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Hasanamba College of Education, Hassan, Karnataka


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Hasanamba College of Education, Hassan, Karnataka
Address: Plot / Street / Area
P.B. No. 68, Vidyanagr
Hassan
Karnataka, India



Hasanamba College of Education, Hassan Karnataka is a recognised institute / college.
Hasanamba College of Education is situated in Hassan of Karnataka state (Province) in India. This data has been provided by www.punjabcolleges.com. Website of Hasanamba College of Education, Hassan Karnataka is http://www.hcedn.com/.




Courses

Hasanamba College of Education, Hassan Karnataka runs course(s) in Teacher Training and Education, Training stream(s).
B.Ed

Approval details: Hasanamba College of Education is affiliated with University of Mysore, Mysore

Profile of Hasanamba College of Education

Hasanamba College of Education was established in the year 1972. When started, it was the only College of Education for the districts of Hassan, Chikmagalur, Mandya, and Coorg. The College had a humble beginning in a temporary structure but ably catered to the increasing demand for teacher education of the locality.

Media coverage of Hasanamba College of Education, Hassan Karnataka, Karnataka

NAAC report of Hasanamba College of Education

Section - 1
Introduction:
Hasanamba College of Education was established in Hassan in 1972 by the Hasanamba Education Trust, Hassan. This was the first college of its kind in Hassan and its neighboring districts at the time it was established. The College is located on a campus of over 2 acres in the outskirts of Hassan Town. The neighboring institution is the Hasanamba Dental College and Hospital which is the only other institution managed by the same Society. The College offers a B.Ed. programme affiliated to the University of Mysore, to which it admits 100 students. The College faculty consists of five regular teachers including the Principal who is on re-employment after superannuation. The regular faculty also includes 2 Readers. One Lecturer who has recently been appointed through due process is yet to complete his probation. In addition, there are 2 guest teachers, 1 physical education director and a librarian on the College sraff rolls. All the teachers have post graduate degrees in education, and one of them holds a Ph.D. degree. The unit cost of education imparted by the College was Rs.18,636/- during 2002-03. The College is recognized by the NCTE, the latest having been granted for the year 2003-04 vide F. KR / S / 56 / SRO / NCTE / 3.04.9112 dated 28.8.2003. The College is also included under Sections 2 (f) and 12 (B) of the University Grants Commission.

The College publishes a Prospectus every year giving details regarding admission criteria and examination scheme. It also brings out a College magazine by name Amrutha in which the literary and artistic creations of the staff and students are published.

The College requested for institutional accreditation by the National Assessment and Accreditation Council (NAAC), Bangalore and submitted the Self Study Report. In response to this request, NAAC constituted a peer team comprising Professor L.C.Singh, Former Professor of Education, NCERT, New Delhi as Chairperson-Coordinator, and Dr. Varghese Palamattam, former Principal, Sacred Heart College, Ernakulam, Kerala and Professor Shyam Menon, former Head and Dean, Central Institute of Education, University of Delhi as members. The peer team visited the College during 19th-20th September 2004.

The Peer Team critically scrutinized the Self Study Report prepared by the College. The Team then conducted detailed interaction with the Principal, management, teaching and non-teaching staff, students, alumni and parents, visited all the facilities in the College, visited a practicing school and studied the various documents, thus verifying the information provided in the Self Study Report, and making a comprehensive assessment of the various structures and processes in the College against the six criteria stipulated by NAAC. The outcome of this exercise is presented in this report.

Section - 2
Criterion I: Curriculum Design and Planning
The College transacts the B.Ed. curriculum prescribed by the University of Mysore. The main aspects of curriculum transaction and the scheme of evaluation are as per the University's stipulations. The syllabus prescribed by the University leaves very little flexibility for innovations and new experiments. The College prepares an academic calendar within the framework of the curriculum prescribed by the University, and accommodating to the constraints of the timing of the academic session. The broad contours of the academic calendar are determined by the timing of the B.Ed. Admission process conducted by the State Government. That this is not in phase with the academic session in the school system has a bearing on the appropriateness or lack of it of the timing of the practice teaching programme within the overall calendar.

Of the 100 students, fifty are admitted through the centralized admission conducted by the state government, and the other fifty admitted under the management quota. The fees for those admitted through the centralized admission and those under the management quota are fixed by the Government.

The length of the academic session is just over nine months. The current session began on December 10, 2003 and will conclude on September 30, 2004, with a total of 145 days of instruction which includes theory teaching, preparation for practice teaching, microteaching and demonstration lessons. Practice Teaching was conducted during 39 working days in the current academic session between July 1 and August 14, 2004. Practical examinations take up another 9 days.

Criterion II: Curriculum Transaction and Evaluation
The student teachers are given the total curricular plan for the year including the scheme of examinations, internal tests, practice teaching, etc., and they are oriented towards this scheme right at the beginning of the session. Schemes of micro-teaching, schedules and other particulars related to lesson plans, practice teaching and related assignments are provided to the student teachers in the beginning.

Theory of education is mainly imparted through lectures. Other methods like seminars, assignments, discussions and project work are also employed. Peer group observation and feedback are employed in addition to supervision by teacher educators to critically evaluate the performance of student teachers. Video graphed demonstration lessons are viewed by the student teachers prior to practice teaching. Live demonstration lessons by experienced teachers are also arranged.

The B.Ed. programme comprises three core subjects and two content-cum-methodology subjects out of a total of seven optionals. In addition, the course structure consists of one optional special subject out of eight that the College offers, practice teaching and related assignments, SUPW and physical education and games / co-curricular activities. Out of a total of 1000 marks, 400 are for internal assessment distributed over various components and 600 for University examinations with 40 per cent minimum for pass. Practice teaching and related assignment for each content-cum-methodology subject carry 130 marks for internal assessment and 50 marks for the university examination. However, subjects like SUPW, physical education and co-curricular activities are given grades. There is a provision for an additional content course worth 100 marks for those student teachers who have not undergone a course on related subjects. All student teachers get an awareness level minimum exposure to computers. There is however a small group of student teachers who get to choose computer education as their optional specialization. The use of laboratories in the teaching of content-cum-methodology subject seems somewhat superficial. There could be a more concerted and imaginative effort to make use of laboratory experiences in the preparation of science teachers.

Two mid-term in-house tests are conducted for each subject. However, the College does not have the practice of disclosing to the student teachers the marks they have scored in these tests. The teacher educator also does internal assessment for practice teaching and related assignments for each of the content-cum-methodology subject. Here again, the student teachers are not given a feedback in terms of marks they have scored. Keeping with the principles of transparency and immediate feedback underlying internal evaluation, it is of utmost importance that the marks scored by the student teachers are made known to them without time lag.

Lesson plans for practice teaching are to be prepared under the supervision of teachers as per the proforma given to the students. Teaching aids like charts, maps, graphs, collections and specimens, models, etc., are prepared and used under the guidance of the methods teachers. These items are also prepared under SUPW programme. A number of teaching aids that are prepared and displayed seem somewhat unimaginative and inappropriate. Efforts could be made to involve greater creativity in the design and preparation of teaching aids in order to make them useful, meaningful and relevant for secondary school classes.

Practice Teaching is conducted in 9 schools, both government and private of Kannada and English media, in and around Hassan Town. Observations on practice teaching are made in accordance with a printed scheme provided. Every student teacher teaches 13 lessons for each method, out of which 8 are supervised by teacher educators. Both the number of lessons taught as well as those observed seem to be inadequate, although this could well be as per the norms prescribed by the University. The student teachers observe one another's lessons as well. The end of the day discussion on the lessons taught in practice teaching is done in the presence of teacher educators. The student teachers conduct unit tests and the results are fed back to the school. The student teachers also participate in the organization of co-curricular activities in the practicing schools.

Planning, scheduling and organisation of practice teaching are the responsibility of the teacher trainees. One of them co-ordinate the activities in a school, in consultation with their teachers and the head of the institution where they do practice teaching. A group of 8 to 10 trainees go to one school and each trainee engages one period everyday. Each teacher educator is given charge of one or two schools for practice teaching. The immediate preparation for this is done through a weeklong workshop for lesson planning in different subjects. Practice teaching is done mostly in classes VIII and IX.

A three-day citizenship training camp in a location away from the College is organized to inculcate civic responsibilities among student teachers. Besides, they undertake campus cleaning and other minor activities. As a part of community orientation the students conduct some surveys. The College has cultural associations, sports and games activities, publication of college magazine, subject clubs and such activities meant for personality development of the student teachers,

Criterion III: Research, Development and Extension
Some efforts have been initiated to strengthen research activities in the College. A Research Committee is constituted in the College consisting of three teachers. One of these teachers is a Ph.D. holder and another has submitted her Ph.D. thesis. Some teachers conducted minor surveys like analyses of feedback from parents, self-appraisal reports of students, evaluating the various services in the college and the performance of the teacher educators.

The Principal has four articles published in Kannada periodicals and two radio broadcasts. Another teacher also has a radio broadcast and an article published in the college magazine.

The College needs to develop instructional material to help school teachers and enrich and upgrade their professional competence.

The association of the college with the Department of State Educational Research and Training (DSERT), Bangalore in conducting in-service programmes for teachers in the district has constituted the extension activities of the College for professional development of the school teachers in Hassan. The College has a wide network of alumni in the various schools in the district. There is a definite possibility of the College reaching out to these schools with the mediation of the Alumni by way of professional development programmes which would be mutually beneficial to the College as well as the school system.

The College may explore possibility of getting research grants from apex bodies like UGC, NCERT, NCTE and ICSSR by submitting research proposals. The faculty members may be encouraged to plan and design research projects for necessary financial assistance in order to strengthen research activities in the College.

Criterion IV: Infrastructure and Learning Resources
The college has a two-storeyed building, barely enough to accommodate various activities of the B.Ed. programme. It has plans for additional constructions for car parking and computer room. Whatever current infrastructural facilities the college has, they are put to maximum use with a specific function assigned to each area. The College has an assembly hall with temporary roofing and a stage, which is also used as the main lecture room. There is a clear need for more and better classroom facilities.

There is a College Library with a space for separate reading room. At present, there are approximately 7500 books and a dozen of periodicals, a few of which are professional journals in education. Only 87 books worth Rs. 6500 were purchased last year. This is clearly inadequate for a professional institution. The library budget needs to be enhanced considerably on a priority basis. The College has to procure the latest publications required for the B.Ed. programme. More educational journals, especially those published by the NCERT, NCTE and NIEPA need to be subscribed. It is suggested that some of the latest publications such as Encyclopedia of Indian Education published by NCERT should be procured. The College has book bank facilities for servicing the disadvantaged sections. This needs further strengthening and this service should be extended to students who are needy. The card catalogue system has been introduced recently. There is an urgent need for computerizing the catalogue system and making it totally accessible to the student teachers.

The College has a small computer room with about eight systems. Although it is stated that all B.Ed. students find access to this facility, it is doubtful how they can possibly do this considering the adverse students: computer ratio. Internet connectivity seems nascent and with teething problems. A web site has been developed a year ago with the help of a professional agency, which gives information about the college. While this is creditable, efforts may be made to involve students for maintaining and updating the College web-site in order to make it dynamic and interactive. The College needs to increase the number of computers for the computer lab as well as for being deployed strategically in the various facilities of the College. The faculty must increase their visits to the Computer Lab.

The College has rooms/laboratories for the Content-cum-Methodology subjects, an AV Room and a workshop for preparing teaching aids. The AV Room has to be upgraded as a full-fledged ET Lab installing a computer with multi-media accessories there, digital video camera and projection facilities, which would take the College to the next generation practice of developing teaching skills. As for the Psychology Lab, it is not very functional except as a room where the Psychological instruments are stored.

The hostel facility which the College shares with the neighboring Dental College owned by the same Trust accommodates 25 men and 11 women from the College. The College is contemplating constructing a separate Hostel facility for itself.

There are play fields for volley ball and ball badminton. However, they need to be maintained for proper use. The College has a multi-purpose room where a table-tennis table and a carom board are kept. It is not very clear as to how much this space is used. Perhaps, there is a need for converting this room into a common room for the student teachers. The College does not have a canteen. This is a must for any college with a large number of day scholars.

Criterion V: Student Support and Progression
The Hostel facilities available in the College has been a motivating factor for out of district students to prefer studying here. The College is planning to enhance this. The College could also think of creating a lounge space for students to be and interact with each other.

The scholastic component of the curriculum seems to occupy the student teachers through most of the working hours that there is very little time for library work and informal discussions and reflections.

The College has had a good record of student performance in the University examination. In the last three years the pass percentages are 100%, 100% and 99% respectively. The graduates of the College secure several positions within the first ten ranks of the University of Mysore most years.

It is stated that the College has a placement service. However, it does not as yet seem very effective. The placement record is not available. There is a need to set up such a service in coordination with the network of alumni the College already has in the schools of Hassan and other neighboring districts. The Alumni Association has recently been re-activated. There is however enormous significance in making the Alumni Association functionally linked with the practice teaching, placement and extension services of the College, for which there seems to be enough readiness and goodwill among the alumni. There is also a need to create a dynamic data base of graduates and follow them up through the Alumni Association. The College website could well incorporate a platform within it for exchange of views among the Alumni. Alumni also expressed need for refresher programmes as a part of the College's extension services.

Criterion VI: Organization and Management
The college is owned and managed by a family Trust. The management does not seem to have an explicit vision statement. The College, however, has a motto. But, its significance is not fully registered by the College community; neither does it find a clear and conscious manifest reflection in the College's academic activities.

The management has made investments to put in place the minimum infrastructure. There is perhaps a need for the management to make certain critical investments, some one-time and others on a recurring basis, in order to give a fillip to the quality of the College in terms of infrastructure, facility and instruction

For the internal academic administration of the college there is a staff council which, it is reported, meets regularly to monitor the academic and co-curricular programmes. Staff members are also advisers to various clubs and associations of the students.

Preparation of academic calendar is very much dependent on the university's calendar for admission and examinations. This dependence on the university creates its own problems and denies any flexibility for the college. In accordance with the university's programmes the calendar for the college is drawn and implemented.

Recruitment of teachers is made through advertisements and employment exchanges and by interview by a selection committee following due process. Since it is an unaided institutions there is considerable freedom to appoint teachers as and when required.

The finances for the college are entirely from the fee collection, which seems to be sufficient for running the institution, and some margin is also generated. The endowment funds and the bank balances, however, are not very impressive.

There is limited scope for modern managerial practices and twinning and collaboration with other agencies. Hardly any attempt is made in this regard, except deploying a few computers. Basically this college caters to the needs of the region, although a few students join the college from other states.

Section - 3
Overall Analysis:
The College is an unaided private institution situated in the outskirts of the town of Hassan, adjoining to a Dental College and Hospital owned by the same family trust that manages the College. The College is a 32 years old institution housed in a two-storied building. The College is affiliated to the University of Mysore and is recognized by the NCTE for an intake of 100 students. It has been included in the sections 2(f) and 12(B) of the UGC.

Recommendations:
Although the College follows the University-prescribed syllabus, some additional curricular components may be added so that the student teachers develop certain additional socially desirable professional competencies. This may be over and above what the University prescribes The University, on the other hand, may consider this while revising their B.Ed. Curriculum.

Prior to practice teaching, focus may also be given to integration of teaching skills developed through microteaching.

A formal system could be instituted of eliciting feedback from student teachers and improving upon instruction on the basis of this.

During practice teaching additional efforts may be made to provide a comprehensive exposure of school life to the student teachers.

Emphasis should be made to try out innovative teaching methodologies in theory courses as well as practicals. Tutorials could be made an integral part of the instructional strategy.

Special attention may be given to making the preparation of teaching aids and their use in classrooms a more creative and meaningful exercise.

Internal assessment needs to be made more transparent with immediate feedback.

The University may think of expanding the scope and coverage of internal assessment to include group discussions, projects, and other more appropriate assignments.

There is a need to strengthen the interaction between the College and the Community.

A system of performance appraisal for teachers is being initiated in the College. This needs to be strengthened and deepened, incorporating self-appraisal as well by the teachers.

The research component should be strengthened. Efforts should be made to get research grants from various funding agencies. Faculty members should be encouraged to undertake research projects and write research papers.

The College's motto and vision needs to find a clearer reflection in the academic and co-curricular activities. There is also a need to build in greater coherence in the various disparate components of the curricular programme. Value Education, Human Rights Education and Peace Education, for instance, could be emphasized in the College's academic programme.

Teacher Educators need to be given training in ICT and its application to pedagogy.
Teacher Educators should be encouraged instructional material for school teachers as well as student teachers. This could well be part of the extension work of the College. Study material from institutions like IGNOU and KSOU be procured and made available to the student teachers through the Library.

The students feel that the Library services need to be improved. The timings of the Library should be such that it enables them to use it. Separate library time should be introduced in the time table. The Librarian should take initiative for a better and student friendly service.

All the laboratories in the College need to be made functional by providing the minimum equipment which are useful and relevant and adequate supply of consumables. Also these laboratories need to be furnished more appropriately.

There is a need to activate and energize the Alumni Association.

A Guidance and Counseling Cell needs to be created to provide the student teachers in their placement and personal adjustment.

The Trust may provide scholarship to the meritorious, the needy and the disadvantaged.

The Trust may like to streamline its policies with regard to Teachers' Salaries and PF and welfare programmes to staff.

The peer team appreciates the cooperation extended during their visit by the management, Principal, teaching and non-teaching staff and the alumni, and wishes the College a bright future.

(Professor L.C.Singh)
Chairperson and Coordinator

(Dr. Varghese Palamattam)
Member

(Professor Shyam Menon)
Member

Mr. V. Narahari
Principal
Hasanamba College of Education
Hassan

Date : September 20, 2004

Summary: Hasanamba College of Education, Hassan Karnataka website, mobile, contact address and approval / recognition details.