REACCREDITATION REPORT (2006-2014) Submitted to NAAC, Bangalore United College, Lambung, Chandel Manipur June 2015 (www.unitedcollegechandel.ac.in ) [email protected]
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REACCREDITATION REPORT
(2006-2014)
Submitted to
NAAC, Bangalore
United College, Lambung, Chandel
Manipur
June 2015
(www.unitedcollegechandel.ac.in)
Contents
Page
1. Profile of the Affiliated/constituent college. 1-13
2. Criteria-wise Inputs. 14-95
3. Evaluative Report of the Departments. 96-124
4. Format for Presentation of Best Practice. 125-128
5. Post-accreditation Initiatives. 129-134
6. Declaration by the Head of the Institution 135
Annexure 136-149
1. NAAC Accreditation Certificate
2. Master plan
3. College Bodies
a) Academic Committees
b) Administrative Committees
c) Co-curricular Committees
4. Certificate of Affiliation & UGC Recognition
5. Last audited statement, 2003
1
BACKGROUND OF UNITED COLLEGE
To realize the vision of the public of Chandel district and to promote higher education in the
district, United College was established on the 18th February 1980, by the local social
workers, politicians and villagers with their valuable contributions. The present site of the
college was generously donated by the villagers of Lambung village, Chandel. The college
was affiliated to the Manipur University temporarily in 1987; vide its letter no. M.U/3-
13/81/2817 dated the 28th March 1987, with the initial opening of pre-University course in
the following disciplines of Arts stream:
a) English
b) Manipuri
c) Political Science
d) Economics
e) Education
f) History
In 1987, the Government of Manipur took over United College and converted it to
Government College vide it order No.6/9/84-S/SE, dated the 30th March 1987, for
Pre-University Course with the provision of opening of Three Year Degree Course in
Manipuri, Political Science, History, Education and Economics. Then the erstwhile
Management Committee of the college felt the need of opening of Degree courses in
both Arts and Science Streams. In 1991, the College Governing Body decided to open
B.A. and B.Sc courses in the college and sought permission from the Manipur
University to open the following subjects:
ARTS STREAM
a) English
b) Manipuri
c) Political Science
d) Economics
e) Education
f) History
SCIENCE STREAM
a) Anthropology
b) Botany
c) Chemistry
d) Geology
e) Mathematics
f) Physics
g) Zoology
2
Then in 1995, Manipur University granted Permanent Affiliation through the great effort
made by the erstwhile Governing Body of the college, vide University orders No.MU/2-
1/80/CD, dated the 3rd July 1995, and Syndicate Resolution No.15/131/29-6-1995
In 1995, the University Grants Commission granted permanent recognition to United
College and thereby included the college under sections 2(f). 12(B) of the UGC Act 1956,
vide UGC Orders No.8-28/95 (CPP-1), dated 13th November 1995
In 1997, the Manipur University granted permission to open B.A. and B.Sc. in General
and Honours courses in the following subjects vide its letter No.MU/2-5/96/CDC/505, dated
11th July 1997.
Subject in Arts:
a) English General & Honours
b) Manipuri General & Honours
c) Political Science General & Honours
d) Economics General & Honours
e) Education General & Honours
f) History General & Honours
Subject in Science:
a) Anthropology General & Honours
b) Botany General & Honours
c) Chemistry General
d) Geology General
e) Mathematics General
f) Physics General
g) Zoology General & Honours
With the opening of the above mentioned subjects, the college started catering to
the educational aspirations of the students of the Chandel. In fact, many economically
disadvantaged students of the different tribal communities of Chandel have been getting
the opportunity to pursue higher studies at the college. There are about 855 students
admitted in the Graduate courses in the current academic session (2014-2015)
The college is a co-education institution. Initially, Pre-University Course was
incorporated due to lack of Higher Secondary Schools in the district. However, in 2009,
Higher Secondary classes were de-linked and now United College is exclusively a Degree
College. The college is constantly endeavouring to open more new academic programmes to
keep abreast with the changing demands of the society.
3
Section B: Preparation of Self-Study Report
Contents
1. Profile of the Affiliated/Constituent College
1. Name and Address of the College:
Name: UNITED COLLEGE
Address: UNITED COLLEGE, LAMBUNG, CHANDEL
City: CHANDEL Pin: 795127 State: MANIPUR
Website: www.unitedcollegechandel.ac.in
2. For Communication:
Designation
Name Telephone with STD code
Mobile Fax Email
Principal Dr.B.D.
THUMDAL
ANAL
O:0387232669 R:
09402664801 03872232669 principal@unitedco
llegechandel.ac.in
Vice Principal
KANTHUNG RUWNDAR
O: R:
8118900623 [email protected]
Steering Committee Co-ordinator
DR. BENJAMIN GANGMEI
O: R:
9612626501 [email protected]
3. Status of Institution:
Affiliated College
Constituent College
Any other (specify)
4. Types of Institution:
a) By Gender
i) For Men
ii) For Women
iii) Co-education
b) By Shift
i) Regular
ii) Day
iii) Evening
4
5. It is a recognized minority institution?
Yes
No
If yes specify the minority status (Religious/linguistic/any other) and provide documentary
evidence.
6. Sources of funding:
Government
Grant-in-aid
Self-financing
Any other
7. a. Date of establishment of the college.....18-2-1980........................ (dd/mm/yyyy)
b. University to which the college is affiliated/or which governs the college
(If it is a constituent college) Manipur University
c. Detail of UGC recognition:
Under Section
Date, Month & Year
(dd-mm-yyyy)
Remarks (If any)
i. 2 (f) 13-11-1995
ii. 12 (B) 13-11-1995
(Enclose the Certificate of recognition u/s 2 (f) and 12 (B) of the UGC Act)
d. Details of recognition/approval by statutory/regulatory bodies other than UGC (AICTE,
NCTE, MCI, DCI, PCI, RCI etc.)
Under Section/
clause
Recognition/Approval
details Institution/
Department programme
Day, Month
and Year
(dd-mm-yyyy)
Validity Remarks
i)
ii)
iii)
iv)
(Enclose the recognition/approval letter)
8. Does the affiliating university Act provide for conferment of autonomy (as recognized
by the UGC), on its affiliated colleges?
Yes No
If yes, has the college applied for availing the autonomous status?
Yes No
5
9. Is the college recognized?
a. by UGC as a College with Potential for Excellence (CPE)?
Yes No
If yes, date of recognition.....................(dd/mm/yyyy)
b. for its performance by any other governmental agency?
Yes No
If yes, Name of the agency......................................and
Date of recognition............................(dd/mm/yyyy)
10. Location of the campus and area in sq.mts:
Location* Tribal & hilly areas
Campus area in sq.mts 54,713.5 sq m (13.52 Acres)
Build up area in sq.mts 4412 sq.m(1sq.ft.=0.093sq m)
(* Urban, Semi-urban, Rural, Tribal, Hilly Area, Any others specify)
11. Facilities available on the campus (Tick the available facility and provide numbers or
other details at appropriate places) or in case the institute has an agreement with other
agencies in using any of the listed facilities provide information on the facilities
covered under the agreement.
- Auditorium/seminar complex with infrastructural facilities
- Sports facilities
* playground (constructed)
* swimming pool (under construction)
* gymnasium (yet to construct)
- Hostel
* Boys hostel
i. Number of hostels 4 (one is under construction)
ii. Number of inmates 100
iii Facilities (mention available facilities) T.V., recreation facilities
like carom, table tennis, badminton, newspapers, etc.
* Girls hostel
i. Number of hostels 3 (one is under construction)
ii. Number of inmates 45
6
iii Facilities (mention available facilities) T.V., recreation facilities
like carom, table tennis, badminton, newspaper, etc
*Working women’s hostel
i. Number of inmates
ii. Facilities (mention available facilities)
- Residential facilities for teaching and non-teaching staff (give numbers
available--cadre wise)
- Cafeteria--
- Health centre-
Nil
First aid, Inpatient, Outpatient, Emergency care facility, Ambulance Health centre staff –
Qualified doctor Full time Part-time
Qualified Nurse Full time Part-time
Facilities like banking, post office, book shops
- Transport facilities to cater to the needs of students and staff
- Animals house
- Biological waste disposal
The above facilities are nil.
- Generator or other facility for management/regulation of electricity and voltage
The college has electric connection from main line and the full electrification has been done. The college has, in order to have power-back up/fail-safe measure, has acquired a generator of 15KV and other two small/portable generators.
- Solid waste management facilities
Nil.
- Waste water management
Nil.
- Water harvesting
Two ponds used/maintained by tapping stream water.
7
12. Detailed of programmes offered by the college (Give data for current academic year)
Sl. no
Programmes Level
Name of the Programmes/ course
Duration Entry Qualification
Medium of instruction
Sanctioned/approved student strength *
No. of students admitted
Under-Graduate
B.Sc & B.A. 3 years 10+2 or equivalent
English 855
Post-Graduate
Integrated programmes PG
Ph.D
M.Phil.
Ph.D
Certificate course
UG Diploma
PG Diploma
PG Diploma
Any other (specify and provide details)
The strength enrolled in each academic year is neither above nor is below the sanctioned
strength.
13. Does the colleges offer self-financed Programmes?
Yes No
If yes, how many?
14. New programmes introduce in the college during the last five years if any?
Yes No Number
No new academic programmes have been introduced during the last five years.
8
15. List the departments: (respond if applicable only and do not list facilities like Library, Physical
Education as departments, unless they are also offerings academic degree awarding
programmes. Similarly, do not list the departments offering common compulsory subjects
for all the programmes like English, regional languages etc)
Faculty Departments (eg physical, Botany, History etc)
UG PG Research
Science Anthropology, Physics, Chemistry, Botany, Zoology, Geology, Mathematics
Arts Political Science, Education, History, Economics.
Commerce
Any Other Humanities (Specify)
English, Manipuri.
16. Number of Programmes offered under (Programme means a degree course like BA, BSc, MA,
M.Com...)
a. annual System
b. Semester system 2 (Arts & Science, B.A. & B.Sc.)
c. trimester system
17. Number of Programmes with
a. Choice Based Credit System
b. Inter/Multidisciplinary Approach
c. Any other (Specify and provide details)
18. Does the college offer UG and/or PG programmes in Teacher Education?
Yes No
If yes,
a. Year of Introduction of the programme(s)...................................(dd/mm/yyyy) and
number of batches that completed the programme
b. NCTE recognition details (if applicable)
Notification No..........................................................
Date.........................................................................(dd/mm/yyyy)
Validity....................................................................
c. Is the institution opting for assessment and accreditation of Teacher Education
Programme separately?
Yes No
9
19. Does the college offer UG or PG programme in Physical Education?
Yes No
If yes,
a. Year of Introduction of the Programme(s)..........................(dd/mm/yyyy) and number of
batches that completed the programme
b. NCTE recognition details (if applicable)
Notification No...........................................
Date.......................................................... (dd/mm/yyyy)
Validity......................................................
c. Is the institution opting for assessment and accreditation of physical Education
Programme separately?
Yes No
20. Number of teaching and non-teaching positions in the Institution
Position
Teaching faculty Non-teaching staff
Technical staff Professor
Associate Professor
Assistant Professor
*M
*F
*M *F *M *F *M *F *M *F
Sanctioned by the UGC/University/ State Government Recruited
11 1 18 4 16 10 6 4
Yet to recruit
Sanctioned by the Management/society or other authorized bodies Recruited
Yet to recruit
*M-Male *F-Female
* There are nine Part-time teachers including one guest lecturer
10
21. Qualification of the teaching staff:
Highest qualification
Professor Associate Professor
Assistant Professor
Total
Male Female Male Female Male Female
Permanent teachers
D.Sc./D.Litt.
Ph.D. 2 - 6 1 9
M.Phil. 1 6 3 10
PG 8 1 7 16
Temporary teachers
Ph.D
M.Phil.
PG.
Part-time teachers
Ph.D 1 1
M.Phil 7 1 8
PG
22. Number of Visiting Faculty/ Guest Faculty engaged with the College. Nil
23. Furnish the number of the students admitted to the college during the last four academic
years.
Categories
Year 1 2011-12
Year 2 2012-13
Year 3 2013-14
Year 4 2014-15
Male Female Male Female Male Female Male Female
SC
10 4 2 2 8 3 16 7
ST 428 488 451 490 398 491 349 451
OBC 13 ---- 5 1 4 ---- 8 3
General 37 20 19 21 22 13 13 8
Others
11
24. Details on student enrolment in the college during the current academic year:
Type of students UG PG M.Phil. Ph.D. Total
Student from the same state where the college is located
855
855
Students from other states of India
NRI Students
Total 855
25. Dropout rate in UG and PG (average of the last two batches)
UG 2.7 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 Rs. 1,14,381/-
b) Excluding the salary component Rs. 60,760/-*
* The expenditure is for the academic year 2013-14
27. Does the college offer any programme/s in distance education mode (DEP)?
Yes No
If Yes,
a) Is it a registered centre for offering distance education programmes of another University
Yes NO
b) Name the University which has granted such registration.
IGNOU
c) Number of Programmes offered 8
d) Programmes carry the recognition of the Distance Education Council.
Yes No
12
28. Provide Teacher-student ratio for each of the Programme/course offered
Arts stream
Sl.no.
Department
Strength of teachers and students
Teacher-student ratio
1. Economics
4/60*
1:15
2. Education
3/65
1:21
3. English
4/855
1:213
4. History
3/56
1:18
5. Manipuri
1/16
1:16
6. Pol. Science
6/250
1:41
Sciences stream
7. Anthropology
3/36*
1:12
8. Botany
3/40
1:13
9. Chemistry
3/38
1:12
10. Geology
4/39
1:9
11. Mathematics
2/26
1:13
12. Physics
2/41
1:20
13. Zoology
4/53
1:13
*For the two streams the strength of the students or teacher-student ratio remains more or
less constant in each academic year.
29. Is the college applying for
Accreditation: Cycle 1 Cycle 2 Cycle 3 Cycle 4
Re-Assessment:
(Cycle 1refers to first accreditation and Cycle 2 Cycle 3 and Cycle 4 refers to re-accreditation)
30. Date of accreditation*(applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment
only).
Cycle 1 Oct 17,2006 (dd/mm/yyyy) Accreditation Outcome /Result : Awarded ‘B’ Grade
Cycle 2:................................(dd/mm/yyyy) Accreditation Outcome/Result.................
Cycle 3:................................(dd/mm/yyyy) Accreditation Outcome/Result.................
13
*Kindly enclose copy of accreditation certificate(s) and peer team report(s) as an
annexure.
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 day)
190
33. Date of establishment of Internal Quality Assurance Cell (IQAC)
IQAC .......September 1, 2006................... (dd/mm/yyyy)
34. Details regarding submission of Annual Quality Assurance Reports (AQAR) to NAAC.
AQAR (i) *..................................(dd/mm/yyyy)
AQAR (ii)*..................................(dd/mm/yyyy)
AQAR (iii)*..................................(dd/mm/yyyy)
AQAR (iv)*..................................(dd/mm/yyyy)
* Report for the periods 2006-2012 have already been submitted to NAAC, Bangalore
in 2013. And for the two academic periods 2012-2013, 2013-2014 are due to submit
along with RAR, 2015
35. Any other relevant data (not covered above) the college would like to include. (Do
not include explanatory/descriptive information)
14
2. Criteria-Wise Inputs
Criterion I: Curricular Aspects
1.1 Curriculum Planning and Implementation
1.1.1 State the vision, mission and objectives of the institution, and describe how these
are communicated to the students, teachers, staff and other stakeholders.
Vision of the College:
To become best seat of learning by being innovative in the fields of knowledge and
practices and espousing to the needs of contemporary society so that the College
may become an effective force for enhancing growth and development in different
respects of society
Mission of the College:
The College shall continue to strive for higher attainment in quality and
materialization.
The institution shall also endeavour to cater to the demands of changing
society by introducing new and more relevant academic programmes/courses
of study.
It shall also be the prime priority of the college to collaborate with national
and international stakeholders in the fields of education and advanced
studies/researches.
So, the College principally aims at achieving innovation in formal management
and functioning so that it may efficaciously espouse to the needs of the society
and accordingly incorporate in the teaching-learning process and thereby value is
oriented towards the needs of contemporary society.
The vision, mission and objective of the college are communicated to all
concerned print and oral media: College prospectus carries those things and help
the concerned learn and they are also communicated to this through any
interactions held within the institution on any significant occasions.
1.1.2 How does the institution develop and deploy action plans for effective
implementation of the curriculum? Give details of the process and substantiate
through specific example(s).
Units of each paper are evenly distributed to each teacher of the respective
departments. This is done with a view to achieving things: i) well attention of the
teachers to the allotted units may be paid, ii) the progress of syllabus coverage may
be safely ascertained through the progress of each teacher, iii) performance of
students in the tests, examinations may help the concerned to review the teaching-
15
learning process in the college. If any poor performance is observed, re-planning and
re-distribution of units are made for better teaching outcome.
Feedback on curriculum is derived from the above mentioned structures/bodies by
employing certain modes. A well-meant questionnaire is administered to them which
enabled the College to assess the status of the curriculum. Apart from that the
College also conducted interactional sessions with the structures for the purpose.
1.1.3 What types of support (procedural and practical) do the teachers receive (from the
University and/or institution) for effectively translating the curriculum and improving
teaching practices?
There is no other support received from the affiliating university except workshop,
seminars on teaching practices conducted by the university for teachers. That is also
not frequently conducted.
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 affiliating
University or other statutory agency.
No such efforts have been made in the past, except the one stated under 1.1.2
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?
It is yet to be initiated in the future.
1.1.6 What are the contributions of the institution and/or its staff members to the
development of the curriculum by the University? (Number of staff
members/departments represented on the Board of studies, student feedback,
teacher feedback stakeholder feedback provided, specific suggestions etc).
Unilateral initiative of the College for delivery, syllabus revision is not warranted.
After every five years syllabus revision is done by the University. The last revision was
effected in 2010 from which major changes – from final examination system to
semester system, has been brought about in academic system of higher education
(UG courses). The College has now Semester system.
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
16
process (‘Needs Assessment’, design, development and planning) and the courses for
which the curriculum has been developed.
No.
1.1.8 How does institution analyze/ensure that the stated objectives of curriculum are
achieved in the course of implementation?
The implementation of objectives of curriculum is brought by laying emphasis on: a)
relevance and importance of curriculum to human society and its present’s situation.
For example, in view of peace needed in society teaching on human right, gender
equality, etc in Arts & Humanities and ecological and environmental problem in
Sciences received more attention in both subject and relevance interests. b) by
affording dissemination of their importance/value by conducting class tests class
seminars conduct of essay and quiz competition.
1.2 Academic Flexibility
1.2.1 Specifying the goals and objectives give details of the certificate/diploma/skill
development course etc., offered by the institution.
The Bachelor programmes such as B.A, B. T.S (Bachelor Tourism Studies), Certificate
courses in Rural Development, Human Right, Nutrition and Child Care, Guidance, HIV
and Family Education, etc. are offered by the institution through college IGNOU
centre. These programmes are considered relevant to the objectives of the institution
which try to espouse to the needs of the contemporary society. Because those
certificate courses are important to help the students cope with the problems present
in the society.
1.2.2 Does the institution offer programmes that facilitate twinning/dual degree? If ‘yes’
give details.
Except degrees that can be earned from IGNOU study centre at the College, no other
dual degrees are not offered by the college.
1.2.3 Give details on the various institutional provisions with reference to academic
flexibility and how it has been helpful to student in terms of skills development,
academic mobility, progression to higher studies and improved potential for
employability. Issues may cover the following and beyond:
17
-Range of Core/Elective options offered by the University and those opted by the
college
-Choice Based Credit System and range of subject options
-Courses offered in modular form
-Credit transfer and accumulation facility
-Lateral and vertical mobility within and across programmes and courses
-Enrichment course
The college deals with the following concerns:
a) Core options, b) Elective options, c) Interdisciplinary courses, d) flexibility to the
students to move from one discipline to another e) and flexibility to pursue the
programme with reference to the time frame (flexible time for completion).
The core options which are offered in four Arts, two Humanities and three in
Science streams are not compulsory for students under the present semester
system. The core options (Honours) are eligible for students who opt Honours
course after the completion of fourth semester. As of now, the core options which
the college offers are Political Science, Economics, History, Education, English,
Manipuri, Anthropology, Botany and Zoology. The elective options the college
offers are in the following subjects:
Arts Humanities Science
Economics Education History Political Science
English Manipuri
Anthropology Botany Chemistry Mathematics Physics Geology Zoology
Under the existing system the subject combination of both optional and elective
subjects are allowed within each respective stream and within Arts and Humanities.
And one optional subjects along with any elective subjects is allowed for any student
of each stream.
As to the inter-disciplinary course the combination of Elective subjects along with the
Optional subject makes the courses inter-disciplinary in character.
Change of subject is allowed to students within one month after the admission but
before the submission of related documents to the affiliating University.
18
The programmes are bound to be completed within the time limit set by the
affiliating University.
1.2.4 Does the institution offer self-financed programmes? If ‘yes’, listed them and
indicate how they differ from other programmes, with reference to admission,
curriculum, fee structure, teacher qualification, salary etc.
No.
1.2.5 Does the college provide additional oriented programmes, relevant to regional and
global employment markets? If ‘yes’ provide details of such programme and the
beneficiaries.
No.
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?
Except the IGNOU study centre that offers some of the likes, the college is yet to
introduce such academic programmes.
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?
Some of the efforts of the College and for curriculum enrichment are: i) giving fairly
good scope for choice of subjects and combination in Honours & General Courses for
students, ii) allowing students to change their subjects within specific time, etc, are
made available for them. Other curriculum enrichment works are anticipated in
coming year
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 to cope with the needs of the
dynamic employment markets?
No specific works have been taken up in this regard.
19
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?
Process have been taken up to introduce studies like human rights, gender, etc. but
environmental studies only have been introduced attaching to Life Science. It is
anticipated that the studies may be converted to full-fledged course.
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
While the courses or programmes as such are not made available for students as
enrichment arrangements, the college does an extra-curricular activity. Students are
exhorted on inter-religious values daily. The college has provided the students extra
classes and remedial coaching in order to enable the students to cover syllabus and
courses. Teachers were sent for refresher course and orientation courses to enhance
their skill and knowledge.
1.3.5. Citing a few examples enumerate on the extent of use of the feedback from
stakeholders in enriching the curriculum?
While no well-meant feedback study was applied from stakeholders, the college
Principal representing the college expressed what the institution wanted with regard
to curriculum improvement in interaction programmes conducted by the affiliating
University. While it is not frequently done it does in an appropriate manner upon
college experiences over the matter.
1.3.6. How does the institution monitor and evaluate the quality of its enrichment
programme?
The college does not adopt ideal technique to monitor and evaluate curriculum. The
way it does is i) the study of impact of teaching-learning activities based on the
curriculum ii) study of the relevance of the curriculum to contemporary society. That
is how the implementation of enrichment programme and its quality are monitored
and evaluated.
20
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?
As stated under 1.3.5 the college extends its formal or informal suggestions to the
affiliating University when it invites for the same. No memorable contributions to
curriculum structure cannot be cited.
1.4.2 Is there a formal mechanism to obtain feedback from the student 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?
Any suggestion with regard to curriculum provided by the college is based on the
outcome of feedback applied in the college. That is how the college communicates to
the University.
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 course/programmes?
Any other relevant information regarding curricular aspects which the college would
like to include.
Since the college is bound to function under two layers of authorities: University and
state Government, it is not easy to introduce new academic programmes/ course. Of
course the college has started teaching environmental studies which was introduced
the outcome of college’s effort. The rationale behind the opening of Environmental
studies in the college is held in response to the problem of environmental
degradation caused by Jhum cultivation, deforestation, etc. meaning knowledge and
importance of ecological balance is intended to impart to students.
Criterion II: Teaching-Learning and Evaluation
2.1 Student Enrolment and profile
2.1.1 How does the college ensure publicity and transparency in the admission process?
Wide publicity about the admission process is ensured through i) the publication of
College Prospectus; ii) institutional website (after its opening), iii) advertisement in
print media. In addition to that it is notified to the admission seeking students by
displaying it on College Notice Board.
The institution, strictly adheres to the rules laid down in the College Prospectus and it
is merit-based. Moreover, list of selected students is published with the marks (marks
of qualifying examination and that of the entrance test). Admission is conducted
under the direct supervision of the College Admission Committee.
21
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 mode of selection of students for admission is primarily based on two conditions:
i) the adoption of cut-off marks (40% and 45% for ST/SC/and Physically handicapped
and General students respectively); ii) entrance test performance or marks secured in
the test. In addition to that counselling is conducted on the admission seekers. As of
now, the mode of selection is adopted for the programmes of general line only.
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 for
each of the programmes are 40% for S.T. and physically handicapped students and
45% for general students. The percentages given above are neither below the
percentages adopted by other colleges in the state and 45% is not the lowest for
other colleges.
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 specific application used for it.
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 able
* Economically weaker sections
* Minority community
* Any other
The college, in order to improve/increase access for all categories of
students(ST/SC,OBC, women, differently-able, economically weaker sections, minority
community, etc), applies the following: i) while reservation norms applicable to all
categories are kept, no rigidity is applied against the intending candidates so that
they have chance to get admitted, ii) fee concession granted to particular
22
economically weaker students, iii)open advertisement is served in media (radio,
newspapers, etc),iv) cut-off marks adopted, in order to accommodates students
belonging to the categories, are lower in comparing with ones applied in other
institutions.
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.
The institution is yet to introduce new academic programmes. So except Bachelor
programmes, certificate courses introduced in IGNOU study centre the institution has
no other new programmes introduce during the period.
Programmes Number of application
Number of students admitted
Demand Ratio
UG 1 2 3
PG 1 2 3
M.Phil Ph.D
Integrated PG Ph.D
Value added 1 2 3
Certificate 1 2 3
Diploma 1 2 3
PG Diploma 1 2 3
Any other 1 2 3
23
2.2 Catering to student Diversity
2.2.1 How does the institution cater to the needs of differently-able students and ensure
adherence to government policies in this regard?
The college, doing its best to maintain equality in term of opportunities, does justice
to differently-able students. But it may be mentioned that such category of students
are negligible in the history of the college. And, it may also be mentioned that the
college has not arranged typical facilities for such student. The college is yet to
introduce in the interest of that category of 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.
There is no usual programme as a provision for assessing students’ knowledge and
skills prior to the commencement of the academics session. Such nature of provision
is applied as and when such need is arisen after the commencement of the session,
with the view to improving knowledge and skills of the 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?
The knowledge-gap is identified primarily through two mode: a) formal interaction
held in daily class hours; b) his/her performance in monthly and unit test.
And for advanced learners, the college, with due recognition and constant
encouragement, extends the following:
a) supply of most needed study materials;
b) making them participate in competitions conducted at different levels which
further sharpens their academic understanding in addition to the knowledge they
gained from formal teaching-learning process; and
c) the students are provided with internet facilities.
Tutorial for weak or slow learners are also made so that they may get improved
themselves. Class seminars are also organized to improve their skill in presentation,
expression through such exposure. Quiz and debating completions held at inter-
departmental level, are also found helpful for the purpose.
2.2.4 How does the college sensitize its staff and student on issues such as gender,
inclusion, environment etc.?
The college affords to sensitize the staff and students on the issues (gender, inclusion,
environment etc) by making them participate in awareness programmes conducted
in college and outside as well: observance of environment day, etc. Apart from that
24
the knowledge of gender equity, social inclusion and exclusion, environmental modes
of dissemination such as essay competition, purposely arrange for them.
2.2.5 How does the institution identify and respond to special educational/learning needs
of advanced learners?
The advance learners are identified primarily through two modes: a) formal
interaction held in daily class hours; b) his/her performance in monthly and unit test.
And for advanced learners, the college, with due recognition and constant
encouragement, extends the following:
a) supply of most needed study materials;
b) making them participate in competitions conducted at different levels which
further sharpens their academic understanding in addition to the knowledge they
gained from formal teaching-learning process; and
c) the students are provided with internet facilities.
2.2.6 How does the institution 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. Who may discontinue their studies
if some sort of support is not provided)?
No such unavoidable pressure is felt in the college. So, it is not applied in the college.
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 Institution strictly adheres to the academic calendar of the Manipur University.
And the lesson plan framed by each department teacher is finally approved by the
IQAC and thereby each teacher tries to complete the teaching-learning process within
the stipulated time and common routine of the College. The College conducts annual
examination, monthly and unit tests and evaluation of the same is done under the
given programme.
2.3.2 How does IQAC contribute to improve the teaching-learning process?
With the establishment of IQAC the college is set in a new mode of handling the
matter of teaching-learning process making impetus on the process in the following
ways: i) IQAC makes a final approval of lesson plan, ii) it monitors the teaching-
learning activities for effective implementation of curriculum, completion of syllabus,
etc. iii) IQAC, in collaboration with department or departments, conducts inter-
departmental interaction activities on teaching methods, improvement of teaching-
25
learning process, discussion on curriculum enrichment initiatives, etc. The role of
IQAC has contributed to the improvement of teaching-learning process in the college.
2.3.3 How many learning made more student-centric? Give details on the support
structures and systems available for teachers to develop skills like interactive
learning, collaborative learning and independent learning among the students?
In addition to formal modes of impartation of knowledge and skills through teacher-
students interaction in class rooms, students are provided with space for self-
expression and self-acquisition of knowledge and necessary skills through personal
participation. Such spaces are seminars, group discussions, etc. which are at
departmental or inter-departmental arrangements. Involvement in such personally
responsible initiatives has sharpened the understanding and broadened the
acquisition of knowledge and skills. Apart from that, students are encouraged to join
trips to places of outside colleges in the State where the students may personally
interact with other students. Its also gives opportunities to students to experience the
atmosphere of the academic set-ups of those colleges.
2.3.4 How does the institution nurture critical thinking, creativity and scientific temper
among the students to transform them into life-long learners and innovator?
While the ideal or sophisticated practice is yet to use to inculcate scientific temper,
the college tries it to achieve the objective by i) sending student to attend Science
Exhibition conducted outside the college, ii) the students are given opportunity to
contest essay on past or present celebrities who are known for their scientific
outlook, iii) the college also encourages the teaching community to help the students
cultivate scientific thinking by educating them on superstitious beliefs, prejudices. In
their context ethnic prejudices are important. Hence, encouragement to educators so
that the learners think rationally about it.
2.3.5 What are the technologies and facilities available and used by the faculty for
effective teaching? E.g.: Virtual laboratories l e learning- resources from National
Programme on Technology Enhanced Learning (NPTEL) and National Mission on
Education through Information and Communication Technology (NME-ICT), open
educational resources, mobile education, etc.
The college is yet to fully avail of the technologies and facilities.
2.3.6 How are the students and faculty exposed to advanced level of knowledge and skill
(blended learning, expert lecturers, seminars, workshops etc.)?
The exposure to advanced level of knowledge and skills is affected for students and
teachers particularly through expert’s lectures, seminars, workshops, etc. Some
students are engaged in the works of research projects done by faculty members of
26
the college and thereby help them gain high knowledge and skills. As stated
elsewhere, students are also sent to participate in well-organized Science Exhibition
held at state or regional levels.
2.3.7 Detail (Process and the number of students/benefitted) on the academic, personal
and psycho-social support and guidance services (Professional
counselling/mentoring/academic advice) provided to students?
What the college does to benefit students on academic concerns are: a) conduct of
syllabus-based class seminars in which most eligible students were assigned to
initiate the discussion under the supervision of concerned department teachers.
Often the initiative was done as inter-departmental organization, b) the conduct of
quiz, essay competition on topics which are related to syllabus. Due recognition was
given to the students for their participation in those activities.
In addition to that counselling is conducted on the admission process. And, all
categories of students including slow and advanced learners, problems are timely
dealt and counselled under the initiative of Principal
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 practices on student learning?
The teaching-learning methods which the College adopts, in addition to formal
lecture method inside class-rooms are: i) class seminars conducting on the syllabus-
based topics are for both Arts and Science streams; ii) gender-wise or row-wise
scoring competition after completion of each topic/unit applied to both streams; iii)
field-work and study tour; iv) project works and report writing; v) group discussion,
debate, quiz, etc.
In addition to formal modes of impartation of knowledge and skills through teachers
students interaction in class room, students are provided with space for self-
expression and self-acquisition of knowledge and necessary skills through personal
participation. The spaces are such as seminars, group discussion, etc. which are
departmental or inter-departmental organization in the College. Involvement in such
personally responsible initiatives has sharpened the understanding and broadened
the acquisition of knowledge and skills. Apart from that students are encouraged to
join trips to places of outside College and State where the students may personally
encounter with other students or atmosphere of academic set-ups.
27
2.3.9 How are library resources used to augment the teaching-learning process?
Apart from library resources from general library, there are also departmental
libraries. The library books consist of both sufficient text and reference books for
students belonging to different departments. Apart from that majority of the
departments subscribes journals, magazines, employment news, etc. and other
discipline-related books, others, etc. The library resources from departmental
libraries, students make use of the resources. The time of libraries particularly
general library is extended after normal working hour for hostellers during
examination. This gives extra-opportunities for the examiners.
2.3.10 Does the institution face any challenges in completing the curriculum within the
planned time frame calendar? If ‘yes’, elaborate on the challenges encountered and
the institutional approaches to overcome these.
There is no technical problem as such that the College faced but the specific problem
is the disruption of academic activities in academic institutions. There are frequent
bandhs called by civil organizations in connection with ethno-political issues. The
bandh affects academic activity in the college. In short working days allotted cannot
be used fully during each academic year. The United College which is functioned as
day-scholar institution also suffers much from the imposition of bandhs in district and
often in entire state.
2.3.11 How does the institution monitor and evaluate the quality of teaching learning?
The monitoring and evaluation of quality of teaching-learning are done in five-
pronged ways: i) well-meant admission test is done on admission seeking students
followed by counselling with a view to ascertaining their level of knowledge, learner-
ability, interest, etc, ii) class tests (mostly monthly test) including weekly and
quarterly are done during each academic year, iii) academic activities/outcome is
assessed by the Head of the institution by calling for an interaction with the faculty
members allowing the later to exchange views on teaching-learning
activities/process, reviewing the outcome of students’ performance in University
examinations, etc. and accordingly act on the needs derived from his assessments, iv)
each group of students belonging to each department is interviewed/interacted by
the head or whoever is eligible for the job. It is done to ascertain the attributes,
knowledge, qualification, etc. of the teachers. That is usually held once or twice a
year and v) the college encourages and allows any faculty members to undergo
knowledge and skill enrichment courses or training with the extension of possible
help from the college.
28
2.4 Teacher Quality
2.4.1 Provide the following details and elaborate on the strategies adopted by the college
in planning and management (recruitment and retention) of this human resource
(qualified and competent teachers) to meet the changing requirements of the
curriculum.
Highest qualification
Professor Associate Professor
Assistant Professor
Total
Male Female Male Female Male Female
Permanent teachers
D.Sc./D.Litt.
Ph.D. 2 - 6 1 9
M.Phil. 1 6 3 10
PG 8 1 7 16
Temporary teachers
Ph.D
M.Phil.
PG.
Part-time teachers
Ph.D 1 1
M.Phil 7 1 8
PG
Bio-Data of the Principal
1. Name : Dr. BD. Thumdal Anal
2. Father’s Name : (L) BD. Lumshung Anal
3. Date of Birth : 1-3-1960
4. Present Address : United College, Lambung, Chandel, Manipur
(India), Pin-795127
5. Permanent Address : Rungchang Village, Chandel district, Manipur
6. Designation : Principal, United College, Lambung, Chandel
7. Experiences : Principal (1984-1985) – United Pentecostal,
Chandel, district, Manipur
- As a Lecturer (1-4-1985-6-7-1993)
- As Senior Lecturer (1-4-1993-26-7-1998)
- As Selection Grade Lecturer (27-7-1998-7-10-2009)
29
- As Associate Professor (01-11 to till date)
- As Principal –in-charge (8-10-09 to till date)
8. Email ID : [email protected]
9. Mobile no. : +919402669801/9612520549
10. Educational Qualifications :
a. H.S.L.C passed under Board of Secondary Education, Manipur in 1977.
b. P.U.C. (Arts) under North Eastern Hill University, Shillong in 1979
c. B.A. (Hons.) under North Eastern Hill University, Shillong in 1982.
d. M.A. (Political Science) under Jawaharlal Nehru University, New Delhi in 1984.
e. Ph.D under Manipur University, 2014.
11. Publications:
a. A Brief History of the “Anal Naga Heroes” (2003)
b. Chief Editor of Silver Jubilee Souvenir, United College, Chandel (2006)
c. Assistant Editor United College Journal (2006-2008)
d. Editor United College Magazine (2008 & 2009)
e. Chief Editor The Anal Bungna (2001)
f. Chief Editor: English to Anal, Dictionary Translation Committee from 2012 till date.
12. Social and Extension Activities:
a. President, United College Teachers Association (UCTA); 3-9-1997 to 7-10-2009.
b. President, Employees Welfare Association, Chandel district: 1997 to till date.
c. Resource Person on Quality Education in Chandel District organised by Thadou
Students’ Union.
d. Resource Person on Quality Education in the Hill Districts of Manipur Organised by All
Manipur Tribal Students’ Union.
e. Sponsored The 3rd CHANGTUNG LOHEH PIITEH, 2013 (Science and Mathematics
competition for High School students), organized by Anal Lenruwl Tangpi (ALT)
13. Seminars/Workshops/Refresher courses attended:
a) Attended workshop on Amended scheme for TDC (Three year degree course)
organized by Director of Education (U), Govt. of Manipur and sponsored by the UGC.
b) Attended Refresher courses in 1998 & 1999 sponsored by UGC at Manipur University.
c) Attended 2 day State level Residential Seminar on Social Responsibilities of Colleges
at United College, Lambung, Chandel from 11-12, April, 2007 sponsored by the
Directorate of Higher Education, Govt. of Manipur.
d) Attended DDO’s Training courses 2010 at State Academy of Training at Takyel,
Imphal.
30
e) Attended “Orientation Programme on College Development Plan” organized by
Department of Higher and Professional Education of this University, from 1-3, Nov.
2010 at Academic Staff College, Gauhati University, Gauhati, Assam.
f) Attended Short Term Course (STC) for Principals of Colleges on academic and
Administrative reforms sponsored by UGC from 15-17, july 2010 at Academic Staff
College, Gauhati University, Guwahati.
g) Attended 3 days’ workshop for college Principals of North-Eastern Region on College
development plan from 1-3 Nov., 2010 at Academic Staff College, Guahati University,
Guwahati.
h) Attended 2-Days State Level Seminar on Role of IQAC Reaccreditation of Affiliated
colleges held at D.M. College of Science, Imphal from 16-17 February 2011,
Sponsored by NAAC, Bangalore.
i) Attended a two day state level seminar on NAAC Assessment & Accreditation: An
Institutional Challenge in the domain of Academic Excellence sponsored by NAAC at
Oriental College, Imphal from 17th to 18th August, 2012.
j) Attended short term programme on Higher Education, Curriculum and Examination
reforms organized by the UGC-ASC at Manipur University from 7th to 10th, November,
2012.
k) Participated in One-Day Principal’s Meet, organized by UGC-ASC on March, 2015.
l) Panellist in Caucus, 2013 by ATSUM, at United College.
m) Attended one day National Seminar on “UGC Regulations on IPI: Methods and
procedures” at Jubilee Hall, Imphal College, on 10th March, 2014.
14. Certificates of Honour/Award:
a. An appreciation certificate was awarded for outstanding duty by the Hon’ble
Minister Higher & Technical Education, Govt. of Manipur.
b. Patron for the celebration of Anal Dialect recognition cum release of Anal Text Books
on 4, May, 2015.
15. Membership:
a. Member of the Executive Council of Manipur University, Canchipur, Imphal from 2009
to till date
b. Member of the Third Court, Manipur University, Canchipur, Imphal from 2009 to till
date.
c. Member of Examination Planning Committee, Manipur University
d. Member of Departmental Board of Studies, Department of Political Science, Manipur
University for the period of three years.
2.4.2 How does the institution cope with the growing demand/scarcity of qualified senior
introduced (Biotechnology, IT, Bioinformatics etc.)? Provide details on the efforts
made by the institution in this direction and the outcome during the last three years.
31
As of now, the college is without such new programmes or other areas of academic
concerns. So, the demand is not felt at the moment.
2.4.3 Providing details on staff development programmes during the last four years
elaborate on the strategies adopted by the institution in enhancing the teacher
quality.
a) Nomination to staff development programmes
Academic Staff Development Programmes Number of faculty nominated
Refresher course 10 HRD Programmes 26
Orientation programmes 6
Staff training conducted by the university 5
Staff training conducted by other institutions 6 Summer/winter schools, workshops, etc 4
B) Faculty Training programmes organized by the institution to empower and
enable the use of various tools and technology for improved teaching learning
Teaching learning methods/approaches
Handling new curriculum
Content/knowledge management
Selection, development and use of enrichment materials
Assessment
Cross cutting issues
Audio Visual Aids/multimedia
No
OER’s
Teaching learning material development, selection and use
Specific or purposeful Faculty Training programmes have not been organized
for the purpose so far. Participation in programmes conducted outside the
college has been allowed to the teachers. Of course the college has procured
the teachings aids such as smart boards, LCD Projectors, etc.
C) Percentage of faculty
* invited as resource persons in Workshops/Seminar/ Conferences organized
by external professional agencies.
30% (approximately).
32
* Participated in external Workshops/Seminars/Conferences recognized by
national/international professional bodies.
40% (approximately).
* presented papers in Workshops/Seminars/Conferences conducted or
recognized by professional agencies.
20% (approximately).
2.4.4 What policies/systems are in place to recharge teachers? (eg: providing research
grants, study leave, support for research and academic publications teaching
experience in other national institutions and specialized programmes industrial
engagement etc.)
The College makes effort for the management for professional development of
faculty has availed FDPs to teachers. They are pursuing Ph.D programme. And a
number of teachers have attended refresher/orientation course during the last three
years. Faculty members also participated in State, national and international
Seminars/Conference. Teachers, also have been undertaking – Minor and – Major
research projects under UGC and DST during the past five years.
There is a body called college Research consultants composed of faculty members
who do posses more research experiences. They are consulted on the research
matters such as preparation and submission of research projects; registration of
Ph.D. and M.Phil. programmes under any institution; publication of research works in
reputed journals, etc. Their opinion on FDP consideration is also sought by the Head
of the institution. As such internal consultation is held first before taking up any
research initiative by any faculty member of the College.
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
performance/achievement of the faculty.
Regarding the receipt of award/recognition from different levels, the name of
teachers and the award/recognition have been stated under Serial No.23 of
Evaluative Report of the Departments. And for the institution culture and
environment helping the teachers to such performance/achievement are stated
under 2.4.4 of Teaching-Learning and Evaluation
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 the teaching-
learning process?
33
While ideal system of evaluation of teachers by the students and the external Peers is
not adopted, some system used by the college for the purpose by students is in
practice. There is the practice that each group of students belonging to each
department is interviewed/interacted by the head or whoever is eligible from the
department for the job. It is done to ascertain the attributes, knowledge,
qualification, etc. of the teachers. That is usually held once a year or annually.
2.5 Evaluation process and Reforms
2.5.1 How does the institution ensure that the stakeholders of the institution especially
students and faculty are aware of the evaluation process?
The College manages to communicate the members of either teaching or non-
teaching staff about evaluation methods. It is done in a meeting of the respective
staff. Students are communicated informally during the first days of each new
session.
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?
One of the major reforms done by the University and which was closely related to
evaluation was the introduction of semesterisation of degree courses from final
system. The college now follows semester’s system.
Except the submissions of suggestions from the college and participation in formal
discussion, reforms in evaluation is the ultimate prerogative of the affiliating
University
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 college, being a feeder college, follows the policy or reforms of the University in
the matter.
2.5.4 Provide details on the formative and summative assessment approaches adopted to
measure student achievement. Cite a few examples which have positively impacted
the system.
There are at least three measures adopted to assess students’ achievements: a)
employability of the students: it is tried to determine by collecting information on
how many of the passed out graduates are employed in different sectors, b)
performance of the students: it is tried to observe the trend of their performance in
the University examinations with the question whether there is increasing or
34
decreasing trend in term of ranking in the examinations and c) knowledgeability of
the students: it is assessed by basing on their performance in internal tests.
2.5.5 Detail on the significant improvement made in ensuring rigor and transparency in
the internal assessment during the last four years and weightages assigned for the
overall development of students(weightage for behavioural aspects, independent ,
learning, communication skills etc)
Of the three measures stated above under 2.5.4., the last one gives improvement in
internal assessment. It impinges on their independent learning and communication
skills among the students.
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 college adheres to sincerity in studentship, civic in spirit, rational in outlook, etc.
In view of due attainments of these attributes, the college is yet to do more inducing
strategies for their proper or fuller attainment.
2.5.7 What are the mechanisms for redressal of grievances with reference to evaluation
both at the college and University level?
The College has no provision to evolve its own mechanism for redressal of grievances
regarding evaluation. Except the measures adopted by the college for evaluation of
tests conducted by the College, it has no mechanism applied independently of the
common one adopted by the University. It simply discusses any matter related to
evaluation and one which deserves modification in the interests of students or
teaching community. The same is communicated to the University authority.
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 students and staff are made aware of these?
The mode of communications on learning outcomes to teachers and students is two-
fold source: formal and informal. The former is the mode by which the performance
of students is communicated to them through publication of the outcomes by
displaying on all concerned notice boards. The latter is the mode by which the
outcomes are communicated to them by expressing appreciative and encouraging
notes to the successful and unsuccessful making them aware of the systems or
practices in that regard.
2.6.2 Enumerate on how the institution monitors and communicates the process and
performance of students through the duration of the course/programme? Provide
an analysis of the students’ results/achievements (Programme/course wise for last
35
four years) and explain the differences if any and patterns of achievement across
programmes/courses offered.
The college monitors the progress/performance by observing i) progress of
attendance of students which is primarily needed because of day-scholar education
system of the institution, ii) their attendance in class test activities (periodical tests,
class seminar, etc.), iii) their progress in those test activities. The
progress/performance is announced and displayed on notice board for students and
parents.
The analysis of the students’ results/achievements in B.A. & B.Sc. programmes takes
references to the trend in success rate in those examinations. There is both
descending and ascending trend. The reasons are that i) till 2012 there was annual
systems of examinations under Manipur University and the introduction of semester
system from 2010. The first batch of semester students could not fare well in the
semester examinations as the new system was introduced in a sudden/hasty manner
which perhaps did affect their preparedness. So there was descending trend in the
success rate in the examinations; ii) then there was ascending trend again between
2013-14. Perhaps the semester students became used to the new system and hence
there has been increase in pass percentage from 44.90 to 46.06 during the period.
Both the trends are shown in the table.
Comparison of performance.
Year
Candidates
Appeared under
Manipur University
Candidates
appeared from
College
Students
passed
Pass percentage of the
college
2011 7188 208 138 2.00 66.34
2012 9027 301 231 3.00 76.74
2013 4058 265 119 6.53 44.90
2014 7159 367 169 2.36 46.04
2.6.3 How are the teaching, learning and assessment strategies of the institution
structured to facilitate the achievement of the intended learning outcomes?
As about 85-90% of students come from rural tribal areas, constant attention to the
matter of better or fuller attendance of students in teaching-process becomes
36
important. So, the college continues to give attention to hostel facilities, canteen
facilities, better campus environment, etc. In this regard the college authority is
mooting for introducing residential institutional system in the college. These things
are viewed as indispensable to achieving intended learning outcome.
Beside this strategy, attention is also paid to having more well-meant conduct of
tests on quality of learning of the students. So, increasing emphasis is laid upon it and
for which IQAC gives its fuller attention to it.
2.6.4 What are the measures/initiatives taken up by the institution to enhance the social
and economic relevance (student placements, entrepreneurship, innovation and
research aptitude developed among students etc.) of the courses offered?
As of now, the college is not equipped with these provisions. So, it tries to introduce
courses on human rights, vocational studies, etc. in the college.
2.6.5 How does the institution collect and analyze data on student performance and
learning outcomes and use it for planning and overcoming barriers of learning?
The types of data the college uses for analysing the performance of students are i)
data of performance in University examinations, ii) data of performance in internal
tests, iii) data derived from feedback study on students by teachers, etc. The nature
of problem/weakness and prospects drawn from the analysis of those data are used
as cues for planning and overcoming barriers of learning.
2.6.6 How does the institution monitor and ensure the achievement of learning
outcomes?
The strategies adopted for monitoring and ensuring the achievement of learning
outcomes are strictly applied during the academic year and the college constantly
reviews the implementation.
2.6.7 Does the institution and individual teachers use assessment/evaluation outcomes as
an indicator for evaluating student performance, achievement of learning objectives
and planning? If ‘yes’ provide details on the process and cite a few examples.
As a practice the college or individual teachers do not use assessment/evaluation
outcomes for evaluating students’ performance, achievement of learning objectives
and planning. They can be used simply as reference in the matter.
Any other relevant information regarding Teaching-Learning and Evaluation which
the college would like to include.
37
Criterion III: Research, Consultancy and Extension
3.1 Promotion of Research
3.1.1 Does the institution have recognized research center/s of the affiliating University or
any other agency/organization?
The college, as of now, has no research centre of any agency or organisation. It has a
research –related body called Research Consultants. It guides other faculty members
for their Ph.D. programmes, research project works, publication of research papers
etc.
3.1.2 Does the Institution have a research committee to monitor and address the issues of
research? If so, what is its composition? Mention a few recommendations made by
the committee for implementation and their impact.
The function of the Research Consultants is as stated under 3.1.1. There are no
accommodations as such being maintained. For it simply guides and suggests the
individual teachers for their needs.
3.1.3 What are the measures taken by the institution of facilitate smooth progress and
implementation of research schemes/projects?
$ autonomy to the principal investigator
The college gives liberty to teacher to act as principal investigator. He or she
works without constraints.
$ timely availability or release of resources.
The college extends full cooperation with the researchers by making timely
availability or release of resources for the research works.
$ adequate infrastructure and human resources.
Laboratory, library facilities are provided for the research works with due
information from the researchers and consent from the college authority.
$ time-off, reduced teaching load, special leave, etc. to teachers.
The college allows researchers to have internal adjustment in the matter of
time-off, reduced teaching load, special leave, etc. with college authority and
Head of the department.
$ Support in terms of technology and information needs.
38
There is no problem in this regard but the researchers can enjoy the need of
technology and information.
$ facilitate timely auditing and submission of utilization certificate to the
funding authorities.
With coordination between the concerned staff and researchers can timely
work out auditing and submission of utilization certificate to the funding
authorities.
$ any other
The college constantly encourages the faculty members to undertake research
works: either for academic degree or research project works.
3.1.4 What are the efforts made by the institution in developing scientific temper and
research culture and aptitude among students?
The college, being only with UG Level, educating the students on research matters is
not indispensable. It is considered less mandatory.
3.1.5 Give details of the faculty involvement in active research (Guiding student research,
leading Research Projects, engaged in individual/collaborative research activity, etc).
A) Guiding research scholars:
SL.no Name of guide Departments
No. of registered Ph.D. Scholars.
No. of students awarded Ph.D.
No. of students awarded M.Phil.
1 Dr. S.Raghumani Singh
Botany 2 2 5
2 Dr.R.K Hemanta Singh
Geology 2 Nil Nil
3 Dr. Benjamin Gangmei
Political Science
5 2 1
B) Under taking research projects:
SL.no Name Major Minor Funded by
1. Dr.Benjamin Gangmei 2 3 U.G.C, ICSSR, TRI, Development & Relief Dept-RNBA (Manipur)
2. Dr. R.K. Hemanta Singh 3 3 U.G.C, DST
3. A. Ushakiran Devi 1 UGC(NERO) 4. Md. Mustaque Ahmed 1 UGC(NERO)
5. Dr. T. Ibungochouba 1 UGC,NERO
6 Gracia Hulang 1 UGC,NERO
39
3.1.6 Give details of workshops/training programmes/ sensitization programmes
conducted /organized by the institution with focus on capacity building in terms of
research and imbibing research culture among the staff and students.
No such initiative, except some programmes like the observance of World
Environment Day, Disaster Management programme (2015), etc., has been
conducted.
3.1.7 Provide details prioritized research areas and the expertise available with the
institution.
The major research areas/thrusts are on herbal medicinal potentials, microbiology,
ichnology,(palaeo environment) social-economic, ethnic, gender concerns, etc.
3.1.8 Enumerate the efforts of the institution in attracting researchers of eminence to visit
the campus and interact with teachers and students.
Such initiatives are yet to be taken up in coming days in the institution.
3.1.9 What percentage of the faculty has utilized Sabbatical Leave for research activities?
How has the provision contributed to improve the quality of research and imbibe
research culture on the campus?
About 10% of the faculty members enjoyed Sabbatical Leave. It impinges on the
teaching community of the college which is shown by the increasing number of
faculty members who apply for undertaking research work during the past four or
five years.
3.1.10 Provide details of the initiatives taken up by the institution in creating
awareness/advocating/transfer of relative findings of research of the institution and
elsewhere to students and community (lab to land).
The nature of the works of researchers of the college is not actually meant for such
purposes. So, such endeavour has not taken place.
3.2 Resource Mobilization for Research
3.2.1 What percentage of the total budget is earmarked for research? Give details of
major heads of expenditure, financial allocation and actual utilization.
No budget for research work is made. So, it does not arise.
3.2.2 Is there a provision in the institution to provide seed money to the faculty for
research? If so, specify the amount disbursed and the percentage of the faculty that
has availed the facility in the last four years?
Not applicable.
40
3.2.3 What are the financial provisions made available to support student research
projects by students?
Not applicable.
3.2.4 How does the various departments/units/staff of the institute interact in
undertaking inter-disciplinary research? Cite examples of successful endeavours and
challenges faced in organizing interdisciplinary research.
It is yet to be tried.
3.2.5 How does the institution ensure optimal use of various equipment and research
facilities of the institution by its staff and students?
Not applicable.
3.2.6 Has the institution received any special grants or finances from the industry or other
beneficiary agency for developing research facility? If ’yes’ give details
No.
3.2.7 Enumerate the support provided to the faculty in securing research funds from
various funding agencies, industry and other organizations. Provide details of
ongoing and completed projects and grants received during the last four years.
Nature of the Project
Duration Year from to
Title of the Project Name of the funding agency
Total Grant Total grant received till date
Sanctioned Received
Minor projects
July 2014-July 2015
Traditional concept of ownership, Land, Forest & other Natural Resources: A Special Reference to Rongmei & Inpui
Tribal Research Institute, Imphal
1.5 lakh 80,000
Major projects 1. 2.
March 2014- 2015
Backwardness Moras Facing the Five Hill Districts (Tamenglong, Senapati,Churachandpur, Chandel, Ukhrul) of Manipur “Ichnology of the Laisong
UGC, Delhi DST
5,47,000 18.50 Lakh
3,20,000 Completed
41
3.
2012-2015 2012-2015
Formation, Early Oligocene, Manipur and Sequence Stratigraphic Importance” “Ichnological Analyses of the Sediments of Barail and Surma Groups, Manipur and their Significance”
Project. UG Project
(apprx.) 11,39,600
8,21,600
3.18 lakhs
Interdisciplinary projects
Industry sponsored
Students’ research projects
Any other (specify)
3.3 Research Facilities
3.3.1 What are the research facilities available to the students and research scholars
within the campus?
Not applicable.
3.3.2 What are the institutional strategies for planning, upgrading and creating
infrastructural facilities to meet the needs of researchers especially in the new
emerging areas of research?
Not applicable.
3.3.3 Has the institution received any special grants or finances from the industry or other
beneficiary agency for developing research facilities? If ‘yes’ what are the
instruments/facilities created during the last four years.
Not applicable.
3.3.4 What are the research facilities made available to the students and research scholars
outside the campus/other research laboratories.
Not applicable.
3.3.5 Provide details on the library/information resource center or any other facilities
available specially for the researchers?
42
The college gives access to the researchers to use library and laboratory facilities. Of
course access to library is to obtain permission from concerned department and
college authority.
3.3.6 What are the collaborative research facilities developed/created by the research
institutes in the college? For ex. Laboratories, library, instruments, computers, new
technology etc.
Not applicable.
3.4 Research Publications and Awards
3.4.1 Highlights the major research achievements of the staff and students in terms of
* Patents obtained and filed (process and product)
* Original research contributing to product improvement
* Research studies or surveys benefiting the community or improving the
services
* Research inputs contributing to new initiatives and social development.
Not applicable.
3.4.2 Does the institution publish or partner in publication of research journal(s)? If ‘ yes’,
indicate the composition of the editorial board, publication policies and whether
such publication is listed in any international database?
No.
3.4.3 Give details of publications by the faculty and students:,
* Publication per faculty
* Number of papers published by faculty and students in peer reviewed
journals (national/international)
* Number of publications listed in International Database (for Eg: web of
Science, Scopus, Humanities International Complete, Dare Database-
International Social Sciences Directory, EBSCO host, etc.)
* Monographs
* Chapter in Books
* Books Edited
* Books with ISBN/ISSN numbers with details of publishers
43
* Citation Index
* SNIP
* SJR
* Impact factor
* h-index
Article
Faculty Name of Article Name of Journal National/
International
Single
/joint
author
Dr. Benjamin
Gangmei
Naga Peace-Process and Peaceful
co-existence
South Asia Politics National Single
Dr. Benjamin
Gangmei
Dynamics of Federalism Third Concept National Single
Dr. Benjamin Church and Politics Book – Challenges of ___ Single
Name Of
Teacher
Department Title Journal Date of
Publication
Dr.Danney
Chara
English The Feminine Sensibility of Jane
Austen
Spectrum
Vol.1(1)
Jan- Feb 2013
Dr.Danney
Chara
English Comparative Study of Jane
Austen
“Sense and Sensibility” and
Manju Kapur “A Married
Woman”
Dr.Danney
Chara
English The Small world of Jane Austin College Journal June 2013
H.Phomro
ng Maring
English Land use and ownership pattern
among the Khoibus
Tribalism and Tragedy
of the Commons (ed)
Ch. Priyoranjan Singh.
Akansha Publishing
House, New Delhi
2009
44
Gangmei Church
Y. Ibosana Singh Houjiki Manipur Sahitya, 2008 Shaklon
(International
Manipuri Magazine)
International Single
Y. Ibosana Singh Atenba Lairikki Mapao Saklon National Single
Y. Ibosana Singh “Rabindragi Chitrangada Amasung
Manipur.
Mekhal (Bilingual
Bangla and
Manipuri).
National Single
Md. Mustaque
Ahmed
Plant-lore with reference to
Manipuri Proverbs in association
with various human affairs of
Manipur State
Journal of Current
Sciences, 9(1):207-
214 (2006)
National
Joint
Md. Mustaque
Ahmed
Traditional Knowledge system of
the Muslim Community in Manipur
State
Indian Journal of
Traditional
Knowledge. 6(2):383-
389 (2007)
National Joint
Md. Mustaque
Ahmed
Plant-Lore with reference to
Muslim Folksongs in association
with Human Perception of Plants in
agricultural and horticultural
practices
Not. Bot. Hort.
Agrobot. Cluj. 36
(1):42-47(2008)
Romania
International
Joint
Md. Mustaque
Ahmed
Trading activity and
ethnodomestication of plants by
Manipuri Muslims
Notulae Scientia
Biologica, 1(1):14-20,
Romania (2009)
International Joint
Md. Mustaque
Ahmed
Traditional Knowledge of Kidney
Stone treatment by Muslim Maiba
(Herbalists) of Manipur, India
Notulae Scientia
Biologica, 3(2): 22-25,
Romania (2011)
International Joint
R.K. Hemanta
Singh
Transtentional Basin in Oblique
Subduction Margin: Imphal Valley
Himalaya (Eds.), Vol-5 National Joint
R.K. Hemanta
Singh
Tectonic Implications of Joint
Analysis: A case study of the
Imphal Valley
Proc. of the National
Seminar on Geology
and Energy Res. of NE
India
National Joint
45
R.K. Hemanta
Singh
Palaeostress Analysis for rocks of
Imphal valley using conjugate
fractures and its tetonic
significances
Bulletin of the Indian
Geologists
Association, vol-41.
National Joint
R.K. Hemanta
Singh
Gopibung (Keithelmanbi) Debris
Flow: Causes and Consequences
Proc. National
seminar on Geo-
environment
Challenges Ahead
National Joint
R.K. Hemanta
Singh
Trace Fossils of the Upper Eocene-
Lower Oligocene Transition of the
Manipur, Indo-Myanmar Ranges
(North-East India)
Turkish Journal of
Earth Sciences, vol-17
(Impact factor 2.46)
International Joint
R.K. Hemanta
Singh
Riccia thongjaorokensis- A New
Fossil Liverwort from Oligocene
Beds of the Tertiary, North-East
India
Journal Geological
Society of India, vol-
73.
International Joint
R.K. Hemanta
Singh
Investigation of Landslides along
Tengnoupal - Sita Road, Manipur,
India
Journal of Earth
Sciences and
Engineering, vol-4.
International Joint
R.K. Hemanta
Singh and E.
Ranjitkumar
Tectonic Implications of Minor
Folds of the Imphal Valley in the
Indo-Myanmar Ranges.
Bulletin of Pure and
Applied Sciences, vol-
1 &2
International Joint
R.K. Hemanta
Singh
First perisodactyl footprints from
plysch deposits of the Barail group
(Lower Oligocene) of Manipur,
India
(First perisodactyl footprints from
India)
Journal of Earth
system Science
vol.123 (2) pp. 413-
420, March, 2014
do
S. Phurailatpam Survey of threatened cheer
pleasant Catreus wallichii in
Garhwal Himalaya
J. Bombay Natural
History Society. 104
(2):136-141(2007)
National Joint
S. R. Singh Scopoletine glucoside, noscapine
and kwain from Allium Odorum
(Linn.) syn. A. odorum, a well
known home remeby herbal for
humankind
Research Monograph.
11(3):20-28
National
S. R. Singh Ginesoside, coumarin, cephaline, Journal of Current
46
emectine, and anthroquinone,
therapeutic compounds from
home remedy plan drug herbal:
Bonnaya brachiata Linn. and Otto.
Sciences. 9(2): 583-
590 (2006)
National
S. R. Singh A framework & eco -computation
of carrying capacity on food
resources of Thoubal District,
Manipur
J. Phytol. Research.
12(1):119-123 (2006)
National
S. R. Singh Soilless cultivation, on the
waterlogged peripheral Loktak
Lake for suitable development, a
part of an integrated approach in
Management
S.D. Loktak ,1(): 1-8
(2006)
National
S. R. Singh Sustainability through agro-
chemicals on the conservation of
natural resources
The Ecologia
5(1-2):81-87 (2006)
International
S. R. Singh Sustainability through
environmental conservation of
agricultural land Resources
The Bopscan
2(4):319-322 (2007)
National
S. R. Singh Mocptome, Saponin & Purine from
therapeutic Melothrioa purpussila
(Blume) Cogn., a well known home
remedy herbal for human kind
Journal of Current
Sciences. 10(1):357-
362 (2007)
National
S. R. Singh Man made agricultural wetlands a
source of water and rich
Biodiversity conservation in
Manipur
Proceedings 12th
world lake conference
12:187-190 (2007)
National
S. R. Singh Sustainable development of
environmental conservation on
natural land resources and
population through carrying
capacity and foot prints
Indian J. Environ &
Ecoplan 15(1-2):101-
108 (2007)
National
S. R. Singh Ephedrine, saporin, and
gomsempsode from ‘Sidabayai’ a
traditional home remedy herbal
medicine for leucorrhoea and
leucorrhoea associated pelvic
inflammatory disease
Journal of Current
Sciences. 10(1):
(2007)
National
47
S. R. Singh Alpha tocopherol, antioxidant from
therapeutic medicinal plant
Melothria purpussila (Blume) Cogn.
for human kind
Journal of Current
Sciences. 10 (1):
(2007)
National
S. R. Singh Efficacy of Fe,Zn,Mn,Mo, and
interactive action on yield and yield
factors of HYV rice production
Research Monograph,
11(3):1-22
National
S. R. Singh Impact of rainfall intensity on the
soil erosion of different soil types
Research Monograph,
11(3):1-35
National
S. R. Singh Antimicrobial activity and
phytochemical constituents of
fruits and seed extract of
Xanthoxylum rhetsa (Roxb.) D.C.
Indian J. Environ &
Ecoplan 17(1):51-
58(2011)
National
S. R. Singh Antioxidant, Phytochemicals and
mineral contents of therapeutic
plant Croton caudatus (Geiseler)
for humankind
Indian J. Environ &
Ecoplan 17(1-2):219-
226(2011)
National
S. R. Singh Antihyperglycemic effect of
aqueous and ethanol extract of
aerial part of Osbeckia neplalensis
Hook in Alloxan induced diabetic
rats (C)
Pharam Tech:DPCEM
(VSA) IJPRIF (2011)
International
S. R. Singh Antibacterial and antifungal activity
of flavonoids extracted from
Osbeckia nepalensis Hook (C)
Pharam Tech:DPCEM
(VSA) IIJCRGG (2011)
International
S. R. Singh Change in temperature,
precipitation, certain natural
resources, their impact on
environment according to habitat
patterns in Manipur since 1873-A
climate change study.
Ind. Jr. of Env. And
Eco-Planning 18(2-
3):423-429.
National Joint
S. R. Singh Assessment of physico-chemical
and biological parameters in
Kongba river water, Imphal East
District, Manipur
Ind. Jr. of Env. And
Eco-Planning 18(2-
3);431-436.
National Joint
48
S. R. Singh Antihyperglycemic effect of
Aqueous and ethanol extract of
Aerial part of Osbeckia nepalensis
Hook in Alloxan induced Diabetic
rats.
International Journal
Tech. Research
CODEW (USA):
IJPRIF. SN:0974-
4304.
4(1):233-244.
International Joint
S. R. Singh Antimicrobial Activity and
Tetrahedrofuran from Medicine
“Sidabiyai”
International Journal
Tech. Research
CODEW (USA):
4(4):1561-1569.
International Joint
3.4.4 Provide details (if any) of
* research awards received by the faculty
Nil.
* recognition received by the faculty from reputed professional bodies and
agencies, nationally and internationally
Name
Membership/
Certificate/
Recognition
Deptt. In/by Year
H. Shashikanta
Sharma
Membership Anthropology Indian Confederation and
Academy of Anthropologists,
Kadam Kanon
T. Ibungochouba
Singh
Award (best
paper
presentation)
Mathematics Nilakanthrao Shinde Science
and Arts College, Maharastra
2009
T. Ibungochouba
Singh
Membership Mathematics Inter-University, Centre for
Astronomy and Astrophysics,
Pune
2012
S. Raghumani
Singh
Fellow International Society
for Ecological Communication
49
Fellow Botany 2007
S. Raghumani
Singh
Fellow Botany Fellow Society of
Sciences
2008
S. Raghumani
Singh
Medal (Prof. E.P.
Odum Gold
Medal)
Botany International Society for
Ecological Communication
2007
Dr. R.K. Hemanta
Singh
Fellow
Geological
Society of India,
Bangalore.
Geology
Dr. R.K. Hemanta
Singh
Life Member,
Indian
Association of
Sedimentologists
* incentives given to faculty for receiving state, national and international
recognitions for research contributions.
Nil.
3.5 Consultancy
3.5.1 Give details of the systems and strategies for establishing institute-industry
interface?
Nil.
3.5.2 What is the stated policy of the institution to promote consultancy? How is the
available expertise advocated and publicized?
Such initiative is yet to be taken up in due course of work.
3.5.3 How does the institution encourage the staff to utilize their expertise and available
facilities for consultancy services?
The colleges encourages any teachers to engage in consultancy work by granting
them i) reduction of work-load, leave, etc. ii) cooperation with the
organization/agency in which the teachers are to extend their consultation.
50
3.5.4 List the broad areas and major consultancy services provided by the institution and
the revenue generated during the last four years.
The broad areas on which consultancy services extended by teachers during the last
four years are listed below.
The critique in the literary works.
Tribal literature concerns.
Consultancy for new educational trends.
Consultancy in competitive examinations.
Consultancy in research works (project and academic pursuits).
Consultancy in the problems of trendy youths’ character.
Consultancy in State educational concerns. No revenue generated from these consultancies.
3.5.5 What is the policy of the institution in sharing the income generated through
consultancy (staff involved: Institution) and its use for institutional development?
The practice as such is yet to take shape in near future.
3.6 Extension Activities and Institutional Social Responsibility (ISR)
3.6.1 How does the institution promote institution-neighbourhood-community network
and student engagement, contributing to good citizenship, service orientation and
holistic development of students?
Activities promoting College-neighbourhood network are performed when the
occasions demanding the participation of students are arisen. The student volunteers
are called up to guide the crowd into order during big public gathering. They are also
utilized during health camp where some of them give blood donation, help the sick
and guide the visitors to right places for meeting their needs. The College students
also involve in the sanitary works in the neighbourhood.
3.6.2 What is the Institutional mechanism to track students’ involvement in various social
movements/activities which promote citizenship roles?
The mechanism the college uses to track students’ involvement in various social
movements/activities which promote citizenship role is that the extra-curricular
bodies such as NCC, NSS, etc. are used as channel for involving in different activities
and thereby promote citizenship roles.
Significantly the NCC cadets took part in the AIDS rally as part of AIDS awareness
programme(s) initiated under the leadership of CO, 14(M) BN, NCC, Imphal. During
their training the cadets were used for traffic control, social work, blood donation,
etc. during the camps held at 14(M)Bn. NCC, Imphal. Cadets also took part in the
personality development activities i.e. debate, symposium, microphone conduct,
51
music, etc. Cadets were actively taking part in the games and sports such as football,
volley ball, firing, etc. The first caretaker (CTO) of the NCC company at United
College, Lambung, Chandel is Md. Mustaque Ahmed, NCC as established under the
able and courageous initiative of Dr. BD Thumdal,, Principal of this college.
NSS Under regular NSS activity our student undertakes various programs in the
college campus and market places during weekends or after college hours. Such
programs cover development of playground, gardens, tree plantation in the college
premises, awareness programs on drug abuse, AIS, population education, etc.
In the special camping programs, camps were conducted with the duration of ten
days in the college particularly during vacations. These camps in regular routine
works are followed from early morning till late hours of the day. In these programs
resource persons of different subjects have been invited to deliver speeches on
different matters relevant to students and the locals.
The current college NSS programs officers are S.K Shethon, Asst. professor of the
Department of Political Science and Dr. H. Phomrong Maring, Asst Professor of the
Department of English. The NSS units of the college are very instrumental to promote
many awareness and beautification, social service activities in the college and the
district. The NSS functioning side by side with the NCC in the college is encouraging
and its service is felt important more and more as the years go by.
3.6.3 How does the institution solicit stakeholder perception on the overall performance
and quality of the institution?
While there is no specific mechanism/way adopted to solicit stakeholder perception
in the regard, it can be said that it does in two ways: i) demonstrative and ii)
impressive. The former is of anything done outside the college---whether social or
academic performances that naturally involve the perception of any stakeholders
(existing within the college or outside the institution). And the latter is that of the
perception evoked at the spot—visit at the institution gives visitors (stakeholders) the
ground reality of the performance and quality of the institution.
3.6.4 How does the institution plan and organize its extension and outreach programmes?
Providing the budgetary details for last four years, list the major extension and
outreach programmes and their impact on the overall development of the students.
The College plans or organises its extension and outreach programmes are done
primarily in two ways. First, request, appeal made to the concerned communities
could make them evoke due response from them and thereby they participate in the
activities. Secondly, majority of the College students belong to neighbouring
communities. The community members naturally feel obligatory to help their children
as and when the latter do some things which would be productive of community well-
52
being. Under these circumstances the College organises extension and outreach
programmes.
As of now the college has no purposive budgetary allocation activities.
3.6.5 How does the institution promote the participation of students and faculty in
extension activities including participation in NSS, NCC,YRC and other
National/International agencies?
The mechanism the college uses to make students and teachers involve in various
extension activities is that the organization of outreach programmes, other
programmes organised through extra-curricular bodies such as NCC, NSS, etc. so that
both students and teachers participate in extension activities
The College conducts outreach programmes at select villages, stations on certain
issues for awareness. Being the College located in hill and tribal areas it conducts
educational campaign at hill stations and villages where people are educated on new
academic trend. The campaign also includes human rights, AIDS awareness which is
burning issue for the region also. The team consists of teachers and students. And the
programmes which have to do academic curricular are conservation of environment,
tree plantation, study tour to State historical sites, etc. Those programmes, inter alia,
have enabled students to gain first-hand knowledge.
NCC The NCC Unit of the college organises activities like AIDS rally as part of AIDS
awareness programme(s), games and sports such as football, volley ball, firing, etc.
in which students and teachers
NSS Under regular NSS activity our students undertake various programs in the
college campus and market places during weekends or after college hours. Such
programs cover development of playground, gardens, tree plantation in the college
premises, awareness programs on drug abuse, AIDS, Population education, etc.
In the special camping programs, camps were conducted with the duration of ten
days in the college particularly during vacations. These camps in regular routine
works are followed from early morning till late hours of the day. In these programs
resource persons of different subjects have been invited to deliver speeches on
different matters relevant to students and the locals.
The NSS units of the college are very instrumental to promote many awareness and
beautification, social service activities in the college and the district. The NSS
functioning side by side with the NCC in the college is encouraging and its service is
felt important more and more as the years go by.
53
3.6.6 Give details on social surveys, research or extension work (if any) undertaken by the
college to ensure social justices and empower students from under-privileged and
vulnerable sections of society?
No research, surveys, extension works, etc. for social justice have been ever done so
far.
3.6.7 Reflecting on objectives and expected outcomes of the extension activities organized
by the institution, comment on how they complement students’ academic learning
experience and specify the values and skills included.
While curriculum-item related learning may not be enhanced by extension activities,
the students are benefited in the following concerns : i) the activities make them take
interest social concerns, ii) the activities help them to cultivate spirit of team- work,
iii) they also help them to develop personality, etc.
3.6.8 How does the institution ensure the involvement of the community in its reach out
activities and contribute to the community development? Detail on the initiatives of
the institution that encourage community participation in its activities?
Except the nature of the works stated under 3.6.5., the college does not adopt any
other specific/broader plan for the purpose.
3.6.9 Give details on the constructive relationships forged (if any) with other institutions of
the locality for working on various outreach and extension activities.
No proper initiatives have been taken in this concern so far.
3.6.10 Give details of awards received by the institution for extension activities and
/contributions to the social/community development during the last four years?
No awards, except ones received by individual teachers, received by the institution
for such activities.
3.7 Collaboration
3.7.1 How does the institution collaborate and interact with research laboratories,
institutes and industry for research activities. Cite example s and benefits accrued of
the initiatives-collaborative research, staff exchange, sharing facilities and
equipment, research scholarships etc.
Though the quantum is negligible, Dr. R.K. Hemanta Singh, Assistant Professor of
Department of Geology, United College undertook Scientist Exchange Programme
under the scheme “ Indian National Science Academy-Slovak Academy of Sciences
54
Scientist Exchange Programme and stayed in the Geological Institute of Slovakia,
Bratislawa, Slovak Republic, between 18th & 30th June 2014 and carried out joint
research on Ichnology with Scientist Vladmir Sino
3.7.2 Provide details on the MoUs/collaborative arrangements (if any) with institutions of
national of importance/other universities/industries/Corporate (Corporate entities)
etc. and how they have contributed to the development of the institution.
Not applicable.
3.7.3 Give details (if any) on the industry-institution-community interactions that have
contributed to the establishment /creation /up-gradation of academic facilities,
student and staff support, infrastructure facilities of the institution viz.
laboratories/library/new technology/placement services etc.
Not applicable.
3.7.4 Highlighting the names of eminent scientists/participants, who contributed to the
events, provide details of national and international conferences organized by the
college during the last four years.
No such events have taken place so far in the past four/five years.
3.7.5 How many of the linkages/ collaborations have actually resulted in formal MoUs and
agreements? List out the activities and beneficiaries and cite examples (if any) of the
established linkages that enhanced and /or facilitated-
a) Curriculum development/enrichment
b) Intership/On-the-job training
c) Summer placement
d) Faculty exchange and professional development
e) Research
f) Consultancy
g) Extension
h) Publication
i) Student Placement
j) Twinning programmes
k) Introduction of new course
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l) Student exchange
m) Any other
As of now no such MoUs are applicable for the college.
3.7.6 Details on the systemic efforts of the institution in planning, establishing and
implementation the initiatives of the linkages/collaborations.
Not applicable.
Any other relevant information regarding Research, Consultancy and Extension
which the college would like to include.
Criterion IV: Infrastructure And Learning Resources
4.1 Physical Facilities
4.1.1 What is the policy of the Institution for creation and enhancement of infrastructure
that facilitate effective teaching and learning?
The policy in the matter of creation and enhancement of infrastructure is that the
concerns or needs and resources is given priority : the needs of infrastructure given
by the urgency of teaching-learning are visualised ahead of the need of resources for
the materialisation of infrastructure; means for procuring funds for the projects are
prepared and submitted in time to the funding agencies such as UGC, State
Governments, etc.
4.1.2 Detail the facilities available for
a) Curricular and co-curricular activities – classrooms, technology enabled
learning spaces, seminar halls, tutorial spaces, laboratories, botanical garden,
animal house, specialized facilities and equipment for teaching, learning and
research etc.
b) Extra-curricular activities – sports, outdoor and indoor games, gymnasium,
auditorium, NSS, NCC, cultural activities, Public speaking, communication
skills development, yoga health and hygiene etc.
a) The infrastructure facilities available for academic activities are distributed in
two Blocks – Arts and Science, well furnished spacious rooms for both the
students of the two Blocks are made available. And well-equipped science
laboratories for science departments which are involved labs, a newly
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constructed G+2 Science Block measuring 271ft. long building is going to be
inaugurated during current academic session (2015-16). Besides, those
facilities there is department with museum collection for Anthropology. And
three fishery ponds for Life Science Department are located inside the College
campus. There also facilities like IGNOU study centre, career counselling and
guidance cell, etc.
(b) The College has its NSS unit and functioning well, Alumni Association, College
Students’ Union. The institution also has an unit of NCC.
c) The College also does possess a standard football ground, an indoor stadium,
volley ball court, ground tennis court, badminton court, etc. And some new
sport infrastructures like swimming pool are also under construction.
4.1.3 How does the institution plan and ensure that the available infrastructure is in line
with its academic growth and is optimally utilized? Give specific examples of the
facilities developed/augmented and the amount spent during the last four years
(The Master Plan enclosed.)
The college, at this stage, does not suffer from shortage of infrastructure for
academic growth. The infrastructures are fully utilised. To cite examples, with the
increase of students in both streams academic buildings are also increased and
developed, the central library has been renovated to accommodate more learning
materials, seating capacity, etc. Hostels have been multiplied to three, etc.
The infrastructure facilities are optimally utilized under the care and supervision of
Infrastructure Management Committee and Building Committee and Academic
Committee. The Committees function under the supervision of the Head of the
institution.
4.1.4 How does the institution ensure that the infrastructure facilities meet the
requirements of students with physical disabilities?
As of now physically disabled students are virtually absent and so infrastructure for
them has not been made.
4.1.5 Give details on the residential facility and various provisions available with them:
The facilities stated below are for able-students
-Hostel Facility – Accommodation available
- Recreational facilities, gymnasium, yoga center, etc.
- Computer facilities including access to internet in hostel
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- Facilities for medical emergencies
- Library facilities in the hostels
- Internet and Wi-Fi facility
- Recreational facility-common room with audio-visual equipments
- Available residential facility for the staff and occupancy Constant supply of safe
drinking water
- Security
a) The college which has seven hostels can accommodate more than hundred
(100) boys in four hostels and forty five (45) girl students in them.
B) There is a guest house which can accommodate 20 persons.
c) No accommodation charge (hostel fee) is collected from the students for the
period of their stay
d) The four boy hostels have about 55 rooms which include a few double bedded
rooms.
e) The college provides recreational facilities which are manageable for the
purposes. The facilities are in the hostels, outdoor, departments which can be
used by students.
f) -Indoor stadium for Badminton and Table Tennis
- Football Ground
- Basket Ball Court
- Volley Ball Court
g) As of now, there is no such facility. Health concerns are being taken care of by
the District Health Department.
h) Water supply connecting from streams is in place.
4.1.6 What are the provisions made available to students and staff in terms of health care
on the campus and off the campus?
As of now, there is no such facility available at the college.
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4.1.7 Give details of the Common Facilities available on the campus –spaces for special
units like IQAC, Grievance Redressal unit, Women’s Cell, Counselling and Career
Guidance, Placement Unit, Health Centre, Canteen, recreational spaces for staff and
students, safe drinking water facility, auditorium, etc.
What are available at the college are stated under 4.1.2. & 4.1.5.
In addition to that infrastructure for IQAC, Counselling and Career Guidance,
Canteen, auditorium, etc. are also available.
4.2 Library as a Learning Resource
4.2.1 Does the library have an Advisory Committee? Specify the composition of such a
committee. What significant initiatives have been implemented by the committee to
render the library student/user friendly?
No.
4.2.2 Provide details of the following:
* Total area of the library (in Sq.Mts)
- a) external area =100x70’
b) inner area = 70x30’
* Total seating capacity : about 100 seatings (ground + first floor)
* Working hours (on working days, on holidays, before examination days, during
examination days, during vacation) :
=During working days the working hours is 6 1/2 hrs (9:30 am to 4:00 pm.)
= “ holiday “ “ “ “ 4 hrs (10 am to 2:00 pm)
=Before examinations days “ “ 8 1/2 hrs (8:30 to 5:00 pm)
=During “ “ “ “ 11 hrs (9:00 am to 8:00 pm)
=During vacation days “ “ 5 hrs (10:00 am to 3:00 pm)
* Layout of the library (individual reading carrels, lounge area for browsing and
relaxed reading, IT zone for accessing e-resources) :
Space for carrels, lounge and IT zone, there are arrangements for the same.
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4.2.3 How does the library ensure purchase and use of current titles, print and e-
journals and other reading materials? Specify the amount spent on procuring
new books, journals and e-resources during the last four years.
4.2.4 Provide details on the ICT and other tools deployed to provide maximum access to
the library collection?
* OPAC
Nil.
* Electronic Resource Management package for e-journals
Nil.
* Federated searching tools to search articles in multiple databases
Nil.
* Library Website
It has been opened and remains functional.
* In-house/remote access to e-publications
* Library automation
It has been automated.
Library holding
Year – 1 Year – 2 Year –3 Year –4
Number Total cost
Number Total cost
Number Total cost
Number Total cost
Text books 1550 316083.5 1590 317783.5 1840 336083.5 1994 338383
Reference Book
400 194783 490 214583.5 520 236683.5 590 245615.5
Journals/ Periodicals
6 6000 8 8000 12 12000 16 16000
e-resources ---- 3900 ---- 4300 ---- 4950 ---- 5020
Maintenance, charges
---- 7500 ---- 8300 ---- 10930 ---- 13100
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* Total number of computers for public access
Five computers for public access.
* Total numbers of printers for public access
Two printers for public access.
* Internet band width/speed 2mbps 10 mbps 1 gb (GB)
* Institutional Repository
Nil.
* Content management system for e-learning
Nil.
* Participation in Resource sharing networks/consortia (like Inflibnet)
Nil.
4.2.5 Provide details on the following items:
* Average number of walk-ins
60-90 walk-ins.
* Average number of books issued/returned
24/12.
* Ratio of library books to student enrolled
1:9 (855: 7024).
* Average number of books added during last three years
2341 (total no. of books acquired during the last three years =7024).
* Average number of login to opac (OPAC)
Nil.
* Average number of login to e-resources
Nil.
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* Average number of e-resources downloaded/printed.
As constrained by power interruption and network problem in the region, the
downloading/printing facilities are limitedly available in the college. So the
average number of downloading/printing is about 13 times a day.
* Number of information literary trainings organized
Nil.
* Details of “weeding out” of books and other materials
It is negligible.
4.2.6 Give details of the specialized services provided by the library
* Manuscripts
Nil.
* Reference
Ready reference and long term reference are available.
* Reprography
The college library has installed two Xerox machines and extends service to
students, teachers, visitors, etc. and does necessary maintenances.
* ILL (Inter Library Loan Services)
Nil.
* Information deployment and notification (Information Deployment and Notification)
Nil.
* Download
Available.
* Printing
Available.
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* Reading list/ Bibliography compilation
Available.
* In-house/remote access to e-resources
* User orientation and awareness
Available.
* Assistance in searching Databases
Available.
* INFLIBNET/IUC facilities
Nil.
4.2.7 Enumerate on the support provided by the library staff to the students and teachers of the college.
Support/service like providing books, information to staff and students are available.
4.2.8 What are the special facilities offered by the library to the visually / physically challenged persons? Give details.
No special facilities are made against the virtual absence of physically challenged learners.
4.2.9 Does the library get the feedback from the users? If yes, how is it analyzed and used for improving the library services. (what strategies are deployed by the Library to collect feedback from users? How is the feedback analyzed and used for further improvement of the library services)
No.
4.3 IT Infrastructure
4.3.1 Give details on the computing facilities available (hardware and software) at the
institution.
-Number of computers with Configuration (provide actual number with exact
configuration of each available system)
No. of computers with configuration in the library is seven (7).
Software Configuration
- Processor: Core i3;
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-Operating System: Windows 7;
- Computer-student ratio
1:122.
- Stand alone facility
Available.
- LAN facility
Wiring in the campus.
- Wifi facility
It is operative within the radius of 500 metres.
- Licensed software
Used licensed software.
- Number of nodes/ computers with Internet facility
20 computers available in the institution.
- Any other
4.3.2 Detail on the computer and internet facility made available to the faculty and
students on the campus and off-campus?
Available at the campus only.
4.3.3 What are the institutional plans and strategies for deploying and upgrading the IT
infrastructure and associated facilities?
The college has the plans to promote and strengthen IT infrastructure and associated
facilities by ensuring i) uninterrupted power supply at the campus, ii) installation of
full IT facilities for fuller access to e-learning facilities, etc.
4.3.4 Provide details on the provision made in the annual budget for procurement, up
gradation, deployment and maintenance of the computers and their accessories in
the institution (Year wise for last four years)
No specific budget is made for each year. The need is tried to meet out of non-
government accounts of the college.
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4.3.5 How does the institution facilitate extensive use of ICT resources including
development and use of computer-aided teaching/learning materials by its staff and
students?
The ICT resources which the college made available for learning are i) providing
facilities of e-journals, ii) conducting smart classes, iii) providing internet facilities in
the campus to teaching community, students, non-teaching/administrative staff, etc.
4.3.6 Elaborate giving suitable examples on how the learning activities and technologies
deployed (access to on-line teaching-learning resources, independent learning, ICT
enabled classrooms/learning spaces etc.) by the institution place the student at the
centre of teaching-learning process and render the role of a facilitator for the
teacher.
In most of the class rooms those facilities are available.
4.3.7 Does the Institution avail of the National Knowledge Network connectivity directly or
through the affiliating university? If so, what are the services availed of?
No.
4.4 Maintenance of Campus Facilities
4.4.1 How does the institution ensure optimal allocation and utilization of the available
financial resources for maintenance and upkeep of the following facilities
(substantiate your statement by providing details of budget allocated during last four
years)?
Optimal allocation and utilization of the available financial resources for
maintenance and upkeep of the following facilities are stated against each item:
A Building : Rs. 22 lakhs used for Arts Block in 2013
B Furniture : The college collects and uses the supply from State Govt.
C Equipment : Rs. 6 lakhs used for the equipment during 2013-14.
D Computers : Rs. 20 lakhs is used for computer
E Vehicles : Nil
F Any other : Nil
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4.4.2 What are the institutional mechanisms for maintenance and upkeep of the
infrastructure, facilities and equipment of the college?
The college uses both internal and external services for maintenance of the
infrastructure, facilities and equipment of the college. As for the former the college
engaged those staff members who do posses skill/experience/knowledge for the
purpose. As for the latter the institution engages/hires those men who can give their
service in technical matters for which the college felt for the same. So they extend
their service on payment.
4.4.3 How and with what frequency does the institute take up calibration and other
precision measures for the equipment/instruments?
The equipments as well as the instruments are calibrated from time to time by
comparing with known constants. This is done to maintain accuracy of the result of
the experiment being transformed.
The calibration is done every 2 months and just before the beginning of the practical
examinations.
4.4.4 What are the major steps taken for location, upkeep and maintenance of sensitive
equipment (voltage fluctuations, constant supply of water etc.)?
The major step taken up for location of instruments is by cataloguing and keeping the
equipments separately for each experiment. For upkeep and maintenance, the
sensitive equipments are well covered and kept in a dry place, free from dust or any
unwanted elements.
Any other relevant information regarding Infrastructure and Learning Resources
which the college would like to include.
CRITERION V: STUDENT SUPPORT AND PROGRESSION
5.1 Student Mentoring and Support
5.1.1 Does the institution publish its updated prospectus/handbook annually? If ‘yes’ what
is the information provided to students through these documents and how does the
institution ensure its commitment and accountability?
The College published well-informed prospectus stating detailed and necessary
information about reservations, seat capacity in each academic programme, showing
the figure of cut-off marks, hostel facilities, fee structures, etc. in addition to those
matters, admission process is timely published, print media, mentioning time of
submission of form and closing time. This is done as per University notice.
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Commitment and accountability are ensured by advertising and notifying those
information included in the prospectus and it is done well ahead of the time required
for the purpose.
5.1.2 Specify the type, number and amount of institutional scholarships / freeships given
to the students during the last four years and whether the financial aid was available
and disbursed on time?
The State Government and other institutions provide huge amount of scholarships
through the College by routing through proper channel. The scholarships are entitled
for S.T., S.C., and OBC students. The scholarships are disbursed when the State
Government notified for it. The annual cash prizes were also distributed to the
meritorious students who achieved better performance in different examinations.
5.1.3 What percentage of students receives financial assistance from state government,
central government and other national agencies?
The percentage of students which received financial assistance from state
government and UGC is 96.27% during the academic session 2013-2014.
5.1.4 What are the specific support services/facilities available for
Students from SC/ST,OBC and economically weaker sections.
Students belonging to economically weaker section (SC/ST,OBC) are
facilitated/supported by extending i) fee concession to some students
belonging to the groups, ii)granting hostel accommodation to them giving
special consideration, iii) giving studying materials free of cost, etc.
Students with physical disabilities.
The college has no virtual concerns for such students on account of their
absence in the college.
Overseas students
Not applicable.
Students to participate in various competitions/National and International
The college extends all possible help to those students who are to participate
any competition.
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Medical assistance to students: health centre, health insurance etc.
Except for sudden and emergency cases, the college has no provision for
treatment.
Organizing coaching classes for competitive exams.
The college is yet to initiate for such provisions.
Skill development (spoken English, computer literacy, etc.,)
As of now the college has no such arrangement on regular basis.
Support for “slow learner”
The college arranges provision for slow learners when the need is felt but it
does not take a regular shape.
Exposures of students to other institution of higher
learning/corporate/business house etc.
The college arranges a visit programme to reputed colleges within the State
which is occasioned once an academic year. During the visit to those colleges
students are given privileges for interactions with those students, faculty
members, non teaching staff of those colleges.
Publication of student magazines.
The college, in collaboration with Student Union, publishes annual magazine.
5.1.5 Describe the efforts made by the institution to facilitate entrepreneurial skills,
among the students and the impact of the efforts.
Not applicable.
5.1.6 Enumerate the policies and strategies of the institution which promote participation
of student in extracurricular and co-curricular activities such as sports, games, Quiz
competitions, debate and discussions, cultural activities etc.
* additional academic support, flexibility in examinations
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The students who participate in other extra-curricular activities representing
the institutions are not treated equal with regard to attendance in class,
participation in internal tests, etc.
* special dietary requirements, sports uniform and materials
Financial arrangements for special dietary requirements, free distribution of
sports uniform and materials are done for them.
* any other
5.1.7 Enumerating on the support and guidance provided to the students in preparing for
the competitive exams, give details on the number of students appeared and
qualified in various competitive exams such as UGC-CSIR-NET, UGC-NET,SLET,
ATE/CAT/GRE/TOFEL/GMAT/ Central/State services, Defense, Civil Services, etc.
Not applicable.
5.1.8 What types of counselling services are made available to the students (academic,
personal, career, psycho-social etc.)
Counselling services made available to students are limited to academic personal and
career. Academic counselling includes one done at the time of admission and during
teaching-learning activities. Personal counselling is done to particular students who
pose behaviour problems. Career counselling is given to students for choosing
particular course of studies, for enriching student career, etc.
5.1.9 Does the institution have a structured mechanism for career guidance and
placement of its students? If ‘yes’, detail on the services provided to help students
identify job opportunities and prepare themselves for interview and the percentage
of students selected during campus interviews by different employers (list the
employers and the programmes).
No structured mechanism for career guidance and placement is adopted in the
college.
5.1.10 Does the institution have a student grievance redressal cell? If yes, list (if any) the
grievances reported and redressed during the last four years.
Some grievances which are redressed are i) rejection of scholarship applications for
lack of documents, ii) registration problems in affiliating University, iii) non-
availability of hostel seats in the college hostels, iv) inability to attend late evening
classes for day-scholar students, etc.
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5.1.11 What are the institutional provisions for resolving issues pertaining to sexual
harassment?
There is no such case ever encountered in the College during the past 30 years. The
need of the constitution of the Committee does not arise till today. Yet it is not
treated as needless concerns in fast changing society.
5.1.12 Is there an anti-ragging committee? How many instances (if any) have been reported
during the last four years what action has been taken on these?
No such unfortunate incidents occurred.
5.1.13 Enumerate the welfare schemes made available to students by the institution.
The college is yet to implement ideal student welfare schemes. The existing schemes
are moderate in inclusiveness and manageability. The schemes include separate
rooms for both girls and boy, subsidized rate for students. They are also provided
with basic amenities like toilet, safe drinking water, spacious space for cool and calm
atmosphere with soothing effect around the canteens. Yet, other envious schemes
raised in the query are included in College plan with a priority.
5.1.14 Does the institution have a registered Alumni Association? If ‘yes’, what are its
activities and major contributions for institutional, academic and infrastructure
development?
The Alumni Association of the college has been registered and it has been functioning
ever since its establishment. The important activities of the Association are stated
below. The current office bearers are:
SL.no Name Post held
1 H.T. Pollingson President
2 L. Jonah Secretary
3 Ruwngni Ruwndar Treasure
4 S.K. Peilun Member
5 W.S. Lordson Member
6 Ng. Wincet Member
7 S.K. Loveson Member
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The notable activities done during the last two years (2011-2012)
The Alumni of the College has carried out both formal and informal activities. The
activities are listed and briefly stated below:
1. The Alumni called and conducted formal meetings in which both usual and special
matters were deliberated and adopted resolutions.
2. The Alumni office bearers and its members planned to interact with students and
teachers. It was done with a view to promoting quality education in the College.
3. The Alumni of the United College has conducted the collection of information
about the former students of the College trying to update their positions and
academic attainments. That has enabled the Alumni to know latest information
about the matters. The process it adopted was formal invitation extended to
them for a visit to the college and formal communication served to them for the
purpose.
4. The Alumni has also conducted select visit to parents of both promising and the
weaker students so that the Alumni members could encourage and inspire those
students in question.
5. The Alumni members also joined the college to educate the people of the district
on deadly disease like HIV, Hepatitis and Drug Abuse which have affected the
youths of the district. It has conducted such programmes at Chakpikarong Sub-
divisional Head quarters on 26th November 2011. The programme was richly
attended and conducted along with medical doctors.
6. The Alumni also lent support to the efforts for bringing students (particularly
select students) to Edu-Fair, counselling centres in the state by communicating
and contacting the organizing groups/agencies from time to time. That has
immensely benefited the students belonging to the college
5.2 Student Progression
5.2.1 Providing the percentage of students progressing to higher education or
employment (for the last four batches) highlight the trends observed.
Student progression %
UG to PG
PG to M.Phil.
PG to Ph.D.
Note: The college does not maintain record of student progression after their graduation
from the college.
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5.2.2 Provide details of the programme wise pass percentage and completion rate for the
last four years (cohort wise/batch wise as stipulated by the university)? Furnish
programme-wise details in comparison with that of the previous performance of the
same institution and that of the Colleges of the affiliating university within the
city/district.
(A) Examination Results (data of past four years)
Results UG
2011-2014
PG M. Phil
1 2 3 4 1 2 3 4 5 1 2 3 4 5
Pass
Percentage
66.34%
76.74%
44.90%
46.04%
Number of
first classes
Number of
distinctions
Ranks(if any)
(B) Comparison of performance.
Year Candidates
Appeared under
Manipur University
Candidates
appeared from
College
Students
passed
Pass percentage of the
college
2010 6057 205 175 3.00 85.36
2011 7188 208 138 2.00 66.34
2012 9027 301 231 3.00 76.74
2013 4058 265 119 6.53 44.90
2014 7159 367 169 2.36 46.04
5.2.3 How does the institution facilities student progression to higher level of education
and/or towards employment?
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The practices by which the college facilitate student progression to higher level of
education and/or towards employment are : i) career counselling given to students
while they are in academic year, ii) advertisements on admissions in different
institutions (within India and abroad ) including reputed ones are displayed on notice
boards, iii) similar displays are also done on job matters, etc. Personal and technical
advices are given to any desirous students by the college.
5.2.4 Enumerate the special support provided to students who are at risk of failure and
drop out?
The students in question are helped by i) giving timely advice/counselling so that they
may not be totally at a loss, ii) they are also given academic support in the form of
special classes/tuitions so that they may be emboldened themselves against the
facers or they may face up the situation.
5.3 Student Participation and Activities
5.3.1 List the range of sports, games, cultural and other extracurricular activities available
to students. Provide details of participation and program calendar.
The College does encourage students to participate in extra-curricular activities in
three ways; i) The College manages to provide necessary sports infrastructure as far
as possible in the College. ii) The College tries to promote extra-curricular facilities by
strengthening the functioning of College Students’ Union, NSS unit, College annual
regular functions, such as annual sports meets, College foundation day, etc. iii)
Students are informed about the importance of extra curricular activities, sports
which includes those experiences which are important for future job-seeking matter,
broadening their socialization process, concession in College-managed tests, etc.
5.3.2 Furnish the details of major student achievements in co-curricular, extracurricular
and cultural activities at different levels: University / State/ Zonal National
International, etc for the previous four years.
Students Achievements.
Sl.no
Events/Items Achievement Place where held
Time
1 A. Pratap Singh Memorial M.U Inter-College (M) Football Tournament, 2008-09
Runners Up Manipur University, Canchipur.
7-10 Oct, 2008
2 A. Pratap Singh Champion Biramangol 1-4 Sept,
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Memorial M.U Inter-College (M) Football Tournament, 2008-09
College, Sawombung
2010
3 All Manipur Inter-College Sports Festival
1. Volleyball (women) Champion
2. Triple Jump-II
3. Discus Throw-II
4. High Jump –III
D.M. College 8-10 Jan, 2009
4 Th. Joysingh Monsang selected as national referee
Football -- 2014
Y. Sabitri Devi Memorial meritorious Awardees
Name Department General/Honours Marks Year
Th. Superman Zoology General 68.5% 2008
Shongsir Joy Monsang Zoology Honour 62.07% 2009
Kh. Kenedy Singh Zoology General 65.10% 2010
Literary Competition & Best performance
Events/Items Achievements Place where held
Year
M.U. Inter-College Youth Festival, 2008-09
1. Installation. -Ist Position
2. Western Song (group). – IInd Position
3. Western Song single solo – IIIrd Position.
M.U 12-14, Nov., 2008
M.U. Inter-College Youth Festival, 2009
1. Western Song single solo. -IIIrd Position
M.U. 14-16 Sept., 2010
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Particapation in Inter-University
Name of students Place where held Duration
Ningphangam Khartu Monsang
All India Inter-University Atheletics (M&W) Tournament, Annamalai University, Tamil Nadu.
13-17, Jan. 2008
K. Augustine Monsang All India Inter-University Football Championship at Punjab Technical University.
Oct. 2011
K. Augustine Monsang Inter-Zonal Football (East-Zone) Championship at Sambalpur University, Orissa
Oct. 2011
5.3.3 How does the college seek and use data and feedback from its graduates and
employers, to improve the performance and quality of the institutional provisions?
The college, in order to work for improving the performance and quality of the
institutional provision, seeks opinion and practical suggestions from students and
employer. It is worked out by resorting to the application of questionnaire and
personal interaction by calling for staff meetings. While administration of
questionnaire is not regularly used, the calling for staff meetings is so. During the
meeting matters like i) problems faced by teaching and non-teaching staffs in
implementation of different plans and programmes relating to administration and
teaching-learning, ii) opinions and suggestions regarding the
introduction/implementation of new projects/programmes, iii) healthy relationships
between people and the college with the view to promoting /strengthening the same,
etc. In this way the college tries to determine/locate administrative and
organisational problems and prospects and institution tries to improve the
“performance and quality of institutional provisions”
5.3.4 How does the college involve and encourage students to publish materials like
catalogues, wall magazines, college magazine, and other material? List the
publications/materials brought out by the students during the previous four
academic sessions.
The college Students Union has published one issue of Annual Magazine.
5.3.5 Does the college have a Student Council or any similar body? Give details on its
selection, construction, activities and funding.
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There is a College student body called United College Students’ Union functioning
under the Presidency of the College Principal. The General Secretary is the most
responsible post of the Union which is manned by College students. The major
activities of the Union includes:
i) Conduct of annual literary meet in which activities like debate, extempore speech,
essay competition, painting competition, recitation, quiz, song competition, etc. are
done.
ii) The Union also conducts its annual fresher’s meets in which fresh entrants are
usually welcomed to its fold and College community. This function is adorned with
entertainments, exhortation speeches, and light games. But it is without ragging
which is not known to college community during the last 30 years of its existence.
iii) Finally, the Students’ Union also conducts Annual Sports Meets in which house-
wise competition in various events is prominently taken place.
Funds for various students’ activities are allocated from their Students’ Funds which
are included in admission fee. Sometime fund is raised by making donation from
generous persons.
5.3.6 Give details of various academic and administrative bodies that have student
representatives on them.
In the college the Students Union is a powerful student body with sufficient power
and functions. The Union is not given representation to other college’s bodies. Yet
they have a great say in the matters of Sport Committee, NSS, NCC, etc. Of course,
the say is limited to their participation activities which come under the purview of
those bodies.
To be precise, there are two ways by which the students participate in administrative
process of the College. One way is their participation in academic or administrative
body such as Hostel Development Committee, Sports Committee, Curricular Bodies,
etc. Another way is special invitation extended to students particularly their leaders
to attend some administrative and academic meetings where their participation is
felt important and necessary.
5.3.7 How does the institution network and collaborate with the Alumni and former
faculty of the Institution.
The college networks and collaborates with the Alumni and former faculty of the
institution in two ways : i) the college keep in touch with them by inviting them to
college functions such as college Foundation Day, Annual Sports-cum-Prizes
distribution day, etc. ii) the college also sends appreciative notes for their valuable
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contribution to college Alumni and puts forward the college Alumni’s needs to them,
iii) the college also seeks their opinions and suggestions regarding the development
and strengthening of the college Alumni, college position, etc.
Any other relevant information regarding Student Support and Progression which
the college would like to include.
CRITERION VI: GOVERNANCE, LEADERSHIP AND MANAGEMENT
6.1 Institutional Vision and Leadership
6.1.1 State the vision and mission of the Institution and enumerate on how the mission
statement defines the institution’s distinctive characteristics in terms of addressing
the needs of the society, the students it seeks to serve, institution’s traditions and
value orientations, vision for the future, etc.?
Vision of the College:
To become best seat of learning by being innovative in the fields of knowledge and
practices and espousing to the needs of contemporary society so that the College
may become an effective force for enhancing growth and development in different
fields of society.
Mission of the College:
The College shall continue to strive for higher attainment in quality and
materialization.
The institution shall also endeavour to cater to the demands of changing
society by introducing new and more relevant academic programmes/courses
of study.
It shall also be the prime priority of the college to collaborate with national
and international stakeholders in the fields of education and advanced
studies/researches.
So, the College principally aims at achieving innovation in formal management
and functioning so that it may efficaciously espouse to the needs of the society by
producing techno-crats, professionals, general literates, etc. And accordingly the
needs of the contemporary society are incorporated in the academic
programmes. The college aims at inculcating values such as work culture, sense
of justice, service, freedom, etc. in learners of the college.
The college is working in line of the vision which is being reshaped after the
forces/ urgencies of the fast changing society. So also the college makes its
mission to take shape after the design of the vision.
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6.1.2. What is the role of top management, Principal and Faculty in design and
implementation of its quality policy and plans?
The leadership role of the Principal is played mainly in two ways – formal and
informal. In all official works he is channel-bound in overseeing the entire
administrative process of the College. Apart from playing his formal responsibility he
also does in an informal way by having personal contact with any member of the
staff or organizing gatherings where he entertains his staff members and reminds
them afresh of College vision and missions. He makes appeal to all to strive for
achieving the goal of the institution. The latter is found to be more appealing and
imperative.
6.1.3 What is the involvement of the leadership in ensuring:
- the policy statements and action plans for fulfilment of the stated mission
- formulation of action plans for all operations and incorporation of the same into
the institutional strategic plan
- Interaction with stakeholders
- Proper support for policy and planning through need analysis, research inputs and
consultations with the stakeholders
- Reinforcing the culture of excellence
- Champion organizational change.
The College is functioning through different levels of Committees in which teaching
and non-teaching staff are part and parcel playing their coordinating role. Students
also participate in the administrative process in their various capacities. And since the
College is administratively under the Directorate of Higher Education, Government of
Manipur, the College Principal is the linkage between the Government and the
College in administrative matter.
The constituted Committees are assigned with definite responsibilities at the time of
the constitution. Any overlapping functioning on the part of any Committee is
discussed in inter-Committee meeting which may result into the redefining of
functions and responsibilities or pruning in the interest of all Committees. Such step is
taken as and when such compulsion arises.
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6.1.4 What are the procedures adopted by the institution to monitor and evaluate policies
and plans of the institution for effective implementation and improvement from
time to time?
The usual practice of the College is that any formal and emergency information is put
up in weekly and monthly inter-departmental meetings. The matter is roundly
discussed and thereafter communicated to all concerned. This is done under the
formal initiative of the Head of the Institution. In that way any deserving review is
first partially reviewed and the proceedings passed to each concerned party
automatically becomes information for further review.
Through these procedures evaluation of policy and plans of the institution are made for effective implementation and improvement needed to make now and then.
6.1.5 Give details of the academic leadership provided to the faculty by the top
management?
The academic leadership provided to the faculty is effected and make it operate
through structure of academic related committees such as Admission Committee,
Examination Committee, IQAC (NAAC), Research Consultants, Network Dev.
Committee, Career Guidance & Counselling Cell, etc. Each committee is headed by a
faculty member with other teachers as members and the members are allowed to
take the leadership turn by turn.
6.1.6 How does the college groom leadership at various levels?
The college leadership of faculty members and non-teaching staff is groomed and
make it operate by structuring academic related committees such as Admission
Committee, Examination Committee, IQAC (NAAC), Research Consultants, Network
Dev. Committee, Career Guidance & Counselling Cell, etc. and infrastructural, co-
curricular committees. Each committee is headed by a faculty member with other
teachers as members and the members are allowed to take the leadership turn by
turn.
So, the actual practice in grooming leadership is operated through the revamping of
administrative structure. First, rationalization of administrative structure of the
College by efficaciously segmenting the whole administrative organization into
several functioning units. That is, the ramification of different administrative levels
has been committed with specified power and functions. Secondly, good degree of
decentralization has been made to different administrative levels with strong
coordinating mechanism effected through regular inter-committee meetings. The
meetings are usually monthly but often held weekly as well. Thirdly, the College has
adopted participatory administration facilitated by the rationalization of
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administrative structure and coordinative mechanism whereby all administrative
segments participate in administration through heads of the staffs and committees.
In this way the leadership in the college is groomed by giving them responsibilities
which should be shared turn by turn. The ramification of committees is the channel
by which those responsibilities can be given to teachers or staff members and they
are trained in that way to serve/work for the betterment of teachers and students in
particular and the institution in general.
6.1.7 How does the college delegate authority and provide operational autonomy to the
departments/ units of the institution and work towards decentralized governance
system?
Each Committee enjoys decision-making power without the interference from others
and higher ups. They can implement their policies and programmes so long as they
do not affect the collective interests of the College. Yet, no Committee is completely
independent of other bodies but their programmes or decisions are bound to be
approved by a College plenary meeting. Therefore, each body enjoys some degree of
autonomous power but not completely independent of other bodies in exercising its
power and function.
6.1.8 Does the college promote a culture of participative management? If ‘yes’, indicate
the levels of participative management.
The college is yet to do such practice.
6.2 Strategy Development and Deployment
6.2.1 Does the Institution have a formally stated quality policy? How is it developed,
driven, deployed and reviewed?
No.
6.2.2 Does the Institute have a perspective plan for development? If so, give the aspects
considered for inclusion in the plan.
The perspective institutional planning is the result of several steps taken before a
concrete shape is achieved. Views or opinions, suggestions of individuals are
collected and taken them into consideration for next step. Being consolidated to
practical and relevant things they become discussable items which are taken up in
the meeting of different bodies which further consolidated by way of modifications
and addition. Such things or items considered to be important are put up in the last
step or inter-departmental meetings where final things are made and become
perspective institutional plan.
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6.2.3 Describe the internal organizational structure and decision making processes.
Internal organisational structure and decision making processes of the college are
followed as under:
The Principal of the College liaises between University, Directorate of Higher
Education and College administrative bodies. So, the organizational structure takes
the following design.
University & Directorate Principal
Academic Bodies Administrative Bodies Infrastructure Bodies Co-Curricular Bodies
Heads of Departments
Faculty Members
Academic Committees Admission Committee Examination Committee IQAC (NAAC) Research Consultants Network Dev. Committee Career Guidance & Counselling Cell
Non-Teaching Staff Administrative Core Committee Finance Committee
Building Construction Committee Library Dev. Committee Hostel Dev. Committee
Sports Committee NSS NCC Students Union Eco-Club Red Ribbon Club
Under the supervision of the Head of the institution the above mentioned bodies
function with the assigned function and responsibilities. The Principal calls weekly
and monthly meeting in which all staffs members or teaching or non-teaching staff
members participate. Emergency meeting is also called if matter of urgent nature is
at hand. The meeting resolves to implement resolutions after taking up necessary
discussion. The matter includes administration, academic activities, infrastructure,
co-curricular ones, etc. The decisions arrived at are circulated or notified to all
concerned staff for information and necessary action. The need of the discussion on
the matter is arisen internally or externally.
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Any matter relating to department is discussed in departmental meetings. For
example, if the matter is of departmental academic matter it is discussed and, if
necessary, it is communicated to the Head of the institution. The role of faculty
members is crucial here. Admission Committee makes a sitting prior to the
commencement of admission and decides the necessary matter. It is put up to the
Principal who in turn calls the Heads of the departments for approval. Similarly, the
Examination Committee puts up and gets final approval of the Principal and the
departments. Such decisions are then communicated to the non-teaching staff.
The IQAC Committee Members, in its meeting, discuss quality related academic
measures with or without other faculty members. The decision so taken is
communicated to the non-teaching staff and Heads of the departments. The same
are approved in a plenary sitting of the various Committees and implemented
henceforth.
The Networking Development Committee is responsible for any collaborative
initiatives, development of information system of the College basing upon website,
internet works, e-learning system, etc. This is comparative new Committee which has
come into existence after the first accreditation. Like other Committees all of its
initiatives are subject to the approval of concerned Committees and Principal.
As to Infrastructure Development Committees they have their own right to initiate
any related and relevant plans for achieving infrastructural development such as
building, library, hostel, etc. But since these Committees are mostly headed by the
College Principal their decision is not always subject to the approval of other
Committees. Finance Committee allocates budget of the College and suggests ways
and means to meet the expenditure on infrastructural development, purchase of
equipments, etc. Funds mobilization is done by the Committee under the supervision
of the Principal.
The co-curricular Committees such as Sports Committee, NSS, NCC, Students Union,
etc. put up their proposed activities or programmes which are arrived at in their
respective meetings. With or without modification their programmes are approved in
an appropriate plenary meeting of the College.
Each Committee enjoys decision-making power without the interference from others
and higher ups. They can implement their policies and programmes so long as they
do not affect the collective interests of the College. Yet, no Committee is completely
independent of other bodies but their programmes or decisions are bound to be
approved by a College plenary meeting. Therefore, each body enjoys some degree of
autonomous power but not completely independent of other bodies in exercising its
power and function.
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6.2.4 Give a broad description of the quality improvement strategies of the institution for
each of the following
- Teaching & Learning
As part of quality improvement strategies the college focuses on four dimensions:
i) faculty development concern for which enough scope for joining or
participating in any relevant programmes mostly organized outside the college, ii)
acquisition of learning materials both print and I.T sources which have got
improvement after Cycle I done in 2006, iii) infrastructure which has been made
adequate for teaching- learning process and iv) student-centric teaching-learning
process by providing enough space for students for self-expression and self-
acquisition of knowledge and necessary skills through personal participation.
Such spaces are seminars, group discussions, etc. which are at departmental or
inter-departmental levels. Involvement in such personally responsible initiatives
has sharpened the understanding and broadened the acquisition of knowledge
and skills. Apart from that, students are encouraged to join trips to places of
outside colleges in the State where the students may personally interact with
other students. It also gives opportunities to students to experience the
atmosphere of academic set-ups of those colleges.
- Research & Development
The college established a research body called Research Consultants composed of
faculty members who do possess more research experiences. They are consulted
on research matters such as preparation and submission of research projects;
registration of Ph.D. and M.Phil. programmes under any institution; publication
of research works in reputed journals, etc. Their opinion on FDP consideration is
also sought by the Head of the institution. As such internal consultation is held
first before taking up any research initiative by any faculty member of the
College.
The College manages to avail of the research opportunities for faculty members.
Encouraging the teachers to pursue research programmes it formally forwards
leave applications to the State Government and necessary intimation to the UGC.
As a result of such encouragement and facilities extended to teachers faculty
members who pursue Ph.D., M.Phil., programme have increased during the past 3
– 4 years. In addition to that the College also extends all possible helps in the
form of laboratory, library resources to the concerned teachers.
The college is now trying for research collaboration and other research related
works with other institutions through Network Development Committee of the
college.
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- Community engagement
The College conducts outreach programmes at select villages, stations on certain
issues for awareness. The College being located in hill and tribal areas, conducts
educational campaign at hill stations and villages where people are educated on new
academic trends. The campaign also includes human rights, AIDS awareness which is
burning issue for the region also. The team consists of teachers and students.
And the programmes which have to do academic curricula are conservation of
environment, tree plantation, study tour to State historical sites, etc. Those
programmes, inter alia, have enabled students to gain first-hand knowledge.
- Human resource management
There is no specific system adopted for human resource department
- Industry interaction
Not applicable.
6.2.5 How does the Head of the institution ensure that adequate information (from
feedback and personal contacts etc.) is reviewing the activities of the institution?
The usual practice of the College is that any formal and emergency information is put
up in weekly and monthly inter-departmental meetings. The matter is roundly
discussed and thereafter communicated to all concerned. This is done under the
formal initiative of the Head of the Institution. In that way any deserving review is
first partially reviewed and the proceedings passed to each concerned party
automatically becomes information for further review.
6.2.6 How does the management encourage and support involvement of the staff in
improving the effectiveness and efficiency of the institutional processes?
The inter-departmental and inter-committee meetings are the platforms in which the
purpose is achieved under two ways. First, the management insists upon
steadfastness in performing duty/obligation by each staff or member. That is, the
management constantly reminds the concerned staff to really perform their business
and sustain progress. Secondly, a purposive meeting is organized where each staff
and its members are invited and the latest national education policy and newest
educational trend that come to stay in the country and in the world are highlighted.
The College usually invites resource person(s) from outside to deliver lecture on the
same. The information elicited from the speeches is consolidated to implementable
statements.
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The United College, being a government college, has no financial provision for
incentives which may be granted to faculty or non-teaching staff members. That is
there is no financial support in any form that can be extended to the members of
either staff.
6.2.7 Enumerate the resolutions made by the Management Council in the last year and
the status of implementation of such resolutions.
The following resolutions, inter alia, are the major resolutions adopted in 2014 and
they are reproduced hereunder:
a) Resolution No 1, dated 25th March 2014 “ The meeting resolved that the college shall
prepare RAR (Re-accreditation Report) as early as possible for which each teacher
should submit their publications, any other achievements”
b) Resolution No 2. Dated 25th March 2014, “Further resolved that frequent sittings be
made to ensure timely submission of the Report to NAAC in 2015. And the period for
which the Report shall cover is 2006-2014.
These two resolution are being implemented and the Report is likely to submit in
early week of July 2015.
c) Resolution No. 1, dated 28th April 2014 “Resolved that list of Text-books, reference
books, journals, equipment for purchase out of the fund sanctioned by UGC should be
submitted on or before the 3rd of May 2014.
Some text & reference books along with some journals, equipments have been
purchased with the submission of the lists of books, equipments by each of the
thirteen departments.
d) Resolution No. 3, dated 26/2/14 “Clerical staff shall undertake computer course and
account training to improve their efficiency in official works”
As per their resolution some staff members have undergone computer training but
account training has not been taken up for unavoidable circumstances—non-
availability of seats.
e) Resolution No. 4, dated 26/2/2014. “Agreed to cash and utilize the amount of Rs.
4,00,000/- (Four lakhs only) sanctioned by the UGC for purchase of books, etc. for the
existing 13 (Thirteen)”
Their resolution has been put into effects.
f) Resolution No 5, dated 26/2/14. “Unanimously appointed Md Ajao-udin and Ksh
Devan as Teachers’ Representatives of the United College, Lambung, Chandel to
AMCTA (All Manipur College Teachers’ Association)”
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The incumbent President and Secretary of United College Teachers’ Association
assumed office as per the resolution.
6.2.8 Does the affiliating university make a provision for according the status of autonomy
to an affiliated institution? If ‘yes’, what are the efforts made by the institution in
obtaining autonomy?
The affiliating institution has provision for granting status of autonomous college but
the college has not made effort for that so far.
6.2.9 How does the Institution ensure that grievances / complaints are promptly attended
to and resolved effectively? Is there a mechanism to analyze the nature of
grievances for promoting better stakeholder relationship?
The college manages to deal with grievances faced by the College community. While
the grievance redressal cell as such is not institutionalized, it seeks to redress
grievances in two ways. First, there is subscription or sharing rotation is being
effected every month. The equal subscription or sharing is passed to any share-holder
on need or priority basis. Secondly, there is another practice which is contingent in
nature meaning the practice is contingent upon sudden compulsion arising out of
death of staff’s relative, misery of natural calamity, etc. The practice which remains
operative is, to certain extent, as good as the existence of a cell.
6.2.10 During the last four years, had there been any instances of court cases filed by and
against the institute? Provide details on the issues and decisions of the courts on
these?
Does not arise.
6.2.11 Does the Institution have a mechanism for analyzing student feedback on
institutional performance? If ‘yes’, what was the outcome and response of the
institution to such an effort?
The college tries to study the institutional performance by eliciting information from
students on teaching and non-teaching communities’ performances in the college.
The College employs two mechanisms for assessing teachers of the College. First, a
well-meant and brief questionnaire is administered to some select students.
Secondly, the students are also asked to submit their feedback to the concerned
committee. The feedbacks on teachers provided by students are purposively analysed
and used it as main indicator for necessary action towards bringing about overall
improvement in teaching-learning process.
The College also adopts simple but effective channel to assess the teaching and non-
teaching staff. The Principal purposely calls some select reliable students of different
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departments and interacts with them about the performance of the concerned staff
members. If need arises he also interacts with the Heads of both the staffs on the
matter and in the line with the students’ feedback. Finally, the Principal along with
senior faculty members and head of the non-teaching staff discuss the issue and
other related matters and thereby concretised the course of action plan for improving
teaching-learning, service, etc. This is done at least twice an academic year or as
frequent as possible. This is done in addition to the function of IQAC.
The data and information derived from feedback or interactions are used in decision-
making and performance improvement. So, information about academic and
administrative problems is collected formally and informally. The respondents from
which information collected is not only students but also from alumni members,
faculty members, parents, staff members, etc. The relevant responses are grouped
under separate headings and are used in decision-making process.
Apart from the mechanisms stated above no other specific or institutional
mechanism is employed. Yet, the purpose is, to a great extent, achieved.
6.3 Faculty Empowerment Strategies
6.3.1 What are the efforts made by the institution to enhance the professional
development of its teaching and non teaching staff?
The College assesses the needs of faculty development through two simple and
realistic ways. First, the performance of students at University level is used as an
indicator of effectiveness and standard of teaching-learning process of a department
and the College as whole. The success and ranking rates which are down or high,
lower or higher in University examinations are observed and measured for faculty
development is correspondingly adopted. Secondly, the teachers are assessed in the
light of latest education trend and new requisites needed to be possessed by each
teacher. If their existing academic attainments are found wanting of the new
requisites, the teachers are given consideration to make them necessarily equip with
skills and knowledge. Thirdly, the performances, efficiency/skills of the non-teaching
staffs are also studied from their work situations and if any staff members need
improvement they are sent for relevant trainings.
Therefore, members of either staff are sent to relevant trainings and made them
participate in refresher/orientation or trainings.
6.3.2 What are the strategies adopted by the institution for faculty empowerment through
training, retraining and motivating the employees for the roles and responsibility
they perform?
The strategies adopted by the college are stated under 2.4.4.
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6.3.3 Provide details on the performance appraisal system of the staff to evaluate and
ensure that information on multiple activities is appropriately captured and
considered for better appraisal.
Performance appraisal system of the staff is based on the assessment of students,
institution, faculty members and non-teaching staff’s performances. As for the first,
there are at least three measures adopted to assess students’ achievements: a)
employability of the students: it is tried to determine by collecting information on
how many of the passed out graduates are employed in different sectors, b)
performance of the students: it is tried to observe the trend of their performance in
the University examinations with the question whether there is increasing or
decreasing trend in term of ranking in the examinations and c) knowledgeability of
the students: it is assessed by basing on their performance in internal tests,
As for the second, opinion is sought from students and employers. It is worked out by
resorting to the application of questionnaire and personal interaction by calling for
staff meetings. While administration of questionnaire is not regularly used, the
calling for staff meetings is so. During the meeting matters like i) problems faced by
teaching and non-teaching staffs in implementation of different plans and
programmes relating to administration and teaching-learning, ii) opinions and
suggestions regarding the introduction/implementation of new
projects/programmes, iii) healthy relationships between people and the college with
the view to promoting /strengthening the same, etc. In this way the college tries to
determine/locate administrative and organisational problems and prospects with the
view to improving in performance and quality of the institution.
A channel to assess the teaching and non-teaching staff is also adopted. This is done
with the helped of the Principal who purposely calls some select reliable students of
different departments and interact with them about the performance of the
concerned staff members. If need arises he also interacts with the Heads of both the
staff on the matter and in the line of the students feedback. Finally, the Principal
along with senior faculty members and head of the non-teaching staff discuss the
issue and other related matters and thereby concretised the course of action plan for
improving teaching-learning, service, etc. This is done at least twice an academic
year or as frequent as possible. This is done in addition to the function of IQAC.
The data and information derived from feedback or interactions are used in decision-
making and performance improvement. So, information about academic and
administrative problems is collected formally and informally. The respondents from
which information collected is not only students but also from alumni members,
faculty members, parents, staff members, etc. The relevant responses are grouped
under separate headings are thereby used in decision-making process.
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Through this appraisal system desired information on different functional and
organisational aspects of the institution are captured and considered towards better
appraisal.
6.3.4 What is the outcome of the review of the performance appraisal reports by the
management and the major decisions taken? How are they communicated to the
appropriate stakeholder?
The findings/information/data derived from such mechanism used in appraisal
system form a main basis for better managements of the college and for decision-
making. Those information/findings are communicated to the appropriate
stakeholders (students, non-teaching staff and teachers) by informing the same to
them on appropriate occasions (meetings, any gatherings, etc.) and information in
the form of circular displayed on notice board.
6.3.5 What are the welfare schemes available for teaching and non teaching staff? What
percentage of staff have availed the benefit of such schemes in the last four years?
The college is yet to introduce the likes in coming years.
6.3.6 What are the measures taken by the Institution for attracting and retaining eminent
faculty?
Since posting of faculty members is not within the management of the college, the
matter does not directly arise.
6.4 Financial Management and Resource Mobilization
6.4.1 What is the institutional mechanism to monitor effective and efficient use of
available financial resources?
Regarding the use of financial resources the matter is put forward in the staff
meetings and discussed the mode of utilisation of the resources. The mode includes
the matter of how it will be implemented who will assist the Head of the institution
and the concerned committees such as Building Construction Committee. Finance
Committee, etc. and the extent or progress made is timely looked after by the
committees. And if any lacunae in the implementation crops up they are also
discussed in the inter-committee meetings and in that way the utilization o funds in
the institution is closely or effectively monitored.
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6.4.2 What are the institutional mechanisms for internal and external audit? When was
the last audit done and what are the major audit objections: Provide the details on
compliance.
External audit is done by the personnel from the office of Auditors-General, Imphal.
The college, through help of its staff members, cooperates the personnel in the
auditing of the college expenditure.
The last audit conducted in the college was 2013.
There are no objections as such raised by the personnel so far in the college audit. Yet
there are some important suggestions like the issue of sanction order by the Principal
be maintained, maintenance of files for separate head of expenditure be evenly
distributed to staff members, etc. were given for ensuring better channel of
management.
6.4.3 What are the major sources of institutional receipts/funding and how is the deficit
managed? Provide audited income and expenditure statement of academic and
administrative activities of the previous four years and the reserve fund/corpus
available with Institutions, if any.
The major sources of funds received by the college are i) UGC, Delhi (through UGC-
NERO), ii) State Government of Manipur (through Directorate of Higher Education,
Govt. of Manipur)
Regarding the audit done in the college, it is done by both Central Accountant
General, Imphal and State Audit Department. For the present uploading the latest
audited statement from Central Accountant General, 2003 has been appended in
annexure 5 and the latest audited statement from State Audit Department upto Sept.
2012 will be included in hard RAR/SSR copies.
6.4.4 Give details on the efforts made by the institution in securing additional funding and
the utilization of the same (if any)
No.
6.5 Internal Quality Assurance System (IQAS)
6.5.1 Internal Quality Assurance Cell (IQAC)
a. Has the institution established an Internal Quality Assurance Cell (IQAC)? If
‘yes’, what is the institutional policy with regard to quality assurance and how
has it contributed in institutionalizing the quality assurance process?
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The IQAC in college was established in 2006. The institutional policy is
maintained in following pattern. i) To ensure quality both the IQAC and
college different committees are made to coordinate themselves in evolving
policy and plan and cooperate with any segment which is responsible for
directly implementing the programme/plan. ii) the IQAC playing active role in
internalisation and institutionalisation of quality, activating the existing
system is recognized and sustained by all segments of the college.
b. How many decisions of the IQAC have been approved by the
management/authorities for implementation and how many of them were
actually implemented?
Some of the major decisions of the college IQAC approved and implemented
were : internet connection, inter-institution visit for enriching student career,
professional development for non-teaching staff, construction of new Arts
Block, connection of water supply, opening of NCC Unit, preparation of RAR
(Re-Accreditation Report), campus lighting, start of Red Ribbon Club,
construction of new hostel, etc.
c. Does the IQAC have external members on its committee? If so, mention any
significant contribution made by them.
The external members (local men) are i) Ng. Benithan (social worker) and ii) L.
Wolring (social worker)
d. How do the students and alumni contribute to the effective functioning of
the IQAC?
The students and Alumni do extend their i) moral support to all the initiatives
of college IQAC, ii) attend its meeting when invited or come of their own, iii)
extend their suggestions for effective functioning of the college IQAC
e. How does the IQAC communicate and engage staff from different
constituents of the institution?
The IQAC is staffed with nine members including the coordinator. It
communicates the Heads of the department any matter including for the
purpose of engaging any staff or faculty members and they cooperate with
the IQAC.
91
6.5.2 Does the institution have an integrated framework for Quality assurance of the
academic and administrative activities? If ‘yes’, give details on its operationalisation.
The integrated framework is in two-pronged structure: organisational and functional.
The former is a structure of committee called Administrative Core Committee which is
headed by the college Principal and others are a secretary, all Head of the
Department, the coordinator of IQAC and Head Clerk, etc. Functionally the
framework is based on the coordination of all existing committees which they are
bound to cooperate with the IQAC.
It is operationalized in such a way that all the major decisions effected during the
meetings of the core committee are intimated to all committees so that they are
aware of those decisions and implemented bindingly.
6.5.3 Does the institution provide training to its staff for effective implementation of the
Quality assurance procedures? If ‘yes’, give details enumerating its impact.
The college is yet to properly train its staff for effective implementation of the Quality
assurance procedures.
6.5.4 Does the institution undertake Academic Audit or other external review of the
academic provisions? If ‘yes’, how are the outcomes used to improve the
institutional activities?
The college conducts moderate Academic Audit on limited academic provisions.
Moderate in the sense not being extensive or comprehensive but one which is below
proper Academic Audit. The Academic Audit is limited to the academic concerns such
as inadequate structure of existing courses of studies and for the inclusion of other
academic programmes such as environmental, human rights, tribal, professional
studies, etc. While the outcome of the Academic Audit towards the improvement of
institutional activities particularly in teaching-learning process does not give
immense impact on the institutional activities, it has started revolutionizing the
structure of academic programmes. For instance, environmental studies are
introduced in the college.
6.5.5 How are the internal quality assurance mechanisms aligned with the requirements of
the relevant external quality assurance agencies/regulatory authorities?
The internal quality assurance mechanisms adopted by the college aligning with the
requirements of external agencies are : i) strengthening college IQAC and
empowering to internalize and institutionalize quality is held, ii) accommodating
principles and recognizing new trend for updating conventional academic practices,
iii) institutional preparedness for time-bound assessment of the institution. These
92
mechanisms/strategies are jointly carried out by the college through its committees
and IQAC.
For enhancing quality, to state the mechanisms in little elaboration, within the
existing academic and administrative system, the College at its best has redefined the
administrative functions by revamping its administrative structure, empowerment of
administrative segments which have resulted into the reality of participatory
administration. Academically stated, considerable emphasis is laid on internal
assessment practices so as to ascertain the areas to which more attention of the
IAQC and other concerned bodies can be drawn for quality assurances. The
appropriate Committees under which the infrastructure development and
administrative streamlining made look after those concerns. Therefore, efforts
committed towards quality assurance are administrative, academic and
infrastructural.
6.5.6 What institutional mechanisms are in place to continuously review the teaching
learning process? Give details of its structure, methodologies of operations and
outcome?
To continuously review the teaching learning process, it is carried out through joint
effort of the Head of the institution, departments, committees and college IQAC. So,
in structure there are four layers of implementing agencies which coordinate among
themselves and play equal important role in the review of teaching-learning process
of the institution.
As for methodologies, they adopt and rely upon the following i) feedback study, ii)
inter-departmental interactions on the matter, iii) inter-committee
interaction/meetings held for the purpose. The outcome of interactions and feedback
study is used for the basis of major decisions made for quality assurance in the
college.
Implementation of those decisions keep revolutionizing the teaching-learning
process.
In order to make the mechanisms operate effectively, the college has constituted
appropriate Committees and evolved the rationalization of administrative structure
which has resulted into smoother administration have direct positive impact on
teaching-learning process. The IAQC and other concerned bodies of the College have
created great impetus on teaching and students, Committees and the administration
as well. The impetus comes by way of creating imperatives for attitudinal change
towards knowledge, skills, improvement. So, it has directly necessitated for
undergoing for necessary faculty/professional improvement in quality. The
Committees which are the in-charge of infrastructure development have, in
93
consultation with the Head of institution, made at their best to tap any possible fund
resource. The Committees have made available necessary infrastructure to the
College and thereby promoted quality assurance, administrative streamlining, etc.
6.5.7 How does the institution communicate its quality assurance policies, mechanisms
and outcomes to the various internal and external stakeholders?
As stated under 6.5.6. quality assurance policies, mechanisms and outcomes are
automatically communicated to the various internal and external stakeholders
(departments of teaching and non-teaching) and students community is
communicated either in the form of information displayed on departmental/college
noticeboards, prospectus, etc.
Any other relevant information regarding Governance Leadership and Management
which the college would like to include.
CRITERION VII: INNOVATIONS AND BEST PRACTICES
7.1 Environment Consciousness
7.1.1 Does the Institute conduct a Green Audit of its campus facilities?
With increasingly deteriorated environmental condition caused by human and
natural agencies in the campus, the environmental concern attracts the attention of
college stakeholders. So, the concerns like safe future of campus through necessary
protection of environmental degradation by taking up due measures for better green
campus has been made. So, the effects of environmental degradation on institutional
activities particularly teaching-learning process in which the problem of health
hazard to college community and people in surrounding areas, the fact of
unawareness and inactiveness on the part of the college in the past, failing to protect
the over-exploitation of forest in surrounding or in campus, extraction of stone and
sand in Chakpi river which almost runs round the college campus, etc. were audited
few years back. So the college is now on the move of improving its campus by
utilizing available facilities. And the college continues to plant tree saplings every
year particularly on the day of World Environment, 6th June.
7.1.2 What are the initiatives taken by the college to make the campus eco-friendly?
* Energy conservation
The college is yet to take initiative in this regard.
* Use of renewable energy
The college is yet to fully use renewable energy.
94
* Water harvesting
The college is yet to fully practice this culture.
* Check dam construction
Does not arise.
* Efforts for Carbon neutrality
Not applicable.
* Plantation
The college take up plantation programmes by observing World Environment
Day.
* Hazardous waste management
Does not arise.
* e-waste management
Not applicable.
7.2 Innovations
7.2.1 Give details of innovations introduced during the last four years which have created
a positive impact on the functioning of the college.
The institution has started gearing up its efforts for creating and promoting
ambience of creativity, innovation and improvement in quality. This process has
started after Cycle I of accreditation of the college. What can be said to be
innovations introduced in the past four years are the adoption and application of
Integrated Mechanisms by which the college tries to advance its policy and plan for
ensuring and sustaining quality and better performance. The Integrated Mechanisms
are evolved by transforming the four leading aspects related to the institution such
as administrative structure, evaluation, teaching-learning and leadership. The
administrative structure of pre-Cycle I period has been revamped in such a way that
strong coordination between different administrative segments/committees is
ensured and administration is made effective at all levels. The strengthening of
administration is aimed at achieving effectiveness in evaluation of institutional
performances and quality concerns particularly in teaching-learning process. The
revamping of administrative structure also aims at giving a suitable ground of
training for leadership to staff members (teaching and non-teaching) of the college.
95
The Integrated Mechanisms are operated through three channels : i) the conduct of
regular weekly and monthly and emergency sittings in which formal and pressing
issues are discussed threadbare among the members who represent respective
committees and take major or crucial decisions, ii) speedy communication about the
decisions, policy and plans are passed to all administrative segments enabled by new
administrative structure, iii) the conduct of joint monitoring or monitoring which is
carried out through the strong coordination of other segments and evaluation of
performances is done in either way and effectively.
The Integrated Mechanisms is based on Input-Output-Feedback model and the
operation of those mechanisms have created positive impact on the functioning of
the college which is proved by the production of improvement over the institutional
conditions of pre-Cycle I days.
7.3 Best Practices
7.3.1 Elaborate on any two best practices in the given format at pages no. 98, which have
contributed to the achievement of the Institutional Objectives and / or contributed
to the Quality improvement of the core activities of colleges.
96
3. Evaluative Report of the Departments
The Self-evaluation of every department may be provided separately in about 3-4 pages,
avoiding the repetition of the data.
1. Name of the department
Arts Stream : English, Economic, Political Science, Manipuri, Education, History.
Science Stream : Anthropology, Botany, Chemistry, Geology, Mathematics, Physics,
Zoology.
2. Year of Establishment : i) All Arts departments came into being in 1980,
ii) a) Anthropology, 1991
b) Botany, 1991
c) Chemistry, 1991
d) Mathematics, 1991
e) Physics, 1991
f) Geology, 1995
g) Zoology, 1991
3. Name of Programmes / Courses offered (UG, PG, M.Phil, Ph.D., Integrated
Masters, Integrated Ph.D., etc)
Name of Programmes / Courses offered (UG) are : i) B.A. and B.Sc. with six
semesters for each course.
4. Names of Interdisciplinary courses and the departments/units involved
Nil.
5. Annual/ Semester/choice based credit system (programme wise)
Semester
Arts Science
a). B.A. first semester a). B.Sc. first semester
b) “ second semester b) “ second semester
c) “ third semester c) “ third semester
d) “ fourth semester d) “ fourth semester
e) “ fifth semester e) “ fifth semester
f) “ sixth semester f) “ sixth semester
97
6. Participation of the department in the courses offered by other departments
Except the scope for opting other subjects offered for students by other
departments, there is no other practice that gives participation of the department
in the courses offered by other departments.
7. Courses in collaboration with other universities, industries, foreign institutions,
etc.
They are yet to be introduced in the institution.
8. Details of courses/programmes discontinued (if any) with reasons
No course discontinued so far.
9. Number of Teaching posts
Sanctioned Filled
Professors Nil Nil
Associate Professors 12
Asst. Professors 22
10. Faculty profile with name qualification, designation, (D.Sc./D.Litt./Ph.D./M.Phil.
etc.,)
Name Qualification Designation Specialization No. of Years of Experience
No. of Ph.D. Students guided for the last 4 years
Kanthung Ruwndar
M.A. M.Phil. Asst. Prof. Ethno-cultural studies
35 Nil
S.K. Sethon M.A. M.Phil. Asst. Prof. Ethno-cultural studies
35 Nil
Dr. Benjamin Gangmei
M.A. Ph.D. B.D.NET
Asst. Prof Federal Studies 22 5
98
B.D. Maria NET,M.A. M.Phil
Asst. Prof Cultural & women studies
6 Nil
P.R. Ringir M.A. M.Phil Asst. Prof/PT
Ethno-Political studies 17 Nil
Th. Thouranisabi M.A. M.Phil Asst. Prof/PT
Right-development studies
17 Nil
Kh. Mobersing M.A. Assoc.Prof. ---- 35 Nil
H.B Hmunkhel M.A. M.Phil Asst. Prof Ethno-cultural studies 35 Nil
Ksh. Tombi Singh M.A. Asst. Prof ---- 35 Nil
Rungkham Ngoruh
M.A. M.Phil Asst. Prof Ethno-cultural studies 35 Nil
H.B. Ruwnghnem M.A. Asst. Prof ---- 35 Nil
N. Solomon M.A. M.Phil Asst. Prof Cultural & development studies
35 Nil
Y. Gojendro M.A. Asst. Prof ---- 35 Nil
Rashimacha Singh M.A. M.Phil Asst. Prof/PT
Development studies 17 Nil
Ksh. Suresh M.A. Asst. Prof ---- 13 Nil
Ng Roland Monsang
M.A. M.Phil Asst. Prof Literature studies 35 Nil
Dr. Danny Chara M.A. M.Phil Asst. Prof Literature studies 35 Nil
Gracia Hulang M.A. M.Phil Asst. Prof Literature studies 35 Nil
Dr. H. Phomrong Maring
M.A., Ph.D. Asst. Prof Cultural & Literature studies
6 Nil
Y. Ibosana M.A. Assoc. Prof. ---- 35 Nil
Md. Ajaouddin M.Sc. Assoc. Prof 35 Nil
Md. Sherkhan Sheikh
M.Sc. Asst. Prof ---- 35 Nil
Y. Damodor Singh M.Sc.,M.Phil. Asst. Prof 35 Nil
M. Aken Singh M.Sc.,M.Phil Asst. Prof/PT 35 Nil
99
Kh. Hemchandra Singh
M.Sc.,M.Phil Asst. Prof/PT 35 Nil
Kh. Devan Singh M.Sc. Assoc. Prof ---- 35 Nil
L.Nimai Singh M.Sc.,M.Phil Asst. Prof Solid State Physics 23 Nil
Dr. Raghumani Singh
M.Sc., Ph.D. Asst. Prof 35 2 Ph.Ds. & 5 M.Phils. produced.
Md. Mustaque Ahmed
M.Sc.,M.Phil Asst. Prof/PT 35 Nil
Dorendro T. M.Sc Assoc. Prof Animal Physiology 35 Nil
Dr. Shantibhusan Phurailatpam
M.Sc., Ph.D. Asst. Prof Wild life 6 Nil
Y. Nilakanta M.Sc.,M.Phil Asst. Prof/PT Fishery 35 Nil
N. Ibungo Singh M.Sc.,M.Phil Asst. Prof/PT Entomology 35 Nil
Dr. E. Ranjitkumar Singh
M.Sc., Ph.D. Assoc. Prof Structural and Tectonic studies
35 Nil
Dr. R.K Hemanta Singh
M.Sc., Ph.D. Asst. Prof Ichnology (Geology)
23 Nil
N.Jugeshor Singh M.Sc. Asst. Prof Geology 35 Nil
S.Binokumari Devi M.Sc. Asst. Prof Geology) 35 Nil
N. Biren Singh M.Sc. Assoc. Prof ---- 35 Nil
Dr. T. Ibungochouba
M.Sc., Ph.D. Asst. Prof General Relativity 6 Nil
A.Ushakiran M.Sc. Assoc. Prof Physical Anthropology
35 Nil
H. Shashikanta Singh
M.Sc. Asst. Prof Social Anthropology
23 Nil
L. Basanta M.Sc. Asst. Prof Physical Anthropology
35 Nil
100
11. List of senior visiting faculty
No visiting faculty employed.
12. Percentage of lectures delivered and practical classes handled (programme wise) by
temporary faculty
Temporary/ part-time faculty members are allotted 90 days out of 190/210
working days of an academic year. They also participate in practical classes at least
twice a year or sometime thrice a year.
13. Student-Teacher Ratio (programme wise)
Arts stream.
Sl.no.
Department
Strength of teachers and students
Teacher-student ratio
1. Economics
4/60
1:15
2. Education
3/65
1:21
3. English
4/855
1:213
4. History
3/56
1:18
5. Manipuri
1/16
1:16
6. Pol. Science
6/250
1:41
Science stream
7. Anthropology
3/36
1:12
8. Botany
3/40
1:13
9. Chemistry
3/38
1:12
10. Geology
4/39
1:9
11. Mathematics
2/26
1:13
12. Physics
2/41
1:20
13. Zoology
4/53
1:13
101
14. Number of academic support staff (technical) and administrative staff; sanctioned
and filled
-Technical staff (Laboratory assistants and attendants) = 9 (nine).
- Administrative staff = 18 (eighteen)
- sanctioned and filled = + 26
15. Qualifications of teaching faculty with D.Sc/ D.Litt/ Ph.D/ MPhil / PG.
M.Phil. and Ph.D. degrees are the highest qualifications of the faculty members.
16. Number of faculty with ongoing projects from a) National b)International funding
agencies and grants received
About 2 faculty members are doing research projects from national agencies and
the grants received are above Rupees five lakhs.
17. Departmental projects funded by DST-FIST; UGC, DBT, ICSSR, etc. and total grants
received
Not applicable.
18. Research Centre/facility recognized by the University
It is yet to be introduced.
19. Publications:
a) Publication per faculty
Number of papers published in peer reviewed journals (national /
international) by faculty and students
Number of publications listed in International Database (For Eg: Web of
Science, Scopus, Humanities International Complete, Dare Database –
International Social Sciences Directory, EBSCO host, etc.)
Monographs
Chapter in Books
Books Edited
Books with ISBN/ISSN numbers with details of publishers
Citation Index
SNIP
102
SJR
Impact factor
h-index
Article
Faculty Name of Article Name of Journal National/
International
Single/j
oint
author
Dr. Benjamin
Gangmei
Naga Peace-Process and
Peaceful co-existence
South Asia Politics National Single
Dr. Benjamin
Gangmei
Dynamics of Federalism Third Concept National Single
Dr. Benjamin
Gangmei
Church and Politics Book – Challenges of
Church
___ Single
Y. Ibosana Singh Houjiki Manipur Sahitya,
2008
Shaklon (International
Manipuri Magazine)
International Single
Y. Ibosana Singh Atenba Lairikki Mapao Saklon National Single
Y. Ibosana Singh “Rabindragi Chitrangada
Amasung Manipur.
Mekhal (Bilingual Bangla
and Manipuri).
National Single
Name Of
Teacher
Departme
nt
Title Journal Date of
Publication
Dr.Danney
Chara
English The Feminine Sensibility of Jane
Austen
Spectrum
Vol.1(1)
Jan- Feb 2013
Dr. Danney
Chara
English Comparative Study of Jane Austen
“Sense and Sensibility” and Manju
Kapur “A Married Woman”
Dr. Danney
Chara
English The Small world of Jane Austin College Journal June 2013
Dr.H.Phomrong
Maring
English Land use and ownership pattern
among the Khoibus
Tribalism and Tragedy
of the Commons (ed)
Ch. Priyoranjan Singh.
Akansha Publishing
House, New Delhi
2009
103
Md. Mustaque
Ahmed
Plant-lore with reference to
Manipuri Proverbs in
association with various
human affairs of Manipur
State
Journal of Current Sciences,
9(1):207-214 (2006)
National Joint
Md. Mustaque
Ahmed
Traditional Knowledge
system of the Muslim
Community in Manipur State
Indian Journal of Traditional
Knowledge. 6(2):383-389
(2007)
National Joint
Md. Mustaque
Ahmed
Plant-Lore with reference to
Muslim Folksongs in
association with Human
Perception of Plants in
agricultural and horticultural
practices
Not. Bot. Hort. Agrobot.
Cluj. 36 (1):42-47(2008)
Romania
International
Joint
Md. Mustaque
Ahmed
Trading activity and
ethnodomestication of
plants by Manipuri Muslims
Notulae Scientia Biologica,
1(1):14-20, Romania (2009) International Joint
Md. Mustaque
Ahmed
Traditional Knowledge of
Kidney Stone treatment by
Muslim Maiba (Herbalists) of
Manipur, India
Notulae Scientia Biologica,
3(2): 22-25, Romania (2011) International Joint
Dr. R.K. Hemanta
Singh
Transtentional Basin in
Oblique Subduction Margin:
Imphal Valley
Himalaya (Eds.), Vol-5 National Joint
Dr. R.K. Hemanta
Singh
Tectonic Implications of Joint
Analysis: A case study of the
Imphal Valley
Proc. of the National
Seminar on Geology and
Energy Res. of NE India
National Joint
Dr. R.K. Hemanta
Singh
Palaeostress Analysis for
rocks of Imphal valley using
conjugate fractures and its
tetonic significances
Bulletin of the Indian
Geologists Association, vol-
41.
National Joint
Dr. R.K. Hemanta
Singh
Gopibung (Keithelmanbi)
Debris Flow: Causes and
Consequences
Proc. National seminar on
Geo-environment
Challenges Ahead
National Joint
Dr. R.K. Hemanta
Singh
Trace Fossils of the Upper
Eocene-Lower Oligocene
Transition of the Manipur,
Indo-Myanmar Ranges
Turkish Journal of Earth
Sciences, vol-17 International Joint
104
(North-East India)
Dr. R.K. Hemanta
Singh
Riccia thongjaorokensis- A
New Fossil Liverwort from
Oligocene Beds of the
Tertiary, North-East India
Journal Geological Society of
India, vol-73. National Joint
Dr. R.K. Hemanta
Singh
Investigation of Landslides
along Tengnoupal - Sita
Road, Manipur, India
Journal of Earth Sciences
and Engineering, vol-4. National Joint
Dr. R.K. Hemanta
Singh and E.
Ranjitkumar
Tectonic Implications of
Minor Folds of the Imphal
Valley in the Indo-Myanmar
Ranges.
Bulletin of Pure and Applied
Sciences, vol-1 &2 International Joint
S. Phurailatpam Survey of threatened cheer
pleasant Catreus wallichii in
Garhwal Himalaya
J. Bombay Natural History
Society. 104 (2):136-
141(2007)
National Joint
Dr. S. R. Singh Scopoletine glucoside,
noscapine and kwain from
Allium Odorum (Linn.) syn. A.
odorum, a well known home
remeby herbal for
humankind
Research Monograph.
11(3):20-28
National
Dr. S. R. Singh Ginesoside, coumarin,
cephaline, emectine, and
anthroquinone, therapeutic
compounds from home
remedy plan drug herbal:
Bonnaya brachiata Linn. and
Otto.
Journal of Current Sciences.
9(2): 583-590 (2006)
National
Dr. S. R. Singh A framework & eco -
computation of carrying
capacity on food resources
of Thoubal District, Manipur
J. Phytol. Research.
12(1):119-123 (2006)
National
Dr. S. R. Singh Soilless cultivation, on the
waterlogged peripheral
Loktak Lake for suitable
development, a part of an
integrated approach in
Management
S.D. Loktak ,1(): 1-8 (2006)
National
105
Dr. S . R. Singh Sustainability through agro-
chemicals on the
conservation of natural
resources
The Ecologia
5(1-2):81-87 (2006)
International
Dr. S. R. Singh Sustainability through
environmental conservation
of agricultural land
Resources
The Bopscan 2(4):319-322
(2007)
National
Dr. S. R. Singh Mocptome, Saponin &
Purine from therapeutic
Melothrioa purpussila
(Blume) Cogn., a well known
home remedy herbal for
human kind
Journal of Current Sciences.
10(1):357-362 (2007)
National
Dr. S. R. Singh Man made agricultural
wetlands a source of water
and rich Biodiversity
conservation in Manipur
Proceedings 12th world lake
conference 12:187-190
(2007)
National
Dr. S. R. Singh Sustainable development of
environmental conservation
on natural land resources
and population through
carrying capacity and foot
prints
Indian J. Environ & Ecoplan
15(1-2):101-108 (2007)
National
Dr. S. R. Singh Ephedrine, saporin, and
gomsempsode from
‘Sidabayai’ a traditional
home remedy herbal
medicine for leucorrhoea
and leucorrhoea associated
pelvic inflammatory disease
Journal of Current Sciences.
10(1): (2007)
National
Dr. S. R. Singh Alpha tocopherol,
antioxidant from therapeutic
medicinal plant Melothria
purpussila (Blume) Cogn. for
human kind
Journal of Current Sciences.
10 (1): (2007)
National
Dr. S. R. Singh Efficacy of Fe,Zn,Mn,Mo, and
interactive action on yield
and yield factors of HYV rice
Research Monograph,
11(3):1-22
National
106
production
Dr. S. R. Singh Impact of rainfall intensity
on the soil erosion of
different soil types
Research Monograph,
11(3):1-35
National
Dr. S. R. Singh Antimicrobial activity and
phytochemical constituents
of fruits and seed extract of
Xanthoxylum rhetsa (Roxb.)
D.C.
Indian J. Environ & Ecoplan
17(1):51-58(2011)
National
Dr. S. R. Singh Antioxidant, Phytochemicals
and mineral contents of
therapeutic plant Croton
caudatus (Geiseler) for
humankind
Indian J. Environ & Ecoplan
17(1-2):219-226(2011)
National
Dr. S. R. Singh Antihyperglycemic effect of
aqueous and ethanol extract
of aerial part of Osbeckia
neplalensis Hook in Alloxan
induced diabetic rats (C)
Pharam Tech:DPCEM (VSA)
IJPRIF (2011)
International
Dr. S. R. Singh Antibacterial and antifungal
activity of flavonoids
extracted from Osbeckia
nepalensis Hook (C)
Pharam Tech:DPCEM (VSA)
IIJCRGG (2011)
International
Dr. S. R. Singh Change in temperature,
precipitation, certain
natural resources, their
impact on environment
according to habitat
patterns in Manipur since
1873-A climate change
study.
Ind. Jr. of Env. And Eco-
Planning 18(2-3):423-429.
National Joint
Dr. S. R. Singh Assessment of physico-
chemical and biological
parameters in Kongba river
water, Imphal East District,
Manipur
Ind. Jr. of Env. And Eco-
Planning 18(2-3);431-436.
National Joint
107
Dr. S. R. Singh Antihyperglycemic effect of
Aqueous and ethanol
extract of Aerial part of
Osbeckia nepalensis Hook in
Alloxan induced Diabetic
rats.
International Journal Tech.
Research CODEW (USA):
IJPRIF. SN:0974-4304.
4(1):233-244.
International Joint
Dr. S. R. Singh Antimicrobial Activity and
Tetrahedrofuran from
Medicine “Sidabiyai”
International Journal Tech.
Research CODEW (USA):
4(4):1561-1569.
International Joint
Book Publication:
Name Title of the Book Place of Publications Year
Y. Ibosana Singh Kangphalgi Aroiba Lamdamdei Ashangba, communication
Imphal
2007
Dr. Benjamin Gangmei Book (ed): Makuilongdi(The
Great Ancestral Home of the
Zeliangrongs)
Imphal 2006
Dr. Benjamin Gangmei Biography of Haipou
Khiandinang
Imphal 29 Sept.
2009.
Dr. R.K Hementa Singh B.Sc. Geology, second Semester. Students Emporium,
Imphal
2012
20. Areas of consultancy and income generated
The broad areas on which consultancy services extended by teachers during the last five years
are listed below.
The critique in the literary works.
Tribal literature concerns.
Consultancy for new educational trends.
Consultancy in competitive examinations.
Consultancy in research works (project and academic pursuits).
Consultancy in the problems of trendy youths’ character.
Consultancy in State educational concerns.
108
21. Faculty as members in
a) National committees b) International Committees c) Editorial Boards…
Membership/ Certificate/Recognition
Name
Membership/
Certificate/
Recognition
Deptt. In/by Year
Benjamin
Gangmei
Certificate of
Honour
Pol. Science ZWC, Manipur
University
April, 2010
Benjamin
Gangmei
Certificate of
Honour
Pol. Science ZSU, Manipur March, 2010
Ksh. Devan Singh Best Teacher
Award
Physics Dr.T. Meinya,
Hon’ble M.P.
2007
Dorendro
Takhellambam
Best Teacher
Award
Zoology Dr. T.Meinya,
Hon’ble M.P
2007
Members of National/International Society/Association
1. Life Member-Indian Association of Sedimentologists
2. Annual member- Geological Society of India, Bangalore.
22. Student Projects
a) Percentage of students who have done in-house projects including inter
departmental/Programme*
b) Percentage of students placed for projects in organizations outside the institution
i.e in Research laboratories/Industry/ other agencies*
*Not applicable.
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23. Awards/ Recognitions received by faculty and students
Name
Membership/
Certificate/
Recognition
Deptt. In/by
Year
H. Shashikanta
Sharma
Membership Anthropology Indian Confederation and
Academy of Anthropologists,
Kadam Kanon
T. Ibungochouba
Singh
Award (best
paper
presentation)
Mathematics Nilakanthrao Shinde Science
and Arts College, Maharastra
2009
T. Ibungochouba
Singh
Membership Mathematics Inter-University, Centre for
Astronomy and Astrophysics,
Pune
2012
S. Raghumani
Singh
Fellow Botany Fellow International Society
for Ecological Communication
2007
S. Raghumani
Singh
Fellow Botany Fellow Society of
Sciences
2008
S. Raghumani
Singh
Medal (Prof. E.P.
Odum Gold
Medal)
Botany International Society
for Ecological Communication
2007
24. List of eminent academicians and scientists / visitors to the department.
SL.no. Name Designation Purpose Date
Prof. Iboton Singh CDC Director Inspection 30th Aug., 96
2 Kh. Ibochon Singh AD (P) Directorate (U)
Inauguration of Science Block
18th Sept., 97
3 Prof. H.N.K. Sharma Dean, School of Inspection
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Science 13th Nov., 98
4 R.K.Chaoba AD, Dte of Edn (U) Inspection 26th Sept., 2000
5 Prof. A.C. Bhagabati Former V.C of Arunachal University
Inspection of NAAC Peer Team
19th July, 06.
6 I.K Muiba IPS, CO, 8 MR, Leikun Visit to college 17th Oct., 09.
7 R.K. Chaoba AD, Dte of Edn (U) Inspection 7th Nov., 09.
8 Dr. R.K. Ranjit Regional Director, IGNOU, Imphal
Visit in connection with the opening of College IGNOU Unit
10th Dec., 09
9 W. Kisho Singh Chief Engineer, Visited in connection with campus lighting
8th Aug.,10
10 R.K. Yaiskul Singh AD, Dte of Edn (U) Chief Guest of College Foundation Day
18th Feb., 11.
25. Seminars/Conferences/Workshops organized & the sources of funding
a) National
b) International
National/ International Seminar/ workshop/conference
Name of Teacher Nature of
engagement
Course Institution where held Duration
B.D. Maria Anal participation Rabindranath
Tagore: a 21st
Century
Restrospective.
State Guest House,
Imphal, Manipur
30th
January,
2011
Dr. Benjamin
Gangmei
participation India’s foreign
policy:Continuity
and change
Dept. of Pol. SC IGNTU
Regional campus ,
Imphal
16th-17th
march 2012
Dr. Benjamin Resource Tribal women Centre for study of
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Gangmei person empowerment in
democratizing in
Manipur: A
question of political
Inclusion.
social exclusion and
inclusive policy,MU
20-21 April
2012
Dr. Benjamin
Gangmei
Resource
person
Tribal land use -
system : The hurdle
in individual
development
IGNTU Regional
campus , Imphal
28-29th
march 2011
Dr. Benjamin
Gangmei
Resource
person
Impairing free and
fair election : The
emerging trend
observed among
the Naga tribes
SK Women college,
Nambol
25-26th Nov
2011
Dr. Benjamin
Gangmei
participation Human Security in
North- East
Region:Challenges
and Predicaments
IGNTU Regional
campus , Imphal
Collaboration with
centre for Manipur
studies , M.U, Centre
for alternative
discourse, Manipur
2-3rd March
2012
Dr. Benjamin
Gangmei
Resource
person
Ethnic divides in
North- East India:
Feasibility study of
peace initiative
SK Women College,
Nambol
3-4 th May
2013
26. Student profile programme/course wise:
Name of the Course/programme
(refer question no.4)
Applications received
Selected Enrolled Pass Percentage
*F *M
B.A. & B.Sc. 1050* 939 507 432 63.13*
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*M=Male *F=Female
*For the academic session 2013-2014.
*Pass percentage is based on the results of 1st ,2nd and 3rd semesters.
27. Diversity of Students
Name of the Course
% of students from the same state
% of students from other States
% of students from abroad
B.A. 99% 1% -
B.Sc. 99% 1% -
28. How many students have cleared national and state competitive examinations such
as NET, SLET, GATE, Civil services, Defense services, etc.?
Not applicable.
29. Student progression
Student progression Against % enrolled
UG to PG
PG to M.Phil
PG to Ph.D
Ph.D to Post-Doctoral
Employed
-Campus selection
- Other than campus recruitment
Entrepreneurship/Self-employment
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Note: Data of students who have undertaken further studies after graduation are not
maintained.
30. Details of Infrastructure facilities
a) Library
i) structure (size), ii) seating capacity, staff, books,
* Total seating capacity : about 100 seatings (ground + first floor)
- external area =100x70’
- inner area = 70x30’
-Space for carrels, lounge and IT zone, there are arrangements for the same.
-There are 6974 text-books, 2000 reference books, 16 journals, etc.
- The library is staffed with three members including librarian. This position is
resulted from the transfer of Assistant Librarian.
b) Internet facilities for Staff & Students
There are more than 20 computers with internet facilities both for students and
teachers in the institution.
c) Class rooms with ICT facilities
Few class rooms are equipped with ICT and smart board facilities.
d) Laboratories
Laboratory facilities are fully installed and well-furnished practical rooms.
31. Number of students receiving financial assistance from college, university,
government or other agencies
The number of students (ST,SC, OBC students) who received scholarships from State
Government and UGC are given for two batches (two academic years: 2013-14 &
2014-15)
First batch (2014-15) : 904
Second batch (2014-15) : 834
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32. Details on student enrichment programmes (special lectures / workshops /seminar)
with external experts
They are detailed under1.2.3
33. Teaching methods adopted to improve student learning
The extent the college done is stated under 2.3.8.
34. Participation in Institutional Social Responsibility (ISR) and Extension activities
The form of extension activities which virtually come under Institutional Social
Responsibility (ISR) have been described under 3.6.1., 3.6.4 and 3.6.7. Apart from
those extension activities, the college has not advocated any other form of extension
activities.
35. SWOC analysis of the department and Future plans
SWOC analysis of the department
SWOC analysis of each department belonging to both streams (Arts & Science) is
briefly stated here under:
Arts Departments:
a) Department of Economics—The position of faculty is not fully staffed and the
students enrolled in the department are below the strength of the department of
Political Science. Moreover, there are three regular teachers only and one part-time
teacher. Therefore, the department needs full strength of teachers. It also required
learning materials to be installed in departmental library. The department is found
without much publication works.
The future plans of the department are stated below: i) organising workshop,
seminar, training, etc ii) procurement of text-books, reference books, subscription of
more subject related journals, iii) undertaking research projects on socio-economic
aspects in Chandel district or North-Eastern region.
b) Department of Education—The department is staffed short of full strength of
teachers. After the transfer of one senior teacher there is only one regular teacher.
The department was without part-time teacher before two teachers were engaged.
Therefore, the college is compelled to engage some temporary teachers. Moreover,
the department is comparatively low in publication works perhaps because of heavy
work in teaching-learning activities for the single regular teacher.
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The future plans of the department
The future plans, making in tune with the needs/challenges of the department, are
stated briefly.
i. organising workshop, seminar, training on teaching methods, new education
policy, etc ii) procurement of text-books, reference books, equipments,
subscription of more subject related journals, iii) purchase of teaching aids,
strengthening departmental library, iv) appoint of teachers, etc.
c) Department of English—The Department of English is also understaffed. Out of six
sanctioned posts there are four regular teachers only in the department. Two
teachers do posses M.Phil. degrees and two others with Ph.D. degree holders.
The department teachers do publish, undertake research projects, participated in
many regional, national seminars, workshops, summer courses, etc. Some of those
activities are related to teaching, methods, etc.
The success rate of students of the department in percentage is above 50%. The
SWOC analysis of the department shows both attainment and shortcomings and for
the latter and others the department has following areas in its plans: i) in the matter
of teaching, in order to make teaching-learning process effective and to gauge the
understanding of the students, periodic tests, interactions, group discussions and
audio-visual learning shall be conducted, ii) with regard to laboratory, the
department is considering to set up a language lab. To facilitate the students to learn
the correct way of speaking the English language, iii) in respect of research, seminars,
workshop on Folk tales, the relevance of English Language, topics related to the
syllabus taught shall be organized, iv) with regard to learning materials both text-
books, reference books, Journals on current trends, etc. will be purchased to
strengthen the department.
d) Department of History-- As to the position of faculty, the department is also
understaffed; for it has three regular teachers only. The department is also poor in
publication work and the faculty members have not undertaken any research projects
so far. Of course the faculty members have participated in national
seminars/trainings and the Head of the Department is the Coordinator of IGNOU
study centre of the college. 2/3 of the teachers is with P.G. degree only. The
department has about fifty books as its collection in departmental library and it has a
computer.
Against the weakness and challenges the department has plans in the following
concerns. In teaching concern it has plan to equip with modern teaching aids,
renovations of department, to conduct study tours to outside State institutions, etc.
The departments has plans to conduct seminars, workshops on teaching history; to
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undertake research projects and undergo Ph.D. programme. Finally, it has plans to
conduct photo exhibitions on historically important things/matters.
e) Department of Manipuri—The department is also understaffed having one teacher
only and it has little strength of students. Perhaps the reason is that tribal students
do not opt for the subject and a few general students do opt for it. But the
department has publications, participations in literary works, recognitions awarded
to Head of the Department, etc. The departmental library has a collection of more
than hundred thirty books.
Some of its future plans include improvement in teaching-learning process by
adopting modern teaching methods, application of new teaching aids, etc. It has
also plan to conduct seminars, workshops, trainings on the concerns related to
teaching-learning process and effort for attracting more students. The department
also has plan for the renovation of the department, acquisition of more learning
resources.
f) Department of Political Science—As far as the existing strength of teachers the
department is fully staffed. That is, there are four regular teachers and two part-time
teachers. The department has the highest strength of students enrolled in any
academic year. So the ratio between students and teachers is normally 1: 80-90. The
faculty members including the part-time teachers are above P.G. degree level and a
teacher is undergoing a Ph.D. programme and another teacher has Ph.D. degree.
The department has a pretty good publications, undertaken both minor and major
research projects under UGC, ICSSR, Tribal Research Institute, etc. having highest
number of research projects undertaken in Arts discipline. Moreover a faculty
member is a research guide/supervisor who has produced two Ph.Ds., M.Phil. and
three more Ph.D. scholars are undergoing Ph.D. programme under him. The faculty
member also participated in many national and international seminars, workshops,
trainings, summer courses, etc.
Department of Political Science has its own departmental library which has collection
of more than seventy books, both text and reference. Therefore, the department has
plans to overcome weakness and respond to the challenges by carrying out plans
relating to teaching-learning process for its improvement by applying modern
teaching aids, methods, etc.; seminars/workshops on teaching Political Science,
burning ethno-political issues, syllabus/curriculum, etc.; acquisition of learning
resources of print and e-resources, more subscription of relevant journals published
in India and abroad, etc.
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Science Departments:
a) Departments of Anthropology—Out of six sanctioned posts there are three regular
teachers only. So it is understaffed. All the three teachers possessed P.G. degrees and
they are without doctorate degree. One faculty member has undertaken major research
project and they have little publications works. The ratio between teachers and students
is 1:10. The departmental library has a collection of about seventy five books and it
possessed a computer, one overhead projector and a small museum collection. The
faculty members participated in national and international seminars.
The department has future plans in the following areas : procurement of teaching aids
such as LCD projector, smart board, laboratory equipment, etc. ; to expands room for
class and museum; to conduct seminars/workshops on ethnic diversity of the district,
cultural change, syllabus-related issues; purchase of more relevant books, etc. They were
planned so that the weakness and challenges may be overcome.
b) Departments of Botany--- The Department of Botany is also understaffed being manned
by two teachers only. Moreover, there is only one regular teacher and one is a part-time
teacher. But the department has produced maximum publication works in the college
and some of the publications (article in journals) are in reputed international journals.
The faculty members also have undertaken research project and a faculty member is
research supervisor and he produced two Ph.Ds. and five M.Phils.
In the departmental library there is collection of more than hundred books, three
journals and a computer, one ILC projector, one steel camera and possessed most of
required laboratory equipments. The faculty members are also well qualified having
Ph.D. and M.Phil. degrees. They participated in national seminars/trainings in the past
four years. The department has planned to carry out in the following concerns:
procurement of more science equipments, renovation of infrastructure; possession of
adequate learning resources of both print and e-resources; to conduct exhibitions of wild
plants and medicinal plants/herbs, etc.
c) Departments of Chemistry--- In view of existing number of teachers the department is
fully staffed. Out of five sanctioned posts three teachers are part-time teachers. The
department is without teachers with doctorate degree and three teachers only are with
M.Phil. degree. Moreover, the department has least publication work and their
participation in national and international seminars, workshops is also comparatively
poor.
The department has a collection of about sixty books in departmental library, one
computer, subscribed one journal, etc. The department has one overhead projector and
does possess most of laboratory equipments. The department has its future planned in
following regard : fuller applications of teaching aids and new methods in teaching-
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learning process; improvement in the use of air cooler/semi-air conditioned,
construction of laboratory room with full samica and dust-free model, etc. It has also
planned to conduct seminar/workshop at regional or national level, more acquisition of
learning resources, etc.
d) Departments of Geology—In faculty position the department is staffed one short of full
sanctioned strength. That is, out of five sanctioned posts there are four regular teachers.
In science stream the department is next to the Department of Botany in publications of
research articles both in national and international journals and the department has
highest number of major research projects done under UGC, DST,.
The department possessed one overhead projector, eight laboratory equipments, two
microscopes, four Brunton compasses, two Clinometre compasses and the collection of
forty books in each departmental library. The department has the following future plans:
- Teaching: In addition to conventional method of teaching it tries to invent and create
novel method of teaching and adopt latest techniques, accentuate by using the
contribution of ICT (Information communication Technology) in order to fit for
achieving quality of higher education as well as to ladder up into the mainstream of
national educational standard.
- Laboratory: A better laboratory make up is urgently required.
- Research/seminar/workshop: Research activities from the faculties of the
department thought small in strength, is on the active tune. So, arranging
seminar/workshop, etc will be ensured in the years to come.
- Library: Our departmental library is not fitted in all aspects. So, we have to purchase
a good number of standard text books, reference books and other related year wise
from any available funding agency like UGC.
- Photo exhibition: A number of field photographs (of the subject matter) from
different parts of the state Manipur are with the faculties of the department.
Therefore, exhibition is likely to arrange.
e) Department of Mathematics—Out of five sanctioned posts two posts are filled;
department is short of staff by three. The department has comparatively fewer student
strength. The reason is that tribal students usually do not opt Mathematics. The
department has some quality research publications from abroad. Of course, at present
the department has only one teacher after a faculty member joined Manipur University
in May, 2015. The teachers also participated in national and international
seminars/workshops.
The department has a few collections of books numbering about 120, a journal, a
computer, etc.
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Its future plans include:
- Teaching: The department shall try to acquire teaching aids such as projector, slide machine, renovation of infrastructure related to teaching-learning process.
- The department also has plan for organizing seminars/workshop on general relativity, operation research, etc. There is proposal for conducting research on numerical analysis and others.
- There is plan for acquiring more learning resources so that the department is fully equipped with library resources in the college and department.
f) Department of Physics—Numerically stated the department is weak. That is two teachers only are teaching in the department. It is short of full strength by three. Department is comparatively poor in publications and research works. It has also similar conditions in their participation in national and international seminars/workshops and M.Phil. degree is the highest qualification of the faculty members.
The department also has few collections of books numbering about 150 in each departmental library, two journals, one computer, etc. and it has sufficient laboratory equipments. In order to meet the challenges and cope with its weakness, the following future plans have been made for the purposes:
- application of teaching aids like slide projector, LCD projector, etc. - to install air cooler or semi-air conditioned rooms, more well furnished and fully
equipped laboratory rooms; - to conduct seminars/workshops of regional or national level; - acquisition of more text and reference books, journals, periodicals, etc.
g) Department of Zoology—The existing strength teachers which is four in number is short
to be fully staffed by one. Most of the teachers are well qualified having M.Phil. and Ph.D. degrees. But they have no much publications and research project works during the past four years. Of course it has highest strength of Science students admitted in the department.
Department of Zoology has a few collection of books in its departmental library which is about hundred ninety (190), one journal, one computer, internet connection, it has full laboratory equipments, etc. Yet the department is devoid of necessary and indispensible enrichment programmes, infrastructure, etc. Therefore, it has planned to carry out the following plans:
- acquisition/procurement of more equipments, infrastructure, etc. - to hold enrichment programmes like seminars/workshops/trainings with the
collaboration of external agencies, college and introduction of e-library/e-resources, etc.
- conduct of Science exhibition on indigenous fishes, wild life of the State, etc.
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Format for Presentation of Best Practice
The two Best Practices selected for Presentation are: i) Boundless Teaching-Learning
process and ii) Coordinative Administration.
1. Title of the Practice
Boundless Teaching-Learning Process
2. Goal
The Best Practice does not substitute nor does hamper formal teaching-learning
process but it aims at supplementing/complementing the process. The practice is
rooted in the belief that teaching learning process is not treated as a closed-end
affair but an open-ended one meaning teaching-learning process goes beyond
class-room activities. In other words, teaching-learning process should not be
limited to formal process of learning but it also takes place in informal way in the
larger interest of the students. So it aims at achieving i) constant and cordial
process of learning by availing boundless (not a place, time, systems-bound
learning) atmosphere of learning with teachers, ii) promotion of healthy teacher-
students relationship through the process of teaching-learning with greater
acquaintance between teachers and students, iii) coping with missing parts that
the students have in class-room and period-bound learning. This nature of
learning allows students to learn anytime; anywhere wherever/whenever is
possible, from teachers.
3. The context
In the context where the college is located is beset with some challenges that
virtually pose hurdles to the students causing some inconveniences to them. i) most
of the students do come of poor families living below poverty line. They find hard to
afford to purchase study materials whether print or internet at home or in us region.
This lapse has to be coped with other alternatives, ii) majority of students are from
interior or far-flung areas of the district. They do face difficulty in their participation
in teaching-learning process; added to their problem is bad road connectivity within
the district. So, they have to stay either at rented or hostel which is financially extra-
onus to poor tribal students, iii) frequent interruption of daily academic activities by
occasional bandhs called by civil organisations. These problems are to be tackled
under “Boundless Teaching-Learning Process” so that enhancement of quality is
ensured in teaching-learning.
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4. The Practice
The operationalization of boundless Teaching-Learning Process is effected
under the following three channels:
i. Telephonic contact with department teachers is made available for concerned
department students by circulating telephone numbers of each teacher. This
is to enable the students to have contact with the teachers for talk over the
matter what they wanted to know from the teachers. This is especially meant
for students while they are out of personal contact with teachers. This
channel is also meant for both hostellers and day-scholar students so that
they have constant opportunity to learn from their teachers. The teachers,
allowed to take care of their personal engagements, are mandated to take
care of the learning interest of the students.
ii. Apart from this channel students also do have access to their respective
teachers anywhere so that the former can interact with the teachers. In this
way, it is acknowledged that some students learn more or clearer, both
average and advanced learners do have opportunity to learn things of their
studies/courses in ceaseless manner. So, the institution has instructions to
teachers to make the interactions as virtue of necessity. And the college
encourages both teachers and students to maintain, as far and much as
possible, friendly/conducive access, mutually maintained, to teachers and vice
versa. In other words, it is permissible for students to meet teachers for their
specific needs and talk over the same as brief as possible. For this purpose,
the practice is placeless or non-place bound, timeless or informal for the time
of interaction, systemless/not system bound for learning from teachers. So it
can be at any place, any time in which both teachers and students spend
together benefiting students in learning and virtually promoting teachers–
students acquaintance which is important in teaching-learning process. For it
is no exaggeration in saying that student who is close to teachers in learning
robs teachers’ brain.
a. The students are instructed to interact on specific matter with their
teachers regarding a) what is missed out during class; every student, for
one reason or other, may not have learnt or known what they are
supposed to know which has to be coped with somehow on their part. It
can be gainfully done if they are given means for interaction with teachers
somewhere and sometime in person or over telephonic means,
b. difficulty found in personnel study can also be solved if teachers lend their
ears to students under Boundless Teaching-Learning Process. This concern
is practically important for tribal students who, most of them, cannot
come up to the level of general students in academic attainments. Tribal
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students who suffer from multiplied problems are exceptionally benefited
through this mode of learning and
c. seeking advice or suggestion on academic matters can also be done either
over phone or in person. For example, matters like diverse views on
historical issues, diverse claims on findings of Sciences in terms of
accuracy, etc. can be learnt from teachers who have latest knowledge
over the matters and give their reliable advice or suggestion. In this way
students are benefited from examination or knowledge point of view.
5. Evidence of Success
Teaching-learning practice under Boundless Teaching-Learning Process does not aim
at substituting formal teaching-learning process but it does try to supplement it in an
innovative way. As to the evidence of success under the practice it can be testified
under the following aspects:
i Boundless Teaching-Learning Process has enriched formal teaching-learning
process in terms of intensification (by ensuring learning more and spending
time more in learning) and quality by creating more conducive atmosphere
for improvement in quality and performances.
ii. The practice has promoted one of the vital values, which is largely absent in
many learning situations in present-day institutional life, that is better
teacher-student relationship. The reasons are that the practice enables and
obligates particularly students to stay close to teachers for their good, it
induces mutual confidence between teachers and students that strengthens
their inter-personal relationship. Boundless Teaching-Learning Process
encourages the teachers and compels as well to be more
knowledgeable/scholarly or more reliable in knowledge/work experiences
which can be in teachers from constant interactions with students who come
to them with queries of their curiosity and interests in academic matter. Thus
the practice has much done positively to what the formal teaching-learning
process does not/cannot always promote it.
iii. The Practice has virtually transformed the formal teaching-learning process
by converting it to new atmosphere of learning. For it makes learning as an
enjoyable activity with interest, ease, confidence on the part of students and
makes the teachers more affable and accessible for the good of the students
at large.
To sum up the presentation on best practice, Boundless Teaching-Learning
Process has transformed the formal teaching-learning process ensuring
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quality in teaching-learning process. The former has supplemented the latter
enriching it.
6. Problems Encountered and Resources Required
The problems Encountered under the practice of Boundless Teaching-Learning
Process may be stated in three areas: all students cannot take advantage of this
mode of extra/supplementing learning because of the following reasons---
i. Not all tribal students cannot possess mobile phone or telephone connections at
their home. As a result those students in question cannot take advantage of
mandated contact with teachers over phone for their own needs either from
home or hostels or from somewhere else. While as per the practice this channel
of communication is important, it is not expedient on the part of the college to
help them out from this difficulty.
ii. Another problem encountered is that some students who are by nature
withdrawn or shy cannot or do not do (interact with teacher as they should) as
their fellow-students do. This is no easy problem which can be done away at ease.
In some case it is a matter of inferiority complex which is grown upon family or
social background and in some other case it is the matter of negligence, lack of
interest in doing extra-learning. This nature of problem which is of social and
personal is not easy to deal with and so the problem continues to pose hurdle to
the learning of some students for whom extra-opportunity equally made
available.
iii. The practice is also beset with another difficulty which comes of bad road
connectivity, day-scholar system, etc. The first causes inconvenience to students
to spend more time for their needs at the campus after class as their to and fro
trip, as the second compels them to do so, to the college has inconvenience for
day-scholar students because of bad road connectivity in the district. These
hurdles can be overcome with the improvement in road-connectivity and the
introduction of residential education system in the college.
The resources required in line with the problems particularly bad road
connectivity, day-scholar system, etc are financial. If the institution can afford to
own conveyances to fetch students from their homes and drop them back to their
destinations or they stay in residential homes at college, they can spend more
time at the college and take advantage of extra-learning opportunities mandated
by the institution. The problems which bear social and personal can be done away
with well-meant counselling/guidance. The resources required for this are human
and financial as well.
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7. Notes (Optional)
Any other information that may be relevant and important to the reader for
adopting/implementing the Best Practice in their institution (about 150 words).
8. Contact Details
Name of the principal : Dr. B.D. Thumdal Anal
Name of the Institution : United College
City : Chandel
Accredited Status : Cycle I, B Grade
Work Phone : 0387232669
Website : www.unitedcollegechandel.ac.in
E-mail : [email protected]
Mobile : 09402664801/9612520549
Fax : 03872232669
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Format for Presentation of Best Practice
The two Best Practices selected for Presentation are: i) Boundless Teaching-Learning
Process and ii) Coordinative Administration
1. Title of the Practice
Coordinative Administration.
2. Goal
The goal is the overall improvement in administration of the institution. But it
properly aims at ensuring i) better performance and enhancement of quality. So, they
are to be realized through improvement in college administration. Improvement in
administration is to be derived from strong internal functioning by ensuring efficient
relationship among different administrative segments/committees.
In order to achieve the goal, the ultimate step the college had done was the
revamping of administrative structure so that the institutional administration is
operated on the following channels: i) well-coordination between different
segments, ii) responsive communication between the segments and thereby make
implementation effective, involvement in administration participative by all
segments. That is how the goal and other objective are achieved.
3. The context
Administration through efficient relationship is considered backbone of better
functioning which is key to better performance and enhancement of quality in
institutional activities. Administration of pre-Cycle I suffered from the lack of efficient
relationship between different administrative segments. For the college
administration was without present administrative structure effected through the
revamping. In fact, the administration could produce better performance and
enhancement of quality in institutional activities. So, the college has evolved new
pattern of administration which is operated through well-coordination, responsive
communication, governance in administrative process.
The revamping of administrative structure has designed to operate the
administrative process through efficient relationship or those channels held between
concerned administrative segments so that they perform better, enhance quality
through effective implementation of institutional policy, plan/programmes.
4. The Practice
The practice, in order to put into practical shape, is relied upon two channels i) giving
more decision making power to all administrative segments through decentralization
of administrative power. So, now no top to bottom alone is vital but the reverse is
126
equally important in administrative process. The result is that anything comes from
bottom and if that is worth considering is received as good as hat generated at the
top. This is possible through the presence of well-coordination, responsive
communication between different segments which are enabled by the new
administrative structure. This channel is made operational through another channel
described below. ii) The process of coordination between different segments is
effected through different modes. One of the most important/vital is done through
inter-committees meetings during which issues relating to teaching-learning process,
administration itself, policy, plan, infrastructure financial resource, etc. are discussed.
The frequency of the sitting is determined by the need for such sittings. Of course, by
rule, it is weekly, monthly. In addition to that coordination is also effected through
the practice of responsive communication, its import is that a) all administrative
segments do due response to thing which are imperative for them to do, b) heads of
the institution and staffs do respond to the call of their respective subordinates with
high sense of duty. The responsive communication is mode indispensable because
each committee is given power to take decisions for the thing which are of internal
and is bound to communicate the same to all concerned committees for due
information and action. Moreover, their decisions which bear general concerns are
communicated to others for action or further necessary and joint deliberation with
other committees. Under this channel inter-committees meetings proves vital for
institutional activities.
So, in order to put it into practice, the revamping of administrative structure
was effected and well-coordination which is indispensable is put into practice by
calling inter-committee meetings. Regular meetings enable all administrative
segments to remain close to one committee to other committees and have constant
reminding of that are all imperative for them to do.
Some of the constraint/limitations, which may be mentioned against this
practice (coordinative administration) are i) political interference which may be direct
or indirect. The former is that concerned representatives do not extend their due
favour for some works or initiatives held by college and it is particularly so for the
thing which are required their knowledge/consent by rule. The latter is undue delay
committed by them which affects college administration. For example, introduction
of new courses, filling-up vacant posts, etc. initiated by the college have been delayed
and so affecting college functioning with regard to teaching-learning process. ii)
Resources crunch is another constraint/limitations’ to this practice. Its problem to
various institutional activities is obvious. iii) Lack of man power in terms of lack of
required staff members also equally pose constraint to college administration. iv)
Distance, in the absence of teachers quarters, for majority of teachers cause some
inconvenience to staff members when they are not available for necessary services.
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5. Evidence of Success
Some of the points of success in the field of college administration may be stated
as under :
i. As it is conceived and aimed at achieving responsive communication under
coordinative administration, the objective is seen operational in administrative
process of the institution. For example, communication process is maintained well
when concerned committee is created to deal with the matter that comes under
its purview. Moreover, it is easier now to monitor its implementation.
ii. The evolvement of the conceiving of policy, programme/plan are done in sounder
way. For all concerned committees extend their joint efforts for collective
deliberation on the matter. Now more heads are in the job with the
decentralization of decision-making power. Each department is entitled to
exercise it expertise/experience to evolve healthy policy, plan/programme for
greater transformation. These are all new experiences which are positive in result
in college administration.
iii. With the decentralization in administrative process along with the revamping of
administrative structure, the Head of the institution is much relieved from his
administrative onus. While he is still a key administrative figure he is not
unnecessary burdened with too many sharable functions and responsibilities. To
be precise, he is helped to work more effectively.
iv. With the strengthening of administration the college functions more effectively
bringing about incremental growth in physical and academic aspects. There is
improvement in the attainment of infrastructure, learning materials,
strengthening teaching-learning process, etc. In short, there is transformation in
college administration.
v. Problems Encountered and Resources Required
It can be said that there is no much inherent structural problems as such but
some of the problems encountered in functional aspect are the ones stated in the
last part of the title : The practices so, the resources required are both human
and financial which have been stated in detail under the title The Practice.
vi. Notes (Optional)
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vii. Contact Details
Name of the principal : Dr. B.D. Thumdal Anal
Name of the Institution : United College
City : Chandel
Accredited Status : Cycle I, B Grade
Work Phone : 0387232669
Website : www.unitedcollegechandel.ac.in
Mobile : 09402664801/9612520549
E-mail : [email protected]
Fax : 03872232669
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5. Post-Accreditation Initiatives
If the college has already undergone the accreditation process by NAAC, please
highlight the significant quality sustenance and enhancement measures undertaken
during the last four years. The narrative may not exceed ten pages.(Refer section IX
of Guidelines for Assessment and Accreditation)
To state an overall initiative done for enhancing and sustaining quality within the
existing academic and administrative system, firstly the college, at its best, has
redefined the administrative functions by revamping its administrative structure,
empowerment of administrative segments which have resulted into the reality of
participatory administration; secondly, in academic concern considerable emphasis is
laid on internal assessment practices so as to ascertain the areas to which more
attention of the IQAC and other concerned bodies can be drawn for quality
assurance. The appropriate committees, to which the infrastructure development
and administrative streamlining are assigned, have been made actively operative
looking after those concerns. Therefore, efforts committed towards quality assurance
are administrative, academic and infrastructural.
The constitution of more appropriate Committees through the rationalization of
administrative structure has resulted into smoother administration which has direct
positive impact on teaching-learning process and other institutional activities and
performances. The IQAC and other concerned bodies of the college created give great
impetus on teachers and students, committees and the administration as well. The
impetus comes by way of creating imperatives for attitudinal change towards
knowledge, skills, improvement.
To state in concerns-wise, the major efforts taken up for quality sustenance and
enhancement measures in the institution, are listed as under: i) faculty development
ii) teaching-learning process, iii) infrastructure, iv) evaluation and monitoring, v)
administration and vi) leadership.
1. With regard to faculty development, the college has strong conviction that
without honing teachers’ capability/efficiency quality enhancement in academic
attainment of students would be low in term of knowledge and skills acquisition.
Accordingly, the college constantly encourages the teachers and staff members to
undergo professional training for enhancing their skills/efficiency/experiences.
During the past four years or so many faculty members have undergone
trainings/courses such as computer short-term courses,
refresher/orientation/summer courses, workshops/seminars, research
projects/M.Phil and Ph.D. programmes under faculty improvement programme
which are, directly or indirectly, relevant to knowledge and skills,
accountant/office keeping particularly for non-teaching staff, etc. While most of
130
those activities were held in the State and country, some of the faculty members
have gone to abroad for the purpose.
With the increase of participation in faculty development/professional trainings,
their impetus on teaching-learning process and college administration becomes
discernable in term of application of and adaptability in suitable teaching
techniques, working in tune with new trend of education, policy, more
invigoration in teaching-learning process, etc. The college keeps this healthy
trend and do more efforts for more yielding in academic concerns. Similar
experience is also there in college administration particularly among the member
of non-teaching staff. They are better equipped and do more efficiently. This is
the difference from the condition of pre-Cycle I days.
2. Concerning the improvement in teaching-learning process, we have stated the
informal initiative which proved great complementing role to formal teaching-
learning process under the title Format for Presentation of Best Practice. Yet its
essential points are stated below: i) Boundless Teaching-Learning Process, while
not substituting the formal teaching-learning process but
complementing/supplementing it, has enhanced/ facilitated the improvement in
learning among the students in term of creating interest, curiosity, consistency,
etc. ii) it promotes healthy relationship between teachers and students through
the mandatory access to teachers and obligation on the part of teachers with
their ever ready help, iii) process of constant and cordial learning atmosphere is
created which enhanced the quality of formal teaching-learning process, iv) it
gives students more scope for coping with those matters which are missed during
normal classes, etc.
The channels through which the practice is effectively put into practice is i)
telephonic contact between students and teachers over academic matter from
anywhere, ii) meeting with teachers anywhere outside class is permissible for the
purpose, iii) it is, by rule, allowed the students to ask or interact with their
teachers with precise/specific academic matter so as to avoid over-spending with
the teachers outside class, etc.
This practice in teaching-learning process is necessitated under four compulsions:
i) frequent interruption of normal teaching-learning process by the calling of
frequent bandhs in the district and the State, ii) bad road connectivity and day-
scholar system which compelled the students to spend short hours of stay at the
campus and so the first channel (telephonic contact) is applied to cope with the
problem of short stay, iii) poor socio-economic background of the students under
which most of tribal students suffer from some problems such as insufficient
possession of learning materials and inability to afford cost of education and so
the practice helped them learn from teachers in an effortless way.
131
Success of this practice is discernable in academic concerns such as i) it has
invigorated teaching-learning process by strengthening it; for it gives
complementing/supplementing to the process, ii) the practice positively
encourages the teachers to remain more prepared or to make themselves more
knowledgeable/scholarly by constant refreshing/updating the knowledge and
skills in response to the need of the practice, etc.
To lucidly sum up the practice of Boundless Teaching-Learning Process, it can
stated that the practice has created new and conducive atmosphere of learning in
the institution.
3. The another measure afforded for the sustenance and enhancement of quality,
after the Cycle I (2006), is the installation of adequate infrastructure both for
administrative, co-curricular and academic. To describe in item-wise, i) academic
infrastructures are such as a) construction of Arts Block, b) construction of G+2
Science Building, c) construction of two hostels (boys and girls), d) the college has
constructed 10 (ten) toilets and 8(eight) medium-sized water tanks, e) renovation
of central library building, acquisition of learning materials, installation of IT
infrastructure in library, etc. procurement of science instruments for six
departments (Physics, Chemistry, Botany, Zoology, Geology, Anthropology), etc.
With regard to co-curricular attainments which the college had made after the
First Accreditation are: i) establishment of college unit of NCC, ii) renovation of
playground, iii) construction of swimming pool, etc. are the major infrastructures
installed by the college as post-Accreditation achievements. Apart from these
attainments other relevant infrastructures which are instrumental to teaching-
learning process and administration are a) electrification at campus with
underground cable connection, b) construction of inter-department lanes/paths,
c) installation of water supply system from the nearby stream, etc.
The humble attainment of these infrastructures has been instrumental to the
efforts towards the enhancement and sustenance of quality in the institution.
4. Quality enhancement and sustenance measure is also maintained by adopting
evaluation and monitoring mechanisms. While the mechanisms may not be in
tune with formal standard, they do help the institution to locate the problem
areas in teaching-learning and administration or institutional performances and
thereby enable the college to device/evolve ways and means for further efforts
towards the assurance/sustenance and enhancement of quality.
The mechanisms of evaluation and monitoring are that i) interactions/interviews
are used particularly with faculty members, students, staff members, etc. on
132
implementation of programmes, plans, policy, etc. which are relative of things
such as curriculum, teaching, infrastructure, administration, etc.
Interactions/interviews are usually done by Head of the institution, eligible
faculty members, etc.
Institutional activities/performances are monitored in three ways: i) review is
done on institutional activities/performances and frequency is decided by the
urgency/emerging need for the purpose. The review is held in the inter-
committee meetings, ii) monitoring is also held by assessing the effectiveness of
any implementations of programme/plan/policy trying to ascertain the question
of inherent weakness of the things or defective/faulty implementation, iii)
monitoring is also held with regard to those institutional activities by studying
their relevance to the pressing needs of the contemporary society by inviting
opinions, suggestions, etc. so that re-planning or modification, in possible extent,
may be effected to make them really espouse to the needs of society.
That is how the college, using these humble mechanisms, tries to evaluate and
monitor institutional activities/performances in connection with quality
sustenance and enhancement.
5. The measure for quality sustenance and enhancement is also done in the matter
of college administration which was presented under Format for Presentation of
Best Practice and its sub-heading coordinative administration. Therefore, in order
to avoid repetition, the essential features only are stated hereunder.
In order to ensure best practice in administration, college had done the
revamping of administrative structure so that the institutional administration is
operated on the following principles: i) well-coordination between different
segments, ii) responsive communication between the segments and thereby
make implementation effective, involvement in administration participative by all
segments. That is how the goal and other objective are achieved.
Administration through efficient relationship is considered backbone of better
functioning which is key to better performance and enhancement of quality in
institutional activities. So, the college has evolved new pattern of administration
which is operated upon well-coordination, responsive communication,
governance in administrative process. Now the administration could produce
better performance and enhancement of quality in institutional activities.
The practice, in order to put into practical shape, is relied upon two channels i)
giving more decision making power to all administrative segments through
decentralization of administrative power. So, now no top to bottom
administrative channel is vital but the reverse in equally important in
133
administrative process. The result is that anything come from bottom to top and
if that is worth considering is received as good as that generated at the top. This
channel is made operational through another channel which is well-coordination
between different segments effected through different modes. One of the most
important/vital channel is done through inter-committees meetings during which
issues relating to teaching-learning process, administration itself, policy, plan,
infrastructure, financial resource, etc. are discussed on weekly, monthly basis.
Then it is operated through responsive communication, its imports is that a) all
administrative segments do due response to thing which are imperative for them
to do, b) heads of the institution and staffs do respond to the call of their
respective subordinates with high sense of duty. The responsive communication is
a mode which is indispensable because each committee is given power to take
decisions for the thing which are of internal or their decisions which bear general
concerns for which they are bound to communicate the same to all concerned
committees for due information and action.
The positive impact of this practice on administration is that i) communication
process is maintained well when concerned committee is created to deal with the
matter that comes under its purview. Moreover, it is easier now to monitor its
implementation, ii) the evolvement/the conceiving of policy, programme/plan is
done in sounder way. For all concerned committees extend their joint efforts for
collective deliberation on the matter with more decision-making power. Each
department is entitled to exercise its expertise/experience to evolve healthy
policy, plan/programme for greater and consistent transformation. These are all
new experiences which are positive in result in college administration, iii) with the
decentralization in administrative process along with the revamping of
administrative structure, the Head of the institution is much relieved from his
administrative onus. He is helped more to work more effectively.
With the strengthening of administration the college functions more effectively
bringing about incremental growth in physical and academic aspects. There is
improvement in the attainment of infrastructure, learning materials,
strengthening teaching-learning process, etc. In short, there is transformation in
college administration.
6. Measure adopted for sustenance and enhancement of quality in the college is
also effected in leadership concern. This is done by assigning responsibilities to
faculty members who would be on different committees. The committees are
functioning at different levels. Both teaching and non-teaching staffs are made
part and parcel playing their coordinating role. The constituted committees are
assigned with definite responsibilities at the time of the constitution. Any
overlapping functioning on the part of any committee is discussed in inter-
134
committee meeting which may result into the redefining of functions and
responsibilities or pruning in the interest of all committees. Such step is taken as
and when such compulsion arises.
The academic leadership provided to the faculty members and non-teaching staff
is effected and make it operate is through structure of academic related
committees such as Admission Committee, Examination Committee, IQAC
(NAAC), Research Consultants, Network Dev. Committee, Career Guidance &
Counselling Cell, etc. Each committee is headed by a faculty member with other
teachers as members and the members are allowed to take the leadership turn by
turn.
So, the actual practice in leadership concern is operated through the revamping
of administrative structure. First, rationalization of administrative structure of
the college is efficaciously segmented putting the whole administrative
organization into several functioning units. That is, the ramification of different
administrative levels has been committed. Broadly to mention them, there are
general, departmental, infrastructural, co-curricular committees, etc. which are
placed under several appropriate committees with specified power and functions.
Secondly, good degree of decentralization has been made to different
administrative levels with strong coordinating mechanism effected through
regular inter-committee meetings. The meetings are usually monthly but often
held weekly as well. Thirdly, the College has adopted participatory administration
facilitated by the rationalization of administrative structure and coordinative
mechanism whereby all administrative segments participate in administration
through heads of the staffs and committees.
In this way the leadership in the college is given to the members of the two staffs
(teaching and non-teaching) by giving them responsibilities which should be
shared turn by turn. The ramification of committees is the channel by which those
responsibilities can be given to teachers or staff members and they are trained in
that way to serve/work for the betterment of teachers and students in particular
and the institution in general.
The above stated six areas assumed to be the major ones which were mainly
taken up/initiated for the sustenance and enhancement of quality after the Cycle
I Accreditation. It is true that there are areas in which similar interest is put for
the same purpose. Yet they do not form major initiatives but minor ones. With
the implementation of those practices/measures the college experience
transformation/improvement in enablement of faculty members, teaching-
learning process, infrastructures, administration, leaderships, etc. during the past
four year or so in college. Therefore, the United College now looks forward to
having Cycle II of Re-Accreditation.
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5. Declaration by the Head of the Institution
I certify that the data included in this Self-study Report (SSR) are true to the best of
my knowledge.
This SSR is prepared by the institution after internal discussions, and no part thereof
has been outsourced.
I am aware that the Peer team will validate the information provided in this SSR
during the peer team visit.
Signature of the Head of the institution
With seal:
Place: Chandel
Date:10th June 2015
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Annexure - I
137
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Annexure-III College Bodies
University & Directorate Principal
Academic Bodies Administrative Bodies Infrastructure Bodies Co-Curricular Bodies
Heads of Departments
Faculty Members
Academic Committees Admission Committee Examination Committee IQAC (NAAC) Research Consultants Network Dev. Committee Career Guidance & Counselling Cell
Non-Teaching Staff Administrative Core Committee Finance Committee
Building Construction Committee Library Dev. Committee Hostel Dev. Committee
Sports Committee NSS NCC Students Union Eco-Club Red Ribbon Club
List of Committee Members.
1. Academic Committees
1.1 Admission Committee Name Post Held
Dr. BD. Thumdal Anal, Principal Chairman
Rungkham Ngoruh Secretary
HODs Members
1.2 Examination Committee
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1.3 IQAC
Name Post held
Dr. BD. Thumdal Anal, Principal Chairman
Dorendro, T Assoc. Prof. Co – ordinator
R.D. Kanthung, Vice Principal Member
Kh. Mobersing, Assoc. Prof. Member
Ng.Roland Monsang, Asst. Prof. Member
BS. Ringhring, Head Clerk
Tathangam, Cashier Member
Ng. Benithan, Social Worker Member
L.Wolring, Social Worker Member
1.4 Research Consultants
Name Post Held
Dr. BD. Thumdal Anal, Principal Chairman
Dr. R.K. Hemanta Singh, Dept. of Geology Secretary
Dr. S. Raghumani Singh Dept. of Botany. Member
Dr. Shantibhusan, Dept. of Zoology Member
Dr. Benjamin Gangmei, Dept. of Pol. Sc Member
Dr. Ranjitkumar Dept. of Geology Member
Name Post Held
Dr. BD. Thumdal Anal, Principal Chairman
HB. Hmunkhel Secretary
HODs Members
K.Tanthangam Examination Dealing Clerk
140
1.5 Network Development Committee
Name Post Held
Dr. BD. Thumdal Anal, Principal Chairman
Dr. R.K Hemanta Singh Secretary
Md. Mustaque Member
Dr. Shantibushan Phurailatpam Member
Dr. H. Phomrong Member
W. Angingam Member
1.6 Career Guidance & Counselling Cell
Name Post Held
Dorendro T. Coordinator
Dr. (Ms). Danney Chara Asst. Coordinator
Mrs. Ushakiran Devi Asst. Coordinator
2 Administrative committees
1.1 Non teaching Staffs
Name Post Held
Dr. BD. Thumdal Anal, Principal Chairman
Head Clerk Secretary
Cashier Member
All non-teaching Staffs Member
141
1.2 Administrative Core-Committtee
Name Post Held
Dr. BD. Thumdal Anal, Principal Chairman
Vice- Principal Secretary
HoDs Member
Head Clerk Member
Co-ordinator IQAC Member
1.3 Finance Committee
Name Post held
Dr. BD. Thumdal Anal, Principal Chairman
Head Clerk Secretary
HoDs Member
Cashier Member
2. Infrastructure Committee
2.1 Building Committee
Name Post held
Dr. BD. Thumdal Anal, Principal Chairman
RD. Kanthung, Vice-Principal Vice- Chairman
H.B. Hmunkhel Secretary
Kh. Mobersing Member
Ng. Roland Monsang Member
Dr. E. Ranjit Kumar Member
N. Biren Singh Member
142
R. Chamdanlung (Engineer), Govt. of
Manipur
Member
Prof. W. Nabakumar, M.U. Member
HB. Ruwnghnem Member
Meghachandra Sharma, A.E. M.U. Member
2.2 Library Development Committee
Name Post held
Dr. BD. Thumdal Anal, Principal Chairman
Ng. Wincent Secretary
Dr. Benjamin Gangmei Member
Dr. Shantibushan Phurailatpam Member
HoDs Member
2.3 Hostel Development Committee
Name Post held
Dr. BD. Thumdal Anal, Principal Chairman
H.B Hmunkhel Superintendent
Rungkham Ngoru Member
Md. Mustaque Member
B.D. Maria Member
3. Co-curricular Committee
3.1 Sport Committee Name Post held
Dr. BD. Thumdal Anal, Principal Chairman
PS. Behensing P.E.T
143
Dr. H. Phomrong Member
Kh. Goldson Coach
N.Momon Singh Field-Man
3.2 NSS Committee
Name Post held
S.K Sethon Programme officer
Dr. H. Phomrong Programme officer
3.3 NCC Committee
Name Post held
Dr. BD. Thumdal Anal, Principal Chairman
Md. Mustaque C.T.O
PS. Behensing Office Assistant
3.4 Student Union Name Post held
Dr. BD. Thumdal Anal, Principal President
R.T Kothingwar Secretary
Zebulun Chothe Financial Secretary
R.L Pekham Social & Cultural Secretary
Khartu Thenbung Debate & Extension Secretary
N.L Wahring Games & Sport Secretary
Deepar Roel Magazine Secretary
144
D.B Peiting Secretary of Girl Common Room
Sng Moawy Secretary of Boys Common Room
3.5 Eco-Club
Name Post held
Dr. BD. Thumdal Anal, Principal Chairman
Md. Mustaque Ahmed Secretary
Kh. Bikramjit Singh Member
3.6 Red Ribbon Club Name Post held
Dr. BD. Thumdal Anal, Principal Chairman
Dr. Shantibhusan Phurailakpam Secretary
Ms. B.D. Maria Anal Member
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Annexure - V
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