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Bagadhar Barahma Kishan College, Barpeta, Assam


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Bagadhar Barahma Kishan College, Barpeta, Assam
Address:P.O. Jalahghat, Jalah
Barpeta (District Baksa)
Assam, India
Pin Code : 781372


Bagadhar Barahma Kishan College, Barpeta Assam is a recognised institute / college.
Principal of Bagadhar Barahma Kishan College, Barpeta Assam is Dr. P.C. Nag, RAHUL RAY (Mobile 7576036580).

Bagadhar Barahma Kishan College is situated in Barpeta of Assam state (Province) in India. This data has been provided by www.punjabcolleges.com. Contact Person(s) of the Bagadhar Barahma Kishan College, Barpeta Assam is (are): Pranita Devi.

email ID(s) is Bagadhar Barahma Kishan College Barpeta Assam




Courses

Bagadhar Barahma Kishan College, Barpeta Assam runs course(s) in Education stream(s).
MA in Assamese
MA in English
MA/M.Sc in Economics
MA in History
MA in Political Science
MA/M.Sc in Mathematics
M.Com. (MASTER OF COMMERCE)
MA in Philosophy
MA in Bengali
MA in Bodo

Approval details: Bagadhar Barahma Kishan College is affiliated with Gauhati University, Guwahati (Gauhati)



Media coverage of Bagadhar Barahma Kishan College, Barpeta Assam, Assam

NAAC report of Bagadhar Barahma Kishan College

SECTION A
Introduction
Bagadhar Brahma Kishan College (B.B. Kishan College) is located at Jalahghat in the newly formed district of Baksa under BTAD, Assam. It was founded on public initiative in 1978 to provide higher education to the underprivileged boys and girls of the Jalah block situated in the north-eastern corner of the erstwhile Barpeta district near the Bhutan border and populated mostly by scheduled tribes and other backward communities (92% or so). Originally named Kishan College because of the wholehearted support given it by the local peasantry, it was renamed Bagadhar Brahma Kishan College in 1982 after the tribal social worker without any formal education who had donated land and money for its development. Jalah is a low literacy neighbourhood (1991: 40.34%, 2001: 54.45%), especially low in female literacy (1991: 30.51%, 2001: 45.51%), and the College, being its first (3 others have followed), has done yeomen service. It began with the 2-year Pre-University (Arts) course with permission from Gauhati University in 1979/80 and subsequent concurrence from the Government of Assam. It opened BA in 1983-84 and had Gauhati University's affiliation to it in 1986. In the same year it also came under the Deficit Grants-in-Aid scheme of the Government of Assam and the 'Assam Aided College Management Rules, 1976', later superseded by the 'Assam Non-Government College Management Rules, 2001'. In 1990 it got UGC recognition under 2f and 12B. The same year it was permanently affiliated to Gauhati University. To this day the main thrust of B.B. Kishan College is on access, of the economically and educationally weaker sections of society and of women in particular, and on social accountability, responsiveness to the multi-ethnic, multi-cultural and multi-lingual communities of its catchment. 'Help, serve, reflect and learn' is so to speak its motto.

The Pre-University (Arts) it began with has been long recast as Higher Secondary (+2). The College is teaching that Higher Secondary and is by that token bound to the Assam Higher Secondary Education Council as well. But the Higher Secondary being outside the purview of NAAC, the College's involvement in that is not going to have any bearing on this report. It is only what the College is doing at the collegiate, that is, post-Higher Secondary level, that will be counted here. In that respect the College has only one programme, BA, though both BA General and BA Major. The subjects it offers for instruction are Assamese, Bodo, Economics, Education, English, Environmental Studies, History, Mathematics, Philosophy, Political Science and Sanskrit. Assamese and Bodo are MIL. English is compulsory. So is the just introduced Environmental Studies. There is also room for Elective Assamese, Bodo, English and Sanskrit. Again all the above subjects except Bodo are open to the Major stream. Besides, Mathematics and Statistics that were only taught at the Higher Secondary level are now available to the BA, the former as a Major and Elective, the latter as an Elective alone. The College had also set up, outside the purview of affiliation, short-term self-financing Certificate and Diploma courses in Information Technology in collaboration with EduSoft Computer Education, Guwahati. This has now been replaced by its own self-financing computer courses called Certificate and Diploma in Computer Application, recognized by the Computer Society of India, Mumbai. At the same time it has made basic computer literacy mandatory for TDC I. All the computer courses are being taught by 2 instructors appointed ad hoc. The College is also running a Contact Centre for the Post-Graduate Correspondence School of the affiliating University in 6 subjects.

The current student roll is 334 at the Degree level (47% girls; ST: 57%, SC: 1% and OBC: 35%). As to the self-financing computer courses, 25 + 10 have signed up for them. The faculty consists of 26 (5 female + 21 male) permanent and 11 (all male) temporary (against non-sanctioned posts) teachers. All teachers also teach the Higher Secondary. Of the 26 permanent teachers 1 is PhD, 11 (3 female + 8 male) M.Phil and 12 registered for Ph.D. Corresponding to this faculty is the administrative staff, 12 (1 female + 11 male) members including the Principal and Librarian. The Degree calendar is annual and the College has a 6-day week, the daily schedule being 8.30 to 4.30. The number of teaching days a year is 175 or so. The medium of instruction is Assamese/English. For obvious economic and socio-cultural reasons (early marriage for girls being one), the dropout rate is very high. Besides not everyone clearing TDC I and/or II, not many students finally come up for the TDC III finals. But those that come up do not do badly, 65.9% and 69% pass in two successive years.

The College has an obvious rural-tribal catchment and an obvious rural location. The campus area is over 10 acres with such essential facilities as classrooms, administrative and departmental offices, library, boys' and girls' hostels, canteen, playground and a few staff quarters. There is also a big pond on the campus the fish yield from which fetches an income of Rs 10,000.00 a year. The library has 8,262 books comprising 5,240 titles and subscribes to 7 journals and 8 periodicals. There is also a book bank in it. It is open from 9 am to 5 pm on all working days. Reprography is available on its premises. In fact the College earns a little from this service.

It is also trying to build up a small museum of tribal artifacts of a traditional nature. The College has a small Computer Centre open on all working days from 8 am to 6 pm. It also houses a Community Information Centre maintained by the Government and an Information and Career Guidance Cell of its own. However, there is not much by way of health service except a visiting doctor and first aid. But that does not detract from its extra-curricular facilities, especially for extension and outreach. At the same time it has a Grievance Redress Cell and adequate student and staff welfare measures. The unit cost or cost per student is counted to be Rs 10,207.00 including the salary component, and Rs 2,874.00 excluding it.

Consequent to its intent to be assessed and accredited by the NAAC, the College drew up a Self-Study Report (SSR) in the format provided by the NAAC and in due course submitted it. The NAAC then constituted a Peer Team comprising Professor Amiya Kumar Dev (former Vice-Chancellor of Vidyasagar University, West Bengal) as Chairperson, Professor Alok K. Bhaumik (Professor of Economics and Dean, Faculty of Arts, Rabindra Bharati University, Kolkata) as Member-Coordinator, and Dr Luke Sangkima (Principal, Aizawl West College, Mizoram) as Member. After a close study of the SSR the Peer Team visited the College on 15 and 16 December 2004 and made an on-the-spot assessment in validation of the SSR, along the seven criteria laid down by the NAAC: curricular aspects; teaching-learning and evaluation; research, consultancy and extension; infrastructure and learning resources; student support and progression; organization and management; healthy practices. The Team began by interacting with the Principal-in-Charge, then went to the Departments and talked to the faculty, had a meeting with the Governing Body, met a cross-section of the students, met some alumni and parents, and talked to the non-teaching staff. The Team also visited the Library looking up its holdings and services, had a look at the classrooms and drinking water facilities as well as the toilets, the canteen, girls' common room, boys' and girls' hostels, the pond, playground, herbal garden, mushroom production centre and the vermiculture pits set up in collaboration with an NGO. The Team also visited the Computer and the Community Information Centres, the Extension Education Unit and the information and Career Guidance Cell as well as the Bharat Scouts and Guides unit. At the same time the Team checked some sample office records and documents. In every way it sought satisfaction. At the end it wrote up the draft report which it shared with the Principal for any revisions that he might suggest.

After revision the draft report was formally handed over to the Principal, at an exit meeting held by the Peer Team in which all the constituents of the College were present.

SECTION B
Criterion-wise Evaluation
Criterion I: Curricular Aspects
The primary goals of B.B.Kishan College are: (i) to make higher education facilities available to the economically and educationally weaker sections of the Jalah block mainly comprising the ST and OBC, (ii) to facilitate the empowerment of women through higher education, (iii) to make extension and awareness programmes part of the regular curricular activities, and (iv) to foster a spirit of entrepreneurship and self-employment among the students through vocational courses and Self Help Groups. The regular curricular courses, a few self-financing courses and a large number of co-curricular and extra-curricular activities considerably reflect the mission and goals of the College.

The College offers the 3-year Arts Degree course of Gauhati University and the 2-year Arts Higher Secondary course of the Assam Higher Education Council (not within the scope of the Peer Team visit). The Degree course offers the Major (Honours) programme in 8 subjects, viz. Assamese, Economics, Education, English, History, Mathematics, Philosophy, Political Science and Sanskrit,.

The Elective options for the General (Pass) course include all 9 plus Bodo and Statistics. Besides the Major and Elective (1 for those opting a Major and 2 for those opting the General course), there are two compulsory subjects (English and Assamese/Bodo/Alternative English) for both the courses. The Peer Team felt that the Economics Major students could have been encouraged to taking Mathematics/Statistics as their Elective subject.

There are self-financing courses in (i) Computer Application (3 month-Certificate and 6-month Diploma) (ii) Spoken English (Certificate) and (iii) Yoga and Meditation (Certificate). The Yoga and Meditation course is run in collaboration with the Purbanchal Yoga Mahavidyalaya of Guwahati. The Spoken English course is run by a monitoring committee and a coordinator.

To cater to the need for raising the level of comprehension, academic skills and linguistic proficiency of the socio-economically deprived section of students, particularly the SC/ST and OBC, the College conducts UGC-sponsored Remedial Courses in Economics, Education, English and Political Science. These lectures are regularly held from 8 to 9 am and 4 to 5 pm on 6 days a week, and the Remedial students' progress monitored through unit and exit tests. .

With a view to facilitating further its own graduates' and others' higher education at the PG level, the College has set up a Study Centre of the Post-Graduate Correspondence School (PGCS) of Gauhati University. The Centre does the enrolment and supplies study materials to the students offering PG correspondence courses in Assamese, Economics, English, History, Mathematics and Political Science.

As an affiliated institution, the College has little or no scope for designing or revising the curricula. As reported, Gauhati University usually takes about a decade to review/revise its Arts curricula. However, the College has the freedom to introduce self-financing courses of a vocational nature.

In keeping with the objective of inculcating a spirit of entrepreneurship and self-employment, the College has a perspective plan that includes the introduction of the Science stream and newer self-financing courses of a vocational nature in the areas of horticulture, floriculture, sericulture, pisciculture, animal farming, weaving, carpentry, masonry etc. In addition, the Peer-Team would like to suggest that the College may consider the possibility of introducing such programmes in Home Science, Fruits and Vegetable Processing, Mother and Child Care, Pre-Primary Education, Tourism and Travel Management Videography, Secretarial and Office Procedures, Sales Management etc.

Criterion II: Teaching-Learning and Evaluation
Teaching-learning is a composite process where the teachers and the learners are equally active. For if the teachers go on teaching and the learners do not listen, or if the learners are eager to listen and the teachers teach indifferently, the process may fail. Evaluation is the measure of that failure, or of its success. It not only gauges the final outcome but also the day-to-day advance. In fact that is more to the point in pedagogy. In other words, teaching-learning and evaluation too are composite. If evaluation is not built into the teaching-learning, then the teaching-learning may stagnate. Again, if evaluation only dons the habit of a grand jury, then it loses the edge over the teaching-learning. Now, this whole process has a beginning, middle and end, from the collegiate admission to the admission to the B.B. Kishan College has no cut-off for admission to its General programme, but it does have an admission cut-off for its Major programme, 40%. Besides it holds an entrance test. The College does recognize that it cannot always stick to these norms because of the poor educational background of the catchment. Besides, its own Higher Secondary course may not always yield students worthy of these norms and it may not be easy to debar them. Still the policy holds and a distinction is made between the General and the Major admission.

Now, the College does not have a mechanism to find out whether those admitted have the right preparation or even aptitude for the subject or subjects of their choice. But it does have the UGC sponsored remedial courses for the socially and intellectually weaker students. They are carried out as a regular schedule so that at the end of them the weaker ones do not any longer stay weak. It would have been better if along with such coaching there were also an extra incentive to the intellectually advanced. But the College does not have much room for that.

However, it takes particular care for the teaching-learning in general. The syllabus is cut down to units at the departmental level, and the individual teacher draws up a unit-wise teaching plan. It would be better if the students are apprised of that plan in advance so that they too are mentally prepared for the sequence of class lectures. Besides that would imply a degree of transparency with regard to how the syllabus is proposed to be handled, its balances and imbalances. Anyway, the teaching plan is detailed down to the daily lecture schedule, and the workbook maintained by the teacher is a record of his/her performance vis-à-vis that schedule. If a lecture falls through for some extraneous reason, whether private or public, the diary enters it along with its rescheduling. This on the part of the teacher, and on the student's part he/she has the feedback. The AAC (Academic Assessment Cell) keeps a tag on this whole matter by looking into the teachers' self-appraisal and the students' feedback on their teachers' performance. From the AAC the matter goes to the IQAC (Internal Quality Assurance Cell) that is in charge of the overall quality drive. So far so good, but this may be simply a surrogate for academic audit done internally, unless it is brought to have a bearing on everyday teaching. It is for the teacher to make the necessary effort; it is for the learner as well to make the necessary effort; else the teaching-learning will be mere routine; audit-happy maybe, but in quality count ordinary. Is the College aware of this?

To an extent it seems the College is. Although the teaching is still by the old lecture method, with the teacher donning as it were the oracular habit, it is being supplemented by the learners' graded participation by way of group discussion, home assignments, project work, case studies and seminar presentation. At the same time the learners write at least 2 unit tests and 1 pre-final examination a year. The marks may not have any bearing on the finals, but do have a lot of bearing on the learners' intellectual development. Seemingly with this in view 20% marks are allotted to internal assessment. In the tests and the pre-finals the learners are marked out of 80; 20 are counted by their day-to-day performance including attendance. On this last count, however, the College is slightly unsure, for the catchment being agrarian, often during monsoon and plantation seasons the learners have to stay away from lectures for the physical help they need to give their parents on the fields. There is also a problem with keeping the number of teaching days high. It is kept high on the academic calendar. But the ground reality is so compelling that every year a number of days are to be sacrificed, whether for general or local strikes or student agitation or for issues related to insurgency. In the last academic year the teaching days slashed down to 175, and that seems pretty much the optimum. This year, 10 days have been already lost due to the floods In any case the College has introduced a proctor system by which a number of learners are attached to a teacher who acts, so to speak, as their academic guide being by their side and inducing them to do better.

In spite of all this, this proctoring, this near continuous evaluation, this academic planning and everyday accountability, and this overall supervision by the AAC-IQAC, the teaching-learning may not bear enough fruits if the teachers too are not themselves learners, that is, not constantly adding to their knowledge base. One way of doing this is of course by participating in UGC-sponsored Orientatin and Refresher courses, and our teachers seem to be doing that. In the last 5 years they have participated in 4 Orientation and 28 Refresher courses in all —not a bad average.

Another way is by interacting with academic peers, and seminars and conferences are where they can do that. No doubt the teachers are doing that too to some extent, though their exposure seems to be a little limited. A third way is by doing research and publishing—publishing in hope of peer response. Some research our teachers are doing—quite a few are registered for Ph.D.—and a few projects too on the departmental initiative. But more will be welcome. The fourth, and perhaps the most stable, way is, however, by reading more and reading newer books and journals. A college library is not meant for learners alone but for the teachers too. This is where the College needs to improve. The College is itself aware of this (vide its SWOT analysis). The inter-library loan might have helped a bit, depending of course on the holdings of the other libraries. Unfortunately the College is not part of that system.

Criterion III: Research, Consultancy and Extension
Higher education cannot fully achieve its objectives unless a teacher continuously updates his or her knowledge and shares it with the students. Besides a teacher is expected to provide his/her expertise to outsiders that need it and come to consult him or her. At the same time a higher education institution must help its catchment community by social work and awareness generation. The details given by the College on the third Criterion of the SSR may be taken up keeping this triple aim in mind.

Teaching an undergraduate programme alone on the collegiate level, the College has obviously no scope for student research. However, there is a lot of scope for faculty research and the College seems to be doing it to an extent. Of its 26 permanent teachers 1 is Ph.D. and 11 (42.3%) M.Phil. Besides, 12 teachers are currently registered for Ph.D., though the temporary teachers are research-shy, neither M.Phil. holders nor Ph.D. registered, except one. As to funded research, a minor research project has been granted by the UGC. At the same time some small self-financed projects have been undertaken at the departmental level in such areas as socio-economics, folklore, culture and languages.

The College does not have much scope for consultancy services considering its location and academic focus. However, it does have a lot of co-curricular and extramural activities. An Extension Education Unit has been set up to plan and monitor such activities, and already a few of them have been launched. A herbal garden adorns the campus. A booklet has been printed to familiarize the students with the species and their medicinal properties. A mushroom production centre too has been developed. There is also a vermiculture unit created and maintained in collaboration with an NGO. It has 2 pits. The fish pond also is under the care of the Extension Education Unit. Coconut trees have been planted on all four sides of the pond to provide it a natural shade and environment-happy beauty. A number of tall trees too have been marked out for the growth of environment awareness among the students. This unit is coordinated by a teacher on an additional charge. Similarly the College NSS is looked after by a teacher programme officer on an additional charge. It was and is still an active unit doing community and outreach service by way of actual work and awareness generation campaigns, though it has not receiving its due funds from the Government for some time. It has indeed been able to inculcate among the students the spirit of concern and care for the fellow human beings living in the neighbourhood. A sense of team spirit too has been instilled. The same is true of the Bharat Scouts and Guides that are there in the College as a separate extension and extra-curricular unit (coordination on additional charge), 25 girls and 40 boys at the moment, not a mean number. There is also an active Women's Forum.

Criterion IV: Infrastructure and Learning Resources
A college will never be considered good if its infrastructure and learning resources, essential to higher education, are poor. Situated at Jalahghat, not far from the Bhutan border and skirted on two sides by River Kaldiya, an ultimate tributary of Brahmapputra, the College has a 10-acre campus. It is spacious enough for future expansion for which a master plan has been already drawn.

On the ground stands a big Assam-type building flanked by two wings and containing classrooms, the Principal's office, administrative office, committee room, conference hall, library, girls' common room, computer centre, a number of other centres and cells. The academic Departments are all housed in an annexe at the back. The boys' and girls' hostels and 4 quarters mark the rear of the campus. In between are a fish pond, plantation patches and land waiting to be used for infrastructure extension. In front on the ground are a large cycle and a motorcycle cum scooter stand (donated by the Alumni Association to the teachers and the non-teaching staff) on one side and a newly built canteen on the other. In progress is the boys' common room. The toilets are mostly outside these two buildings. In front of the main building are gardens on both sides and a flag stand at the centre. A water supply system has been installed that came in most handy against the floods this year when water submerged a part of the College ground. However, the existing built-up space is not sufficient to run the educational programmes that include the Higher Secondary course as well (though not within the scope of the NAAC visit), run along with the TDC requiring large classrooms. For the expansion that is everyday becoming indispensable, the College plans to generate funds from sources like fishery, farming, mushroom, vermicompost, photocopying facility, computer education etc. The College is also going to try to raise donations.

The College maintains its existing infrastructure with the grants received from the UGC and the College generated income as well as by the teachers' generous donations from time to time. The College ensures the optimum use of its facilities by throwing them open when needed to feeder institutions and community services as well as NGOs. Besides, the Government supported Community Information Centre is meant no less for outsiders than insiders.

River Kaldiya provides a natural drainage system. The lush green plantations at the back not only make the campus beautiful but also pollution-free. The Extension Education Unit makes the students ever and ever more aware of the importance of keeping their campus clean and green.

The College has an advisory committee for the central library and its book bank. It has also acquired a computer for the library and begun the computerization of its catalogue. The progress is satisfactory, but before very long the purchase of books, lending and the stock verification too should be done by the computer. The central library has 8,262 books comprising 5,240 titles, in addition to the books contained by the Departmental libraries (it is commendable that all Departments have a library of their own, no matter how small). Two Departments have also collected old manuscripts from local sources. The central library subscribes to 7 journals and 8 periodicals. To provide necessary services to its users it keeps open on all working days (278) and the daily working hours are from 9 am. to 5 pm. A major problem, however, is its scanty reading room space. The College runs a computer centre under its own management. The centre offers Certificate and Diploma courses in Computer Application. The Government supported Community Information Centre too has a number of computers with internet facilities.

The College does not have a health centre of its own, but limited health services are provided by the doctor at the CHC, Jalah. The first aid is available. However, the College has outdoor sports facilities for football, volleyball and cricket, and facilities for indoor games—carom, chess etc. Outstanding sportspersons are given due weight at admission and a certificate of merit to boost their morale. There are 2 hostels, one for boys (capacity 15) and the other for girls (capacity 32). By a rough computation there is residential accommodation for 7% of the students. The College proposes to build an indoor stadium to provide further facilities to games and sports.

Criterion V: Student Support and Progression
One of the primary objectives of higher education is to provide necessary assistance to the students in every possible way on and outside campus. Therefore, a good institution has to evolve a mechanism to support them during their studies and support them afterwards by motivating them to be enterprising in search of a career. The College publishes its Prospectus annually by giving such details as an outline history, the courses of study, the academic calendar, the eligibility criteria, the fee structure, the course structure, the stipends, the faculty and the non-teaching staff, and other information. Admission into the College is done by the Academic Assessment Cell. However, the Prospectus is silent about concession to the students who are involved with either NSS or such other activities. The College has a heavy dropout rate. The progression to the higher studies (from UG to PG) has been given out to be 27%. Though the Alumni Association is at its infancy, they have been supporting their alma mater. 3 of them have qualified for the NET/SLET.

Students are given a lot of financial assistance. This assistance is made available through national and merit scholarships given by the Central Government. The State merit ST/SC/OBC scholarships are also given and physically handicapped students too are given financial assistance by the state Government. Poor but meritorious students are provided help through the contributions made by the students to the welfare fund. Some teaching Departments also come forward with various financial assistance. It may be pointed out that during 2001-2002, 216 students were given Post-Matric Scholarship sponsored by the ITDP, Government of Assam and during 2002-2003, 4 students were supported by their teachers. Besides the departmental libraries built up from the teachers' contributions have been of great help to the Major students.

The College does not have an employment cell or a placement officer. But it does have an Information and Career Guidance Cell (ICGC). The Cell functions under the EEU to give awareness to the students in matters of career options and preparations for the same. The College has also a proctorial (counsellng) system in which the students are divided into groups of 7 to 10. Each group is looked after by a teacher who gives them academic and personal guidance so that they may be free from anti-social elements and imbibe positive values. The College has at the same time provided support to the students in various co-curricular and self-employment activities through the Art, Culture and Literary Society, Bharat Scouts and Guides unit, NSS unit, the ICGC, Extension Education Centre, the Debating Club, Wall Magazines and the College Magazine, mushroom production and vermiculture training/demonstration, etc.

As for sports and games, the College has a big playground and some indoor facilties. Quite a few students have participated in the district, state and regional level tournaments in hockey, volleyball, football and athletics. In the cultural field also, some students have won the first and the second positions in the state and regional level competitions in Bodo Modern Song, Folk Song, Stage Acting and other items.

VI: Organization and Management
The College is governed by a 12-member Governing Body consisting of the local MLA as the President, the Principal as the ex officio Member-Secretary, the Vice-Principal ex officio member, nominees of the University and the State Government, a woman-member, a donor-member and representatives of teachers and non-teaching employees of the College. There are about 12 committees/cells/units to plan and monitor the academic, administrative, financial, cultural, welfare and extension activities of the College.

Besides an Internal Quality Assurance Cell (IQAC), other committees/cells/units include:
Academic Assessment Cell (AAC), Planning Board, Construction Committee, Purchase Committee, Library Advisory Committee, Research Committee, Extension Education Unit, Information and Career Guidance Cell, Students' Welfare Cell, Art Culture and Literary Society, Grievance Redress Cell and the Alumni Association Coordination Committee. There are well laid-out rules and regulations regarding the composition and functions of almost all these committees/cells/units. The College publishes a detailed Academic Calendar in the Prospectus every year.

The monthly tuition fees for students have been doubled or more as per Government order from 2003-04 (Rs. 30 raised to 60 for the General course and Rs. 30 raised to 70 for the Major course).

The other College fees have not been revised during the last 3 years or so. However, the present fee structure is considered to be 'student-friendly'.

The College being under the 'Deficit Grants-in-Aid' scheme of the State Government, the salaries and benefits of sanctioned teaching and non-teaching posts come from the State exchequer. The College spends about Rs.1.5 lakhs annually towards salaries of 12 temporary teachers (now reduced to 11). The College received Rs. 15.5 lakhs from the UGC during the last two financial years towards building construction, books and journals, the remedial coaching programme and a national-level seminar. 70% of the tuition fees collected is adjusted against the State Government grants and the College is left with little resources for non-revenue development expenditure.

It is commendable that over the last 3 years the College has been able to mobilize a considerable amount of financial resources from various quarters including the MLA's Local Area Development fund, donations from the public and especially, contributions from the teachers and the non-teaching staff. Out of a total of Rs 10.27 lakhs thus mobilized, Rs 3.82 lakhs have come from the contributions of the teachers and the non-teaching staff.

There is regular internal audit of the receipts-expenditure accounts of the College, although the same has not been fully as per norms. The College should get its internal audit work done by an external registered audit firm. No major irregularities are found in the audit reports for the last two years. The Cash Book and the Stock Register have been properly maintained and regularly updated, though the Daily Transaction Register did not have seem to have a regular appropriate endorsement.

The welfare programmes of the College include: the Poor Students' Aid Fund, some incentives for meritorious students, free and half-free studentships, the textbook bank facilities, and enrichment-cum-support services in the form of Information and Career Guidance services, Self-Help Group activities, National Service Scheme, Bharat Scouts and Guides Unit and a Yoga and Meditation Centre. For the teachers and employees, there are loan facilities from the CPF and the Mutual Aid fund (B.B. Kishan College Khudra Sanchay Aru Renodan Samabaya Samity).

There is an active Students' Union in the College with an annual budgetary provision of about Rs.1 lakh for its activities.

The recently formed Grievance Redress Cell deals with the complaints/grievances from students, guardians, faculty and the non-teaching staff.

The College has not yet been able to introduce any regular training/orientation and efficiency-appraisal mechanism for the non-teaching employees. Office management needs to be streamlined and modernized and the computerization of accounts and some student-related services needs to be taken up on a priority basis.

Criterion VII: Healthy Practices
Some of the healthy practices introduced by the College in the recent years include the following:
*An active Internal Quality Assurance Cell (IOAC) to internalize the culture of quality.

*A continuous internal assessment system for the students; seminars, group discussion, projects/field work, presentation and home assignment; allotment of 20% marks for such internal assessment.

*Introduction of skill-based courses in computer education and functional English.

*Availability of the internet facility, reprography and some audio-visual aids.

*Remedial coaching for the educationally disadvantaged students.

*Departmental/institutional incentives to help and motivate poor meritorious students.

*Regular publication of the Prospectus, Academic Calendar, Annual Report and the Annual News Bulletin..

*Academic diary to record academic as well as extension activities. Also, personal diary for each teacher for feedback and remedial measures.

*Publication of the student-written Wall-Magazine by each Department and also subject
journals by some Departments.

*Proctorial system to develop close personal contact and to dispel any negative influence upon the students.

*Efforts to inculcate the spirit of entrepreneurship among students and the training in the formation of Self-Help Groups.

*Round the year extension, awareness and community orientation programmes.

*Efforts to maximize the number of teaching/working days despite frequent 'bandh' calls by various organizations.

*Decentralization of decision-making through a large number of committees/cells/units and the involvement of student bodies in the process.

*Preparation of a detailed analytical report on the catchment area (Jalah Block) of the College, a SWOT analysis and a Vision Document.

SECTION C
Overall Analysis and Recommendations
B.B. Kishan College of Jalahghat, Baksa, Assam is a small college. Rural in location, rural-tribal in catchment, it has been doing yeomen service to this far-flung corner of Assam on the foothills of Bhutan inhabited mostly by scheduled tribes and other backward communities. Its motto of 'help, serve, reflect and learn' is indeed the spirit that gave birth to it and that sustains it today. It is one thing to build a college in a big city to foster merit and quite another to set up a college in a village of which very few people have heard, mainly out of donations from uneducated peasants. Yet, if after its glorious foundation it had turned an absolute run-of-the-mill affair, then nothing would have been more deplorable. But it has not done that and against many odds been growing conscious of quality. Not that it has already attained quality; it will still have to go far to do that. But it may be on the right way. This is not because it has set up an IQAC and harnessed it to service, but because it is doing a number of things that are quality prone and will one day take it there. The IQAC is to be abreast of them. This is also because there is vibrancy about the College. Besides it seems to be doing a lot of introspection; the SWOT analysis is an evidence of that.

Though quite modest in curriculum, and affiliation-bound, it makes, no matter how small, a distinction between the General and Major programmes in terms of their admission criteria. The recent enlisting of the two new Electives and one new Major, Mathematics and Statistics, may come in handy in ushering in Science which it is planning. Mathematics may also be particularly congenial to the Economics Major, and to the computer education which too it is about to enhance.

The short-term Certificate and Diploma it had set up in Information Technology on a self-financing basis in collaboration with EduSoft must not be very serious, for how could IT be so easily taught? The College should keep guard that in the name of computer the discipline is not watered down. There should be a difference between what is offered in bazaar training and a college course. In any case it is good that the CIT-DIT has been replaced by Computer Application conducted by the College itself. As to the Higher Secondary it is teaching as its Pre-University legacy and as one of its feeders for the collegiate programme (no doubt this report has nothing to do with it), the College seems to think that it is in an impediment to the latter. Truly so, for while elsewhere where the HS is still in the college, the faculty is separate and the timetable is separate—only the facilities are shared, here everything is shared, the same timetable, the same faculty, and of course, the same facilities. This is indeed an impediment. But the College cannot do anything about it; it is the State that will have to revise its policy and keep collegiate education unencumbered by the HS or move the HS out of the shadow of collegiate education.

Another major impediment to its passage to quality is its library. How can a college aspire to do better with only 8,262 books, indeed with only 5,240 titles? And 7 journals? The library is the lifeline of a college—the students take their sustenance from it, the teachers seek continuous knowledge from inside its portals. With so limited holdings it may prove to be a proposition for stagnation. Physical facilities too are limited and if it goes for new courses, those facilities will have to be augmented. Of course the College has drawn up a master plan in view of the future, but what may come in the way are funds. It is only hoped that the College can raise the funds.

As to the entrepreneurship incentive it provides to its students, the College deserves credit. It has been directing them to Self-Help Groups. The College deserves credit for a number of other things, listed above under the healthy practices. What is most creditable is the devotion and the vibrancy that one cannot miss marking. It is hoped that with such devotion and vibrancy it will one day attain the quality it is striving for.

In order that the B.B. Kishan College may attain that quality, the NAAC Peer Team would like to make the following recommendations.

More self-financing vocational courses with a potential for self-employment may be introduced in a phased and time-bund manner.

The College may try to identify the reasons for its high dropout rate and take appropriate measures by sensitizing the catchment on the importance of collegiate education.

The number of books in the College library (especially the number of textbooks in the book bank) as well the number of journals subscribed to may be steadily increased. At the same time the process of the computerization of the library may be expedited.

To attract better quality students, the College may think of giving more incentives.

To motivate the teachers to research culture, and to equip them therein, the College may think of holding some workshops with appropriate resource persons. The College may also think of giving some seed money to teachers engaged in research/survey through a Research Committee.

More seminars, symposia and extension lectures may be organized by the Departments teaching Major courses.

The College may think of holding regular meetings with groups of guardians.

The College may explore the possibility of introducing annual educational excursions to Guwahati and other places outside the State so that the students may have a wider exposure.

The office work including accounts and record keeping may be streamlined and computerized on a time-bound programme.

The College may set up a cooperative store for selling educational stationery and some textbooks at subsidized prices.

The College may take initiative to set up a Folklore Research Centre.

Intercom telephone facilities may be installed for greater internal connectivity.

The College may try to raise funds for building a boundary wall around the campus.

Last but not least, the College may draw up a 5-year perspective plan for its development and its tryst with quality.

The Peer Team would like to record its sense of gratitude to the President and the members of the Governing Body, the Principal-in-Charge, the teachers, students, non-teaching staff, guardians and alumni, for their kind cooperation and warm hospitality. The Peer Team wishes the College all success in all its future plans and actions.

(Prof Amiya Kumar Dev)
Chairperson

(Prof Alok K. Bhaumik)
Member Coordinator

(Dr L. Sangkma)
Member

Pratap Chandra Nag
Principal-in-Charge
B.B. Kishan College
Jalaghat, Baksa

Date : 16 December 2004

Summary: Bagadhar Barahma Kishan College, Barpeta Assam website, mobile, contact address and approval / recognition details.