Enter College / University / City name:

Home > Gujarat > Education > Kadi > Sarva Vidyalaya Kelvani Mandal Kadi Sanchalit SV College of Education


Sarva Vidyalaya Kelvani Mandal Kadi Sanchalit SV College of Education, Kadi, Gujarat


Contact


Sarva Vidyalaya Kelvani Mandal Kadi Sanchalit SV College of Education, Kadi, Gujarat
Address: Plot / Street / Area
Sarva Vidyalaya Campus, Opp Railway Station
Kadi (District Mehsana)
Gujarat, India



Sarva Vidyalaya Kelvani Mandal Kadi Sanchalit SV College of Education, Kadi Gujarat is a recognised institute / college.
Sarva Vidyalaya Kelvani Mandal Kadi Sanchalit SV College of Education is situated in Kadi of Gujarat state (Province) in India. This data has been provided by www.punjabcolleges.com. Fax # of Sarva Vidyalaya Kelvani Mandal Kadi Sanchalit SV College of Education, Kadi Gujarat is 02764-244381.

Website of Sarva Vidyalaya Kelvani Mandal Kadi Sanchalit SV College of Education, Kadi Gujarat is http://www.svbed.org/.


Contact Details of Sarva Vidyalaya Kelvani Mandal Kadi Sanchalit SV College of Education, Kadi Gujarat are : Telephone: +91-2764-240446

Pls check the address of the college. It is either 'Opp Railway Station' or 'Behind Railway station'.



Courses

Number of seats in Sarva Vidyalaya Kelvani Mandal Kadi Sanchalit SV College of Education, Kadi Gujarat is 100.
Sarva Vidyalaya Kelvani Mandal Kadi Sanchalit SV College of Education, Kadi Gujarat runs course(s) in Teacher Training, Education stream(s).
B.Ed

Profile of Sarva Vidyalaya Kelvani Mandal Kadi Sanchalit SV College of Education

Sarva Vidhyalaya college of education was established in 2002, approved by NCTE and Affiliated to Hemchandracharya North Gujarat University, Patan. It is managed by Sarva Vidhyalaya Kelvani Mandal (SVKM), 84 years mature trust nurtured and managed by the alumni of SVKM School for the aim to bring out the aura of proficiency and competency in the computer and its applications in its students.

Media coverage of Sarva Vidyalaya Kelvani Mandal Kadi Sanchalit SV College of Education, Kadi Gujarat, Gujarat

NAAC report of Sarva Vidyalaya Kelavani Mandals SV COLLEGE OF EDUCATION

Section 1: Preface
The S.V. College of Education Kadi was established in September 2002 with an objective to provide competent and dedicated teachers to the society and to contribute towards the improvement of Society and nation building. The college has been offering teacher education programmes at secondary levels for 100 students. The college is managed and monitored by the Sarva Vidyalaya Kelvani Mandal Kadi (SVKM). It is co-educational institution admitting students to the B.Ed course on the basis of merit at the qualifying examination. The college is located in a building having 12 rooms with a built up area of 1531 sq. mts. The library of the college serves the purpose of central library being used by the college as well as P.T.C. college located in the upper storey of the college. The playground, auditorium, health centre, consumer store, bank, hostel, parking shed, canteen etc. on the campus of the SVKM Trust are being used on sharing basis. The hostel facility is available for male and female student teachers in the hostels run by the SVKM society.

The college has four classrooms, science laboratory, psychology lab., Computer lab., Multipurpose room, a hall, girls common room, boys common room, staff room, toilet facilities, and workshop for preparing teaching aids. The college building is owned by the SVKM trust and the college pays rent for the building to the trust and the Trust in return looks after maintenance and upkeep of the building.

The college has a teaching faculty of eight including the Principal. All the teachers have been appointed on permanent basis. Out of eight teachers, three are having Ph.D and one is having M.Phil. degree. The teachers possess post graduation in education along with another P.G degree in school subject as per NCTE norms. Three teachers have yet to clear NET/SLET as per NCTE/UGC rules. There are nine members of non-teaching staff to support academic staff in the college.

Practice teaching is an important component of curriculum transaction. The college has identified 7 schools and in each school 15 to 20 students are sent for practice teaching. Out of the schools so identified three are located on the campus of the SVKM institutions campus. Every attention is paid by the college to carry out this component properly.

Being affiliated to the Hemchandracharya North Gujrat University, Patan, the College follows the curricular and co-curricular activities as prescribed by the University for different courses. It is yet to be recognised under section 2 (f) and 12 (B) of the UGC Act. National Council of Teacher Education (NCTE) Western Regional Committee accorded recognition to the college vide order No. WRC/5-6/34/2002/05775 dtd. 20.9.2002 for one year with an intake of 100 students.

The motto of the college is 'knowledge with enlightenment'. The college has mission to instil intelligence, emotions, innovations, morality and love in teacher trainees. The college feels that the said mission will enable the students to inculcate these values in their students and contribute towards the development of society with values of discipline, dedication, morality and love.

The college submitted its self-study report and the NAAC constituted a peer team comprising of Prof. K.P.Sonawane, Former Vice Chancellor, Dr. Babasaheb Ambedkar Marathwada University as Chairman, Prof, S.P. Malhotra, Dean Academic Affairs and Professor of Education, Kurukshetra University, Kurukshetra as member Coordinator, Dr. J.S.Dhillon, Principal, Khalsa College of Education, Amritsar as Member. The team visited the college on December 21st to 23rd 2006 and looked into the physical and infrastructure facilities, interacted with the Principal, faculty, staff students, parents and alumni of the college. The team verified the documents for further clarifications.

Section 2: Criterion-wise Analysis
Criterion I: Curriculum Design and Planning
The college follows the curricular activities prescribed by the University to which it is affiliated. The theory and practical part of the courses are run as per the university norms. Most of the college time and efforts are spent in pursuing the theoretical aspects of the prescribed courses of the affiliating University. Being an self financed institution much scope lies with the college to introduce various innovations. The college can use this opportunity for the advantage of the teacher trainees. With all the available facilities the college can add up some courses or the curriculum other than the prescribed one in the existing course structure to make best use of the available human and material resources.

Large numbers of activities are undertaken to supplement theory classes. Students are made to participate in the debates, declamations, workshops etc. Some emphasis is placed on the development of skills in the students. However, a little more effort on the part of faculty can make students adaptive to market compatible communication skills. There is need to give special emphasis on this aspect to achieve the objective of competent teachers.

Within the B.ED programme limited course options exist with respect to foundation courses, methodologies and skill development areas. However, all these options are in conformity with the University courses and syllabi. As per the directions from the Gujrat government the college has been providing awareness programmes in Information and communication Technology (ICT) and Computers for making the training programme market friendly.

The college organizes many collaborative activities including morning assembly and other group activities to develop collective learning. The morning assembly is one of the welcome activities in the college. It also works as feedback opportunity to help the students and the college administration to improve upon their working. The college can easily use this as action research programme to further research in to administrative functioning.

Criterion II: Curriculum Transaction and Evaluation
Students are admitted to B.Ed. course on the recommendation of the centralized admission committee of the affiliating university, wherein the students are recommended for admission on the basis of achievement in the qualifying examination. The admission process is usually completed by the end of June and classes start from the first week of July of every academic session. The admitted students are not provided any remedial coaching after they are admitted to the college.

The institution is meant for teacher training and it does provide training to its students in the use of audio visual aids. The teacher-educators themselves use some teaching aids to supplement and facilitate their teaching. The teaching learning is being supplemented with usual discussions, seminars, assignments and workshops of short duration. Students' participation in the teaching learning process is encouraged by assignments and seminar papers. Brainstorming sessions are held to have good interaction with the students and teachers.

Another good aspect of the college is arranging co-curricular activities as a part of the college programmes. Apart from that many co-curricular activities are organized as a regular feature of the college functioning. Since students have to be trained in preparing teaching aids as per requirement of the NCTE norms, every effort is made by the college to provide opportunities to the students in developing required teaching and communication skills especially in simulation and microteaching.

Another feature of the college is that it functions for 221 days out of which 203 are teaching days. Though it is the requirement of the NCTE norms, still to be able to maintain the required number of teaching days is a herculean task. Every teaching day is of six hours duration.

College has internal assessment system as per the directions of the affiliating university. The ratio of internal assessments and external assessment is fifty percent. There is no internal assessment in theory papers. However, there is internal assessment in practical including practice teaching. The internal assessment and external are shown separately in the marks sheet. Internal assessment is based on the scores obtained in the monthly and terminal house tests, participation in the seminars, co-curricular activities etc. Internal assessment scores are sent to the university directly. House tests are conducted purely as a replica of the external testing procedure adopted by the affiliating University. The peer team is of the opinion that there is scope in view of its dedicated cadre to use innovative practices of evaluation even if the college has to function according to the procedure laid by the affiliating University. Further in order to be transparent, the internal assessment mechanism should be accessible to the students. A procedure for the same needs to be developed.

Teaching practice being one of the important components of the teacher education system, the college gives due attention to this aspect. Practice teaching is organized in 7 schools and the students are well distributed in the schools for getting training in teaching activities under the supervision of their teachers. In total, 32 days are devoted to practice teaching, wherein the students give 32 practice teaching sessions. However, before the start of practice teaching, 8 pre-practice teaching sessions are organized in simulation under microteaching to expose students to various teaching skills. There is need that the some communication skills are added under constructivism so that the students can organize their teaching as per the needs of the children. Special attention needs to be paid to the mechanism of 'giving feedback' and 'receiving feedback'. It will help in improving the personality of future teachers.

The faculty is recruited by advertising the vacancies in the leading newspapers. College has freedom to appoint teachers. After receiving the applications for the advertised posts the selections are made by the university approved selection committee by interviewing the candidates. This aspect is being well adhered to by the college. The teachers so far recruited in the college possess double postgraduate qualifications i.e. M.A./M.Sc., M.Ed. Three teachers are pursuing their Ph.D. There is need to encourage the teachers so recruited to pass NET as per requirement of the NCTE.

The teacher evaluation is done by self-appraisal system. Appraisal forms are given at the end of each session, though not frequently discussed among the members of the staff or management.

The teachers are encouraged to participate in the national and international seminars and conferences. Most of the teachers of the college have participated in the seminars and conferences. Some of the teachers have also been attending refresher courses. The college should organise seminars/conferences for the benefit of the staff members.

Criterion III: Research, Consultancy & Extension
The college is devoted to the cause of training of pre service teachers. It has developed a research atmosphere with the available expertise and infrastructure. The teachers are also encouraged to do research work by the college and some secretarial assistance is also provided by the college for the teachers engaged in research activities. The teachers pursuing Ph.D are given academic leave for the purpose. However, if some major or minor research projects could be got from some apex funding agencies research can be further promoted in the college. Further, there is scope for the young teacher educators to learn research process and come out with research publications. For this purpose the college may arrange some workshops on 'Research Methodology to encourage teachers for doing research.

There is much scope for utilizing consultancy services available in the institution. The potential lying with the college about managing educational institutions may be fully utilized for providing consultancy services for educational management of the schools and colleges in the city. Also there is a need that college prospectus publicizes the expertise available with the staff in different communication skills.

Both teachers and the students participate in the extension activities. The extension work mainly includes community development, environment awareness programmes, blood donation camps and adult literacy. However, being a socially committed institution there is a scope that the college takes up extension activities in the areas of health and hygiene awareness, teaching the blind and the orphans' etc. Encouragement to the students to participate in the extension activities can be further encouraged by giving due weightage to it in the internal assessment.

Criterion IV: Infrastructure and Learning Resources
The institution is housed in good building with sound infrastructural facilities. It has the requisite facilities as per the norms and standards of the NCTE for admitting 100 B.Ed students. Apart from required teaching rooms and laboratories for the students of education, the college has a computer lab to provide computer awareness to students.

The said infrastructure is maintained through college funds. Employees are engaged to maintain the college building and other infrastructure neat and clean. The college may like to engage students in this campaign. Some programmes like beautification campaigns may be organized to keep college campus clean and pollution free. Students under the mission and vision of self-help and self-service can be helpful in this and this in turn will help in their personality development.

The optimal use of the infrastructure needs to be promoted. The building and the computer laboratory are used for the teaching learning purposes. The college administrative functions like preparing teacher salaries, maintaining student record or examination work etc. need to be done through computers. Much of the infrastructure can be best utilized for raising funds and providing community resources.

The college has a library with 3840 books having 2229 titles including 113 reference books and six encyclopedias. The number of journals subscribed is 19 and these seem to be sufficient for the students. Every year college adds nearly 40 to 50 books to the existing stock of books. The library opens for all the working hours of the college on all working days of the session. It goes to the credit of the college that the activities of the library like lending of the books, stock verification etc. have been computerized.

The college has centralized facility of computer center with 24 computers and 3 printers. The software packages available are mainly MS-office. The computers are also available in the office and the room of the Principal. The computer center functions on all the working days. The computer facility is mostly used to provide awareness to the students. Since the college is organizing teaching learning activities, self-learning packages can be the part of the curriculum transaction. Also there is ample scope for data analysis by the computer centre for the teachers or students engaged in research activities or field work.

The college utilizes centralized health care facility of the SVKM Trust, where the doctor and other health caring staff are available for fixed hours of the day on all the working days. These doctors serve without any remuneration. Their commitment to serve the institution is based on the fact that all of them are alumni of the schools or colleges managed by the Trust. Even the emergency medical help facility is available to the students as they can consult the visiting doctors at their clinic without paying any consultation fee.

The college uses the centralized sports facilities of the SVKM society for various types of sports along with sports room. Playgrounds are available for playing games like hockey, Basketball and badminton. However, there is need to give some attention to this aspect and make available some equipment for games and sport for the exclusive students of B.Ed programme. With the appointment of a Sports instructor this can be easily taken care of.

The college shares hostel accommodation with other institutions on the campus of the SVKM Trust to accommodate its male and female students. In each room five to six students are provided space. The mess facility is provided to the students in the hostels. There is much scope for paying attention to hygienic living in the hostels especially with respect to toilets and bathrooms. Some indoor games can be of great help to the hostlers. Maintenance of clean hostel rooms is need of the hour.

The students participate in different functions being organized for the students in the college and outside the college. They have been winning various prizes in cultural programmes. The students have been making their mark and creating an impact in different co-curricular activities sponsored by the various agencies like University and other such organizations.

Criterion V: Student Support and Progression
The college being a professional institution, all students of B.Ed appear in the University examination. Dropout rate is nearly nil. The pass percentage is invariably between 95 to 98 percent. The schools in the vicinity of the college prefer the products of the institution. The college helps the students in placing them in the schools or other academic organizations. However, the college needs to have a formal placement and guidance cell to take care of the placement of students. The grievances of the students are redressed through a formal grievances redressal cell in the college.

Regular feedback from students is provided to teachers. The teachers are open to get feedback from students. The college has come out with a proforma to get feedback from students. However, an organised attempt in this direction will help a lot in getting and giving feedback.

The college has its alumni association which is still in its infancy but till date it is not a registered body. Some attention towards this direction will help a lot in giving elation to the students to be alumni of the college. Further some objectives of the association need to be chalked out so that something tangible could come out and students could be placed in the educational institutions as per their qualifications and abilities. Also a regular meeting of the association may help the organized system to improve upon.

The college provides some help to the needy and deserving students. However, some formal system may be developed to provide financial help to the students through merit scholarships, loans and other such facilities.

The teachers of the college provide personal and academic counseling. Since the student teacher ratio is quite logical and rational, the teachers in the college maintain personal contact with every student. Students do consult teachers for their personal, academic and vocational problems.

Criterion VI Organization and Management
The college has its legacy with SVKM, a public trust working since 1919 with noble philosophy 'KAR BHALA, HOGA BHALA' of its founder reverend 'Chhaganbha' a great visionary and social leader with commitment to people of underprivileged set of society of North Gujrat. The management committee of the governing body of SVKM looks after the administration of the college. The vision, mission and objectives of the college are clearly stated.

The college ensures access to information pertaining to objectives, plan of action, its implementation, evaluation and performance outcome to various stakeholders through the college prospectus, college magazine, self appraisal reports, admission rules, evaluation procedure etc. The college management is effective and transparent. The management is sensitized to modern managerial concepts such as effective strategic planning, team work, division of labour and monitoring through different committees. The college has established IQAC (Internal Quality Assurance Cell) to look after internal quality management. Though it is at its conceptual level it is helpful in straightening various issues linked with quality assurance in the institution.

The college has the physical infrastructure as per NCTE norms. Sports and other infrastructure facilities are available on sharing basis on the SVKM campus. Parent organization looks after argumentation and maintenance of physical infrastructure of the college. For this purpose the Trust charges annual rent of Rs. 4,66,736/- from the college. The campus environment is inspiring and conducive for education.

The college has been established on self financing basis. It does not get grant-in-aid from the State government. It has also not been recognized under section 2 (f) and 12 (b) of the UGC Act. Therefore it is not eligible to get UGC plan grants or project grants. The college may like to work in this direction.

The provision for creating and expansion of physical infrastructure is made in the budget of SVKM trust. The college pays rent to the trust for building infrastructure. The college budget has provision of recurring expenditure on salaries and other consumable items. Main source of income is fee collected from the students. Each admitted student pays an annual fee of Rs. 28,000/-. This fee structure of the college is in consonance of the State government directions. However, the finalization of the fee is also linked with Fee and Admission Committee for professional courses.

Unit cost excluding salary component is Rs. 9391/- and unit cost including salary component comes to Rs. 31,452/- per annum. Total budget of the college ranges between Rs. 26,86,828/- in the financial year 2002-2003 and Rs. 31,45,242/- in the year 2005-06. Deficit budgetary provision is allowed by the SVKM trust. Members of the Board of Management visit the college and check the financial accounts from time to time. For all expenditure other than salary the college Principal has to seek sanction of the Chairman of the Trust. The accounts are audited by the chartered accountant every year. A little more financial autonomy can help the institution grow faster.

The college encourages the teaching faculty to update their knowledge and skills by deputing them to participate in conferences, seminars, workshops and refresher courses. This is a welcome trend. However, small seminars with the teachers from the nearby colleges can help a lot in widening the mental horizon of the teaching faculty.

SECTION 3: Overall Analysis
The S.V.College of Education was established in the year 2002 on Kadi campus of SVKM Trust on self-financing basis. The college has been able to provide the physical and academic infrastructure as per the norms of NCTE and the affiliating university. During the short period of four years the college could establish itself and opted for getting itself accredited from the apex body NAAC. Students teachers passing out of the college have been able to get employment in the schools and colleges.

The quality teacher education is reflected somewhat in the results of B.Ed of the last three years. The results have almost been 100 per cent. Out of the successful students for the year 2005-06, 77 got distinction and 23 got first division. One student got gold medal during the university examination for the session 2004-05. All this speaks about the pains taken by the teachers of the college in transacting curriculum.

Value based quality teacher education with social commitment is cherished goal of the college based on the basic philosophy of its creator the most cherished holy ' Chhaganbha' 'KAR BHALA HOGA BHALA' .

The college management of SVKM comprises of its alumni, reputed industrialists, doctors, builders and businessmen. They provide financial, moral and managerial support to the college and its faculty. They are proactive and provide all possible help in the development of the college.

It is heartening to note that the college management has surrendered the management quota of admission. The college has been charging the same fee as prescribed by the State government from all the admitted students. This shows clear intentions of the management and transparency, fairness, openness and social commitment of the management of the college.

The Board of Management has cherished dream of evolving the college along with other such institutions on the campus of SVKM trust as modern 'TAKSHASHILA' in the field of quality education. The peer team wishes the management success in the vision of the management. Another good feature is that within a short span of four years, the college could take of successfully. It has earned a good name for the college in the affiliating university for following traditions of value based quality teacher education.

Suggestions
The Peer Team is of the considered view that S.V.College of Education can further improve its programme especially in terms of professional development of faculty and others. The following suggestions are being offered in this prospective:

The college may opt for permanent affiliation from HNG university Patan. This is pre-requisite to get recognition under section 2 (f) and 12 (b) of the UGC Act.

There is a need for a physical education teacher on the faculty of the college to take care of indoor and outdoor sports and training of the student teachers in health and physical education as per NCTE norms.

The B.Ed programme of the university does not list the programme objectives. S.V. College of Education can take a lead and develop these objectives. This will enable the institution to monitor and assess how far its students have attained these objectives and what additional inputs/experiences are needed to enable the students to attain these objectives.

The institution develops its monthly academic calendar which is quite positive and healthy sign. The inputs for developing an authentic academic calendar should be generated through mid-session and session end reviews and the faculty should actively participate in the process to bring in quality improvement. IQAC should be involved in finalising the Academic calendar.

Self -appraisal of faculty performance is at present based on some criteria described in the proforma. 'Faculty Appraisal' should be based on classroom processes and practices. The concluding sections of the Self-Appraisal Form should be on analysis of one's perceived strengths and areas of concern that is 'how one would attempt to address the areas of concern during the next session'.

The emerging new concern and skills like environmental education learning to learn skills, learning to work together and individually, self- directed/ self paced learning and communication skills need to be developed in a focused manner. The faculty may discuss how environmental education can be based on field activities and projects.

The institution has adequate ICT resources and it can run self-financed programme of one-year duration. The management and the faculty may work out how all B.Ed students can be facilitated to develop necessary ICT-related skills and competencies.

The office administration and library need to be computerised fully with available internet facility.

Extension services centre needs to be established in the college to ensure effective interaction with alumni, teachers in the secondary and higher secondary schools and the society at large.

There is need to start a NSS unit in the college. NSS activities may help to establish close linkage with community. Further social work activities could be undertaken through NSS such as rainwater harvesting, AIDS awareness programmes, Women empowerment, social service work during natural calamities and so on.

The student teachers should be oriented and trained in the exercise of institutional planning and formation of school complexes.

The faculty may ensure that the planning of practice teaching is done with the help of the principals of practising teaching schools. In this context regular seminars and meetings with the principals of the schools may be organised;

Encouraging teachers to go in for good research publications may strengthen the research acumen of teachers. Some orientation workshops on this context can help the teachers.

Research projects may be undertaken by teachers in different areas so as to provide an empirical basis for institutional development. Having interaction with the functionaries of the funding agencies can easily work out in this direction.

The faculty needs to take up authentic action research studies that may help further improve institutional functioning and classroom practices and in the process support professional development of the faculty.

The college provides a specific lesson plan format to its students. This format does not provide for parameters like content pedagogic analysis ', learner -centered pedagogy' and 'reflection on one's daily classroom teaching'. Besides, this format is likely to promote conformity rather than creativity. The faculty may discuss how lesson plan format can be modified to accommodate these parameters and also help the advanced students discover and develop their distinctive teaching style;

In order to promote professional development of the faculty, those who participate in professional development programmes organised by other institutions/universities should on their return present an overview of the programme to other members of the faculty; similarly the senior faculty should review recently published seminal books on teacher education and share these reviews with the rest of the faculty. For this, a faculty seminar (monthly or fortnightly) may be launched.

The institutions needs to take up documentation of its practices especially innovative practices so that various activities organized for the B.Ed students are documented and the lessons learnt from these activities can be used for further improvement of the programme during successive years.

The institution has a good psychology laboratory but no psychological tests are conducted by the students as yet. A teacher in order to be effective should know how to administer various psychological tests to his/her students so that he/she can properly diagnose their problems and take appropriate remedial measures.

The tutorials may be used by the faculty for more interactive instructions. The faculty may explore how the tutorials can be used for promoting self-directed learning by students and for developing their communication skills and critical thinking. The tutorials are not a regular feature of the weekly time table. The faculty may discuss arranging and organising the tutorials regularly.

Since parent institution of S.V. College of Education runs quite a few institutions and also because S.V. College of Education has to launch some programmes during the coming years, it may set up an internal Quality Assurance Cell (IQAC) according to the revised guidelines published by NAAC. The college may further associate experts in teacher training from outside the affiliating university jurisdiction. This should enable the college to make its efforts for quality improvement of its programmes more focused, and later on guide other teacher education institutions to improve their teacher education programmes.

The above suggestions provide a roadmap for quality and excellence oriented development of S.V.College of Education during the coming years. The management and the faculty may discuss and prioritise these and implement them in a phased manner. They may also monitor the impact of these measures and provide mid-course correction (s) whenever needed. The Peer Team is hopeful that through these initiatives S.V. College of Education will not only be able to improve its teacher education programmes but also realise its optimum potential.

The Peer Team appreciates and puts on record sincere gratitude towards management, the Principal, teaching and non-teaching staff, the student teachers, alumni for their efforts, cooperation and hospitality extended during the visit. The peer team specially appreciates the initiative taken by the college and the Management to opt for assessment and accreditation by NAAC.

Prof. K.P.Sonawane
Chairman

Prof, S.P. Malhotra
Member Coordinator

Dr. J.S. Dhillon
Member

Dr. Ramesh Ukawat
Principal

Summary: Sarva Vidyalaya Kelvani Mandal Kadi Sanchalit SV College of Education, Kadi Gujarat website, mobile, contact address and approval / recognition details.