts etc.



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. in to the curriculum

We are discussed all above mentioned issues in our curriculum Gender sensitivity climate

change, environmental education, human rights and ICT etc. are the sensitive focal points of the

curriculum in various subjects.* Environmental study is a compulsory paper in under graduation

and the students takes it in U.G final year. So the designed syllabus entertained the social issues

current affair and national curriculum.*Seminars,workshops, and field trips are organized to

help the students to gain insight into the current issues.*Celebration of birthday of eminent

persons such as Swami Vivekanand,DR. B.RAmbedkar, Mahatma Gandhi,, Dr. Sarvaplli

Radhakrishnan etc in the college campus* The college celebrates independence day and

republic day in the college premises every year*NationalAnthem and kulgeet of kolhan

university is inseparable part of important occasions organised in the college campus *Rashtriya

Hindi diwas, National youth day , World philosophy day, women ‘s day, science day are

celebrated.*As per the guidelines of supreme court there is an anti-ragging cell in college which

ensures no ragging in any form of the college.

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

We organize the programmes regarding moral and ethical values such as seminars,debates , one act play.NSS camps are organized to discipline the students develop a feeling of patriotism co-operation and leadership. The department ensures awareness and promotional programmes of value added courses.

We promote our students for better carrier by doing their counseling. What are the possibilities after doing the course and in what instance they got opportunity for their betterment. To provide



better career options to the students the college has a career guidance cell. Resource persons from various fields are invited to motivate the students.

In the segment of community orientation our N.S.S Units are very sensitive to do the activities benefited to community. We organized all the programmes according to demand of the society blood donation camps, tree plantation, are organized. To increase the awareness of the students on environment and foeticides ,gender discrimination, youth power, poster making competitions are organized for the students.

1.3.5 citing a few examples enumerate on the extent of use of the feedback from stake holders in enriching the curriculum?

The department call meeting with their stake holders for critical analysis of the curriculum. Staff meetings are held to take decision on important issues. Suggestions are always welcome from teachers and parents and students. students and others stakeholders are also take part in that curriculum and suggestions and observations made.

1.3.6 How does it institution monitor and evaluate the quality of its enrichment progamme.

The institution has various committees to monitor and evaluate the quality of education

imparted like IQAC, grievance redressal cell, examination and evaluation board.,college

development committee,UGCcommittee,Research committee. The complain box has been

installed and timely redressal of all complaints is ensured through these monitoring

committee.Regular meetings of the committees are taken for quality enrichment of the

institution.

1.4 Feed Back System

1.4.1 What are the contributions of the institution in the design and development of the curriculum prepared by the University?

If institution want some change in curriculum the prepared plan is send to the University and the

numbers of BOS discussed the suggestions in syndicate meeting and if it is necessary the

change can be made.



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 ate internally for curriculum enrichment and introducing changes/new programmes. Yes, the institution feedback on course and faculty is taken every year all the courses offered by the institute a feedback from. A feedback is taken from all classes of all courses. The feedback is anlyze to identify gaps in expectation and actual performance. These scores are than scrutinized by the principal who identifies the courses where students feedback is below expectation and needs to be enhanced. 1.4.3 How many new programmes/courses were introduced by the institution during last four years.

None



Criterion-II Teaching-Learning & Evaluation

2.1. Student Enrolment and Profile

To provide appropriate teaching learning experiences the institution has a transparent admission

process through selection on marks basis in Honours / General Courses and on merit and

counselling in vocational subjects. It is replenished by internal assessment of knowledge and

skill as well as remedial courses for educationally disadvantaged.

The College also provides additional opportunity to advanced learners, planned teaching and

self financed vocational courses arranges student level seminars and group discussions upgrade

the faculty as well as the students through teacher and students level conferences.

2.1.1 How does the College ensure publicity and transparency in the admission process? The institute ensure wide publicity and transparency in admission process through

the following forms: Publicity in Admission Process

As all the degree courses are conducted by Kolhan University, Chaibasa, so the institute

follow the admission procedure and criteria’s laid down by the University.

Such procedures are transparent and well promoted through prospectus, notice board.

The Institute also published in National and local news papers

The institute has also established admission cell for counselling and guiding the

prospective of candidates for U.G. and B.Ed. courses.

The institute website is also updated as per requirement for communicating guidelines

issued by Kolhan University.

The institute also publishes information brochure for UGC courses.



Transparency in Admission Process

The process of admitting students to various courses is carried out though the norms laid

down by the higher education as well as the Kolhan Universities guidelines. The admission

committee constituted for the purpose is entrusted with the task of monitoring the admission

process.The important notice regarding admission process is displayed in news papers and also

in notice board.The merit list is prepared and displayed on college notice board and also in news

papers.Admission to every course is conducted under the supervision of the concerned subject

teachers .Awaiting list of the students is also put on college notice board. The payment mode of

the fee structure is online and transparent . As per the seats of courses the admission are done on

purely merit basis and according to the rules and regulations prescribed by the university.

2.1-2. Explain the 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.

In U.G. courses the admission criteria is merit,based on the marks obtained in the

previous class system is available in institution. For adopting Honours courses the minimum

marks in relevant subject is 45%. If the candidate has above than 45%, she will be eligible for

opt that course. But as per the seats availability the merit of students will be promoted by the

institution.

On the basis of merit the list was released by the concerning department. If the name of the

student is mentioned in first list than the student has to reach the institute within specific time to

get the admission.

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.

Minimum percentage of marks are 45% and maximum marks opted by the students. The

procedure are decided by the Kolhan University and all the Colleges of Kolhan University

adopted the same. Now the admission procedure is online for the students (Under Graduate).



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?

Institute has an admission committee which is constituted by the Principal. Every year

the admission Committee meets to discuss the admission process and enhancing the quality of

the student input and geographical spread of student intake. The Committee’s analysis helps the

institute to identify the geographical areas from where the students come. The Committee also

decided the need for the education for student convenience and if the student has below the

marks of 45% on concerning the subject she can take general pass courses for degree level. It is

decided that career guidance and counseling cell will be involved to guide the admission seekers

for the right choice of courses. So that the students profile could improve. Now the admission

procedure is online by the Kolhan University.

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.

() ST/SC

() OBC

() WOMEN

() Differently abled

() Economically weaker section

() Minor section

() Any other

Disadvantaged Community

The admission is done in degree courses through the norms of Kolhan University, Chaibasa and

followed by Department of Higher Education of Jharkhand. The reservation policy prescribed

by the government of India and state government is strictly followed it. The institute helps

√

√

√

√

√

√

√



students of these categories to get and receive various financial and academic benefits which

they are getting from the government. The institutes completes all the process of scholarship

for students and disburses the scholarship of these students in their bank account also the

disadvantaged community gets benefits of reservation in qualifying marks.

Women:

The institute is completely for women so there are not availability of reservation in this category.

Different categories of persons with disabilities:

As per the Higher Education department norms and Kolhan University’s guidelines the persons

with disabilities are followed by the above.

Economically weaker section of the society:

The National Higher Education Department instructed that no fees will take the women students

because they are treated as economically weaker section and state followed the rules strictly so,

no tuition fees are available for the women except the self finance courses.

2:1:6. Provide the following details of 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 No. of Applications No. of students admitted Demand Ratio B.A. 910 B.Sc. 140 M.A.-I 216 M.A.-II 206 C.A.-I 21 C.A.-II 24 C.A.-I 13 B.Ed. 100



2:2 Catering to students diversity

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 college strictly follows the reservation policies of the stste government in regard to admission of differently abled students.They are allotted in the same class as per inclucive education. They are encouraged and counseled to explore their strength.

2:2:2. Does the institution assess the student’s needs in terms of knowledge and skills before the commencement of the programme? If yes give details on the process.

Yes, the institutions assess the needs of students in terms of knowledge and skills

through discussion in class room. In the light of redefined meaning of academics which expects

the Colleges to be more socially committed. The previous study materials are discussed within

the class. The courses curriculum and relevancy of the subject chosen by the students and

further career plan regarding selected subjects are discussed in classes which helps them to

decide their carrier programme and further skills are develop accordingly. Faculty members

analyze and identify the student’s background viz science, Arts, C.A. and other stream. After

identifying the knowledge gap bridge classes are organized for making them equip and

overcome the deficiency.

In the beginning of the commencement of the classes of fresher, the teacher try to elicit the need

of the students during a few initial classes through discussions and accordingly such classes are

arranged for students.

2.2.3. What are the strategies adopted by the institution to bridge the knowledge gap of the enrolled students (Bridge/Remedial/add-on/Enrichment courses, etc.) to enable them to cope with the programme of their choice?

In case of students belonging to tribal background there are big knowledge gaps which are filled by the extra classes.

In some instance remedial classes are organized by the institution.

Bridge classes and extra classes are organized for students as per their requirement.

Peer learning is encouraged in the sense of meritorius students are asked to help the slow learners.



The students are encouraged to speak in the class and to read out from their textbooks for

language skill improvement.

Psychology department also tries to help the students through counselling in case of stress

,depression and low self esteem

In C.A. (Hons) English speaking/personality Development classes are conducted.

Communication Skills are assessed on four parameters:

Pronunciation, grammar, vocabulary and fluency. Each student assessed individually for 5-6

minutes on these parameters.

2.2.4. How does the College sensitize its staff and students on issues of such as gender, inclusion, environment etc.

The Institute is almost sensitive with gender and other social activities like Environmental

Impacts. Following programmes are organised in this regard:

Atrocities against women,

Female foeticides,

Beti bachao beti padhao,

Female Literacy,

Gender Sensitisation,

Environmental Programmes such as Plantation, Rallies, Seminars and so on.

2.2.5. How does the institution identify and respond to special education/learning needs of advanced learners?

Advance learners are motivated by the institute by the followings:

Sending them to other institutions for participating in academic contests.

By encouraging them for during their best.

Helping them to select advanced topics during their presentation and requirement.



Encouraging them to attend social, academic and extra other activities to enhance their

knowledge with overall development.

Providing motivational task to complete their academic works.

The institution always tries to provide a quality education for the students. Teachers are

always engaged with students as for their educational, social and moral support.

The students feel comfortable with the teachers this shows that there are grape-vine relationship

between students and teachers. So the learners take interest and feel no hesitation to ask their

problems. In departments teachers are also engaged to solve their some mental and social

problems regarding their society because the institute has only female students and in some

instance they feel some health, family, marital and as well as educational problems. Our

institute is always tried to give fruitful environment to our students. Special education learners

are always motivated by the department as well as the Principal also. We provide them books,

study material and other competition matters.

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 disadvantaged sections of society, physically challenged, slow learners, economically weaker sections etc.), who may discontinue their studies if some sort of support is not provided?

The institute pay special attention for physically challenged students and has made extra

efforts to develop them as normal students they don’t feel the inferiority complex regarding

their problem so the institute develop their confidence level and enhance fruitful environment

for disabled students. They are not treated like a weaker person’s of society, they are developed

with their enthusiastic and courage accordingly. A number of motivational lectures are

organized in the classroom by the teacher. Weak students get extra attention from their teachers.

Faculty members also provides textbooks to the needy students.



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.).

The institute pays special attention to the learning schedules within their limited resources.

Academic calender

The institute followed the Academic Calendar of Kolhan University.

The Departmental meetings are held every year to co-ordinate various activities.

The instructional days of teaching learning are fixed by the University of Kolhan.

The College displays their academic calendar in their website.

The publication regarding admission, examination and running classes are published in

Hindi news papers also for the students.

Teaching plan:

The routine and teaching plans are prepared at the beginning of the academic year.

The routine committee, the admission committee and internal assessment committee are

decide the some fragrance that the students benefits.

The port folios are revised by the institute in every academic session.

The institute ensures that regular classes are running in every academic year.

The departments are required to prepare their session plan of their subject in starting of

every academic year.

Evaluation system and schedule:

Institute follows the continuous evaluation system in the form of internal assessment like

tests, debate, essay competitions etc.

The institute is a constituent unit of Kolhan University and the examination system is

annually scheduled by the Kolhan University are followed by the institution.



2.3.2. How des IQAC contribute to improve the teaching-learning process?

The institute has a wing of IQAC, which always works for upliftment of the students. Two eminent invitee members are very effective persons of Chaibasa. They always guided us for betterment.

The role of IQAC in teaching learning process evaluates.

To the internal quality of department.

To contribute the enhancement of the students by quiz, counselling of the career debate

and so many other activities.

To motivate the teachers for organizing the seminars, lecturers and other activities in

time to time.

Social activities are also recommended to the faculty for improvement of students by

IQAC.

Regular health services and other regular check-ups are also the main focal points of

IQAC.

Maintain quality education and overall improvement of the students.

2.3.3. How is learning made more student-centric? Give details on support structures and systems available for teachers to develop skills like interactive learning, collaborative learning and independent learning among the students?

The learning is made more student centric by ensuring that a large variety of teaching

pedagogy are adopted to ensure that learning is creative, relevant and with fun. These

includes:-

1. Case study method.

2. Discussion of their knowledge regarding the chapters.

3. By lectures & notes preparation.

4. Seminar presentation.

5. Recent trends in societies.

6. Industrial visit as per requirement.

7. Social projections.

8. Group discussion.



9. Monthly Tests and analysis of the results.

10. Parent Teacher meets for betterment and discussion of the students.

11. The institutes organized lectures by prominent professors, arranges Yoga and meditation,

workshops, stress management and using some psychological test as per the requirement

of the students.

2.3.4. How does the institution nurture critical thinking, creativity and scientific temper among the students to transform them into life line learners and innovators?

The institute provides a healthy environment for their students to improve confidence

level in critical thinking by saying the words “nothing is impossible”, Always be Positive.

The students belongs to the semi urban areas which have limited facility and the institute

has also limited facility due to some reasons. There are lacking of facilities and beyond these

limits we introduce our students always work as “vHkko esa izHkkoß. This small sentence

motivates the students to do all the things at any stage. They try their best either sports, cultural

meets, debate, academic competition etc. The things belong to their critical thinking and

motivation of their teachers. The teachers either science or arts always motivate the students for

transforming the students into life line learners and innovators.

The teacher means to innovate the students at any stage. No matter the resources are available

or not. The students always motivates that if you have some problems how can you face that

without the proper resources. Some great awards of the students are the outcome of that

motivational input.

2.3.5. What are the technologies and facilities available and used by the faculty for effective teaching? E.g. Virtual laboratories, e-learning- resources from National programme

on Technologies Enhancing Learning (NPTEL) and National Mission on Education through

information and Communication Technology (NME-ICT) open education resources, mobile

education etc.

. The Chaibasa is surrounded by the mountains so proper network access is very limited.

Due to remoteness of the area resources are limited.In order to enhance our academic quality



our teaching faculty makes maximum use of non-projected teaching aids with power point

presentation, smart boards, computer labs are used for effective teaching we have computerised

library,group discussion and seminars are organized.Educational trips are organized together

first hand information visits to kanyakumari,Goa,Botanical gardens etc. We are pleased to

inform you that as per the Mission of Digital India the Reliance Company provide us the Wi-Fi

campus and the survey by the engineers are well completed. When we got the Wi-Fi campus the

institute assures you sir we use the above mentioned technologies and communication, as per

the requirement.

In our institute the open education resource i.e IGNOU is available for distance learners.

Two wings of IGNOU ((i) Degree courses and (ii) IGNOU B.Ed) are available for distance

learners.

2.3.6. How are the students and faculty exposed the advanced level of knowledge and skills (blended learning, expert lectures, seminars, workshops etc.)?

The institute organized lots of academic programmes for enhancing the academic and personal

development programme. The head of the department looks after the student’s curriculum and

arrange the programme as per grievances and necessity of the students. The institute also

provides guideline to students newspapers are available in college libraries to eqiuip the

students with the present scenario of world around. The psychology departments also conduct

psychological tests of the students and make suggestions of their overall development.

Approximately in the session of 2015-16 following number of students are benefited from

above activities.



Sl.No Name of the Activities % of students.

1 Intelligence Test 50

2 Health Camp I 80

3 Blood Test 60

4 Eye Check Up 50

5 Health Camp II 75

6 Seminars 60

7 Expert Lectures 55

8 7 days Workshop on Women Empowerment

(With Karate Training)

70

9 7 days Yoga Camp 72

10 Guest Lectures in Department 60

11 Ban of Plastics in College Premises 100

2.3.7. Details (Process and number of students/benefitted) on the academic, personal and psycho-social support and guidance services(professional counseling/mentoring/academic advise provides the students.

The Students discuss their problem regarding their career, profession with Faculty Members.

The Institute always provide proper guidance to their students as they needed and problem

regarding psycho-social or personal are always discussed with their faculties.

2.3.8 Provide details of innovative teaching approaches /methods adopted by the faculty during the last four years? What are the efforts made by the institution to encourage the faculty to adopt new and innovative approaches and impact of such innovative practices on student learning?

Institutes adopt many innovative approaches and methods for improving the learning.

Details of innovative teaching approaches are following.



Innovative teaching approaches:

The department who have projectors organize the lectures with power point presentation. The other innovative method of learning includes case study method, Seminars and Presentation.

The students are also encouraged and exposed the group activities, creative assignments, case

studies, group discussion news paper reading, seminar presentations and guest lecturers all

innovative teaching evaluation processes are introduced after brainstorming in faculty meeting

so that benefits of these innovations can be spread across all students.

2.3.9. How are library resources used to augment the teaching learning process?

The institute has one General library which has 31437 text books,702 other books and approx

60 journals. The students have library card which are renewed by Institute every year. Students

used library with proper work or preparing notes. Library is a necessary part of the institution

because the students who belongs to B.P.L. families can’t purchase book accordingly and if the

students purchase any one books the library provide the more author’s books helps them for

preparing their notes. The library resources are the key resources to use for the augment of the

teaching learning process. Library is open for use to 10.00 AM to 05.00 PM. The books in the

general library are categorized as reference and textbooks.Fresh addition of books is added in

the library from time to time on the demand of teachers and students college teachers often

accompany the students to help those conculting references books and generals. the teachers and

students can get the books issued in their name for specified period and get them reissued if

required. The motives ofself study habit is developed by the library through reading journals

and books feedback from students is collected through suggestion box.

2.3.10 Dose the institution faces any challenges in completing the curriculum within the planned time frame and calendar? If yes elaborate on the challenges encountered and the institutional approaches to overcome these?

It is very challenging to complete the curriculum within the planned time frame and

calendar when the college are takeover by administration of West Singhbhum district during the

any kind of election. Election is a sensitive matter and all military forces come in the college



campus and the students are prohibited to come in college campus so the classes are suspended

and after this the over whelm on the teachers.

One more factors are responsible to take this challenge. We have limited resources. Teachers

are limited in some subjects, no regular faculty are available. On this instance the guest faculty

and part timer engaged the classes. Office staff are also over burdened due to their counterpart,

so the lost of challenges are faced by the institution and teachers are also engaged in regular

activities of college. So it is very difficult to face all the things with proper proportionate. But

than too the teachers completed their course before the examination it is a great challenge for

the faculties.

2.3.11 How does the institute monitor and evaluate the quality of teaching learning? The institute provides following facilities for quality of teaching learning. Facilities available :- 1. The administrative block is equipped with 2mbps broadband connectivity.

2. Uninterrupted power supply.

3. Books facility in library for faculty and students.

4. T.V. sound system and projectors are also available.

5. Professionally managed interactive website.

6. Ceramic boards in class rooms.

7. Digital attendance for teaching and non teaching staffs.

In curriculum:-

1. Work shop.

2. Research projects of faculty ( U.G.C. Sponsored ).

3. Social efforts by teachers and students.

In internal assessment:-

1. Seminar presentation .

2. Presentation on current updates.



3. Case study analysis and presentation.

4. Assignments on various topics.

5. Social project

6. Monthly class tests.

Co-curricular activities:-

1. Research paper presentation contest.

2. Activities in societies.

3. Organizing cultural events.

4. 1st & 2nd Youth Festivals of Kolhan University.

5. Social works regarding the society.

6. Earn while you learn project.

7. Specific days celebration, Health and hygiene projects for the society .

8. Quiz , Essay, Rangoli, Mehndi Competiotions.

Faculty member are regularly deputed to attend programmes on the recent topics. The faculty

members are also required to use modern teaching aids such as power point presentation etc.

during their lectures. Institute continuously monitor the overall quality of teaching for better

performance of students in following ways.

Head of the departments regularly interact with their respective department’s faculty members

and students.

Students have freedom to directly interact with principal.



2.4 Teacher Quality

2.4.1 Provide the following details and elaborate on the strategies adopted by the college in the planning and management (recruitment and retention) of its human resource (qualified and competent teachers) to meet the changing requirements of the curriculum.

Highest qualification Professor Associate professor

Assistant professor

Total

Permanent teachers 05 14 19 D.Sc./D.Lit. Ph.D. 04 06 10 M.Phil. 01 02 03 P.G. 01 05 06 Temporary Teachers 30 30 Ph.D. 02 02 M.Phil. P.G. 28 28 Part time teachers 16 16 Ph.D. M.Phil. P.G. 16 16

2.4.2 How does the institution cope with the growing demand/scarcity or qualified senior faculty to teach new programmes /modern areas (emerging areas of study being introduced (Biotechnology, IT, Bio-informatics etc)? provide details on the effort made by institution in this direction and the outcome during the last three years.

None of them.

i. Providing details of Staff development programmes during the last four years

elaborate on strategies adopted by the institution in enhancing the teacher quality.



our college always takes teaching as a inseparable part of learning this

approaches results to attend various types of career development programme

by the staff

a- Nomination of staff development programmes.

Academic staff development programme Number of faculty nominated

Refresher courses

H.R.D. Programmes

Orientation programme

Staff training conducted by university

Summer winter schools

Eleven (11)

Four (04)

One (01)

Ten (10)

_

Work shops Three (03)

b- Faculty training programme organised by the institution to empower and enable the use of various tools and technology for improved teaching learning.

1. Assessment

2. Teaching learning methods

3. Content knowledge management

1. Assessment:- The institute organized monthly test from the departments to prepare the students for examination. Due to these internal assessment students knows the elaboration of the

questions and speed power test is also completed during through this.

2. Teaching learning methods:- The institute regularly conducting internal seminar and workshops for improving teaching learning quality for students. Teachers attend the Refresher

Course, Workshops and Seminars for improving their knowledge.



3. Content knowledge management:- To develop contents and knowledge of faculty members institute provide the teachers to improve themselves due seminars symposia,

conferences, workshops. The institute provides duty leave regarding the above mentioned

criteria.

Institute motivates faculty to do Ph.D. One faculty member submitted their Ph.D. thesis in this

year and one of them enrolled in Ph.D. programme. This is a focal of the institution.

c- Percentage of faculty:

Invited as resource persons in workshops / seminars/ conferences organised by external

professional agencies. 40 %

Participated in external workshops / seminars /conferences recognised by national

international professional bodies. 80 %

Presented papers in workshops / seminars / conference conducted or recognised by

professional agencies. 40%

2.4.4 What policies system are in place to recharge teachers?(e.g. providing research grants, study leave, support for research and academic publications, teaching experiences in other national institutions and specialized programmes industrial engagement etc).

The institute promote faculty members by providing them the following facilities. Duty leave-

1. The institute has provision for duty leave which is given to the faculty members

for attending national and international conferences.

2. For preparing the research proposals.

3. Organizing the seminars and workshops.

4. The institute provide in service training for faculty. 5. Duty leaves for taking practical exams as external member.



2:4:5 give the number of faculty who received awards/ recognition at the state, national and international level for excellence in teaching during the last four years. Enunciate how the institutional culture and environment contributed to such performances/achievements of the faculty?

None of them

2.4.6 Has the institution introduced evaluation of teachers by the students and external peers? If yes how is the evaluation used for improving the quality of teaching learning process?

Yes evaluation of teachers by the students and parents are available in the institution by

feedback facility.The institution constituated IQAC to keep a check on the quality of

education imparted to the students.PTA is also helpful in evaluating the teachers for the

quality of teaching learning process.

2.5 Evaluation process and reforms

2.5.1 How does the institution ensure that the stake holders of the institution especially students and faculty are aware of the evaluation processes? The evaluation of students made by the class room schedules, Examination schedule,

attendance, class tests and final outcomes by the examination results and time to time

feedback.

2.5.2 What are the major evaluation reforms of the university that the institution has adopted and what are the reforms initiated by the institution on its own?

The evaluation is done constantly and learning outcomes are monitored with the

help of student feedback, continuous internal assessment, seminars, session assignments,

faculty feedback which ensures transparency.

The key evaluation reforms implemented by the institute are:-



1. Internal assessment by test is introduced.

2. New innovative components have been introduced.

In the internal assessment scheme like news wire 75% necessary attendance, case

presentation, social works.

3. Feedback of the teachers by the students. . 2.5.3 How does the institution ensure effective implementation of the evaluation reforms of the university and those initiated by the institution on its own?

The method of evaluation formed by the University’s Examination Department.

The institute follows the guidelines send by the Kolhan University.

2.5.4 Provide details on the formative and summative assessment approaches adapted to measure student achievement cite a few examples which have positively impacted the system.

The goal of formative assessment is to gather feedback.

Students are guided for improvements in the ongoing teaching and learning

context.

By asking students to tell one or two sentences identifying the main point of a

lecture.

By evaluation of Courses.

By quiz and live wire.

By asking questions of the topic.

The goal of the summative assessment is to measure the level of success or

proficiency that obtained at the end of an instructional unit.

Assessing the students before examination Preparation of notes, question answers. Class tests etc.



2.5.5 Detail on the significant improvements made in ensuring rigor and transparency in the internal assessment during the last four years and weightage assigned for behavioural aspects, independent learning, and communication skills.

Internal assessment facility is available only for B.Ed. & C.A. (Hons) but other

departments also introduced that due to class tests.

INTERNAL ASSESSMENT SCHEME 2013-2014 Programme Internal External

B.Ed. 20 80

C.A.(Hons) 20 80

SUMMARY OF COMPONENT AND MARKS FOR INTERNAL ASSESSMENT Component Marks Total

1. Regular Attendance 05 20 2. Creativity 05

3. Craft Work 05 4. Regular Activities 05

Class test:-

1. Monthly class test are taken by every department. 2. Class test are held as per the announcement of the department. 3. Departments are requested to ensure smooth and timely conduction of test.



Case study:-

Case study is a subject of psychology the student studies the client theory and they implement it

on society. If they found there are any abnormality or any psychological problems regarding

their personality, the faculty members are take the case in recognition.

All the preparation of case study is done by the students and faculty members also.

2.5.6 What are the graduates attributes specified by the college / affiliating university? How does the college ensure the attainment of these by the students.?

The parent body i.e. Kolhan University provide guidelines to regulate discipline among students

to maintain their dress codes, counselling by experts human resources and other activities.

The college follows all the programmes organised by Kolhan University’s as per their

guideline. The college also organised the sensitive and awareness programme through N.S.S.

for students.

2.5.7 What are the mechanisms for redressal of grievous with reference to evaluation both at college and university level?

The institute follows the university norms for redrassal of grievances with regard to evaluation

.The students are allowed to apply for re-evaluation of answer book as per the norms of Kolhan

University, Chaibasa.

2.6 Student performance and learning outcomes

2.6.1 Does the college have clearly stated learning outcomes? If yes give details on how the student and staffs are made aware of these? Yes the institute has clearly stated learning outcomes for its programmes.To equipped

with quality education .The institute has policy of defining the learning outcomes from

professional courses like B.Ed. & C.A.(Hons)



Students are required to study as per syllabus and faculty members are required to teach as per

the syllabus in the required lectures. The session plan is prepared by the faculty to impact the

knowledge that is essential to comply with learning outcomes.

2.6.2 Enumerate on how the institution monitors and communicates the progress and performance of students through the duration of the course/programme? Provide on analysis of the students results/achievements (programme/course wise for last four years)and explain the differences if any and pattern of achievement across the programmes/courses offered?

To ensure learning outcomes the institute ensures the course plan by faculty. Monthly

class test are also taken by the faculties. The institute also makes students undergo for

proper communication skill development, psychological test to indentify weaker students

and provide them extra support by way of extra classes. Maximum students are average

level of intelligence so the faculty members work hard with them to improving their

knowledge. Due to remoteness of the area a qualitative students move outside for their

betterment. In science students moved outside for preparation of medical & engineering.

In arts faculty students moved out to Ranchi, Jamshedpur or any other university. So the

rest students are the challenging tasks for the department. Sometimes they didn’t know

how to write and how to talk. The regional language is the basic problem with their

pronunciation than too we provide a quality learning which gives as the good result in

our subjects.

2.6.3 How are the teaching learning and assessment strategies of the institution structured to facilitate the achievement of the intended learning outcomes?

Teaching Learning Assessment

Regular Attendance

Completion of the courses by the faculty

No teachers are engaged in coaching classes

Regular classes

Monthly tests

S

Re-accreditation Cycle II Self Study ReportMAHILA COLLEGE, CHAIBASA SELF STUDY REPORT‐ CYCLE –II Page‐ 1 PREFACE The NAAC is a platform to prove the value of Institution and

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