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Government College of Education, Pudukkottai, Tamil Nadu
Government College of Education, Pudukkottai, Tamil Nadu
Tamil Nadu, IndiaPin Code : 622001
Government College of Education, Pudukkottai Tamil Nadu is a recognised institute / college.
Government College of Education, Pudukkottai Tamil Nadu is situated in Pudukkottai of Tamil Nadu state (Province) in India. This data has been provided by www.punjabcolleges.com.
CoursesGovernment College of Education, Pudukkottai Tamil Nadu runs course(s) in Teacher Training and Education stream(s).
Bachelor of Education (B.Ed)
Approval details: Government College of Education is affiliated with Bharathidasan University, Trichy (Tamil Nadu)
Profile of Government College of EducationGovernment College of Education, Pudukkottai was started based on the Tamil Nadu state government order No.1117 in the year 1955. This was initially accommodated in a building of a government high school, later a separate building was constructed and this college has been functioning in this new building from 7th October 1964. This college was affiliated to Madras University since its inception and in 1978 when Bharathidasan University was started after bifurcated from Madras University, this college has become as permanent affiliated college of Bharathidasan University , Tiruchirappalli which was approved by the University Grant Commission, New Delhi.
Media coverage of Government College of Education, Pudukkottai Tamil Nadu, Tamil Nadu
NAAC report of Government College of EducationSECTION I: Preface
The Government College of Education, Pudukkottai, was established in August 1955 with the prime objective of preparing skilled, dedicated, sincere and service- minded teachers for the secondary schools in the surrounding areas. It is one of the older institutions of Teacher Education functioning in the State of Tamilnadu and has sent out over 7800 teachers for service in the secondary and higher secondary sectors of education. The College has been offering a teacher education programme at the secondary level (B.Ed) and, was also running an M.Ed. course from 1972 which was discontinued from 2000-2001, for technical reasons. The College was originally affiliated to the Madras University, transferred its affiliation to the Bharathidasan University from 1982.
The campus of the College has a physical infrastructure that includes Lecture rooms, Computer Centre Laboratories, Library, Hostels , Staff Quarters, and, outdoor as well as indoor sports facilities. The College which is a government funded semi-urban institution, is co-educational, admitting 113 students (76 male students, and 37 female students) to the B.Ed course through a centralized common entrance test and admission procedures laid down by the State of Tamilnadu. The College follows the curricular and co-curricular activities as prescribed by the University for the course. The NCTE recognition for the B.Ed course was granted in 1997,as per Order dated 10/03/1997.
The teaching faculty constitutes 5 teachers. of whom one is the Principal, three are Selection Grade Lecturers and one a Lecturer. The College also has a highly qualified Librarian and Craft Instructor, supported by three technical staff and six administrative staff.
The appointment of teachers is in accordance with the NCTE norms. While all teachers have post graduate qualifications, two of them possess Ph.D and two others possess M.Phil. degrees. Most of the students admitted to the B.Ed. course belong to the State of Tamilnadu.
The College submitted its self-appraisal report to NAAC in December 2004, following which the NAAC constituted a Peer Team comprising of Prof. Sukumaran Nair, Former Vice Chancellor, M.G. University, Kottayam, Kerala (Chairman & Coordinator), Dr (Mrs) Saroj S. Virkar, Principal, Vidya Prathisthans College of Education, Vidyanagari, Baramati, Pune (Member) and Prof. Marcel C. Enos, Principal, St. Josephs College of Education, Jayalakshmipuram, Mysore, (Member).
The team visited the College on April 12 and 13 , 2005 and made a first- hand study of the inputs and the functioning style of the institution, looked into the physical and infrastructural facilities, interacted with the Principal, Faculty, Staff, Students, Parents and the Alumni. The team also verified the documents and sought further clarifications wherever needed. The Principal Incharge, Prof. C. Jambunathan was very helpful in supplying the Peer Team with the required information.
The findings of the Peer Team are presented in the subsequent portions of this report.
SECTION II: Criterion-wise Analysis
Criterion 1: Curriculum Design and Planning
The College admits students as per the directives issued by the Government of Tamilnadu from time to time. The admission process is usually completed by the end of June and the classes start from the first week of July of every academic session. The students for the B.Ed. programme are selected through the CET, and on the basis of students previous academic record, as prescribed by the Government of Tamilnadu, The total number of teaching days in the academic calendar is 192 out of a total of 212 working days. The College is a typical institution of teacher education which offers instruction for the B.Ed degree in the core theoretical areas, with provision for specialization in six teaching areas, viz., Tamil, English, History, Mathematics, Physical Science, and Biological Science. Practice teaching programme is conducted for 31 days, while each trainee gives 20 lessons in each of the two school subjects
The College tries to follow the curricular activities prescribed by the University to which it is affiliated. The theory and practical part of the courses are conducted as per the university norms. While there is a provision for assessing students knowledge and skills at admission, differentiated programmes are not provided to meet the needs of the disadvantaged as well as the advanced learners. The faculty is expected to prepare course outlines for the units in the syllabi that they teach, following staff meetings under the leadership of the Principal. The only flexibility that seems to exist are in the choice of the elective subjects of the course where students can choose any one of the four options. Some of the institutions goals have been spelt out in general terms. A considerable portion of the working time and efforts are spent in pursuing the theoretical aspects of the prescribed courses, as is usual for the conventional B.Ed. Colleges.
The students are required to specialize in the methodology of teaching school subjects, with special emphasis on development of skills in teaching. .They are encouraged to participate in other extension activities organized through school community networking, and have taken up activities like Community Work, SUPW., AIDS awareness, Blood Donation Camps and Consumer Rights Awareness programmes etc. A lot more needs to be done when we take into consideration the requirements of the programme. Some co-curricular activities conducted like debates, declamations, workshops, etc. can be of great help in promoting and developing the personality of students. At the ideational level some emphasis has to be placed on the development of communication skills of the students. However, with a little more effort on the part of the faculty the students could be helped to acquire proficiency in communication skills through proper use of the well developed language laboratory, that has been recently established.
Within the B.Ed. programme limited course options exist with respect to school teaching subjects and other skill development areas. The students are exposed to information technology skills for the emerging new society. The use of IT needs to be further expanded through greater use and application of ICT for enhancing the teaching learning process.
The College is bound to follow the programmes as prescribed by the affiliating university. The process has made the College functioning and the teaching learning process practised by it a routine activity. There is lot of scope to make it more dynamic. The curriculum continues to be top heavy with inputs in theory. Innovative practices are not very much in evidence. Likewise, the practice teaching and internship programmes are practised in a traditional manner with little scope left for experimentation, and the use of new trends in modern educaitonal practice. The College is expected to add some innovations on its own and motivate the students to develop the motivation to participate in various school-related and extra-instructional programmes to help it to make qualitative changes in the internship programme.
Criterion II: Curriculum Transaction and Evaluation
The College prepares an academic calendar in advance which also incorporates details of the programmes undertaken during the course of the year with provision made for discussions, seminars, tutorials, etc. The College uses a wide range of technological aids and interactive methods for augmenting the efficacy of its academic delivery. Various teaching aids, chiefly in the form of models and charts are prepared and used. Students are inducted into the preparation and use of such materials and into techniques like LCD projection etc. The students participation in the teaching learning process is encouraged and the College seeks to provide the required teaching-learning experiences as prescribed by the University. During the orientation session, the students are provided details of the evaluation process and the progress of the students is monitored throughout the course. There is need to use student centred methods like brainstorming during tutorials, so as to help students to achieve achieve better interaction of students and teachers. The College has developed a clear-cut plan for utilizing its time and resources for developing teaching skills. There is a rational break-up of the 810 hours of practical work for developing different aspects of pedagogic skills, like pedagogic analysis, lesson planning, core skill development, observing demonstration lessons, and developing other related classroom skills. The use of the Library, Internet, Seminars, Publications, Debates and other cooperative classroom ventures need to be taken up in a more extensive manner to promote the development and transfer of higher teaching skills among the trainees.
While the College encourages participation of students in co-curricular activities and social service activities it will be useful if they are also, suitably motivated to take part in a variety of activities that contribute to their overall social development. One of the components of practice teaching is microteaching. The micro lessons are planned and carried out by the students and lessons are planned and delivered skill-wise. Further the link from microteaching to real teaching seems to be some what diffuse. It would be advisable that the College introduces simulated lesson models which would give the students the necessary confidence before they launch out into the real teaching process.
Some of the faculty members have attended seminars, workshops and conferences at the Regional , State and National levels.The College has been conducting inservice training programmes under the centrally sponsored scheme of the Tenth plan(2002-2007). The institution is yet to start a self- appraisal method for assessing its performance. The Principal, is expected to collect self-appraisal reports from teachers for preparing confidential report to be sent to Government. The College has recently organized an in-service programme for the benefit of teachers in the surrounding areas, in value education. Four teachers of the College have attended Refresher Courses in such areas as Educational Technology / Curriculum Development / Evaluation organized by such agencies like the UGC / Affiliating University. The celebration of religious and national festivals are used by the institution to impart value education. The College seeks to inculcate civic responsibility through various social activities, notably, awareness programmes and social service camps etc. It also encourages student participation in various competitions for the total personality development of its students.
The College follows the evaluation scheme prescribed by the affiliating university where each theory as well as practical aspect is covered under internal assessment and external assessment separately. The weightage for the Core ,Elective, and Methodology Courses is 25% (internal) and 75% (external) respectively. The total of 1000 marks for the course consists of 400 marks (40 %) for practicum and 600 marks (60 %) for theory. The process of evaluation is comprehensive and is complex and cumbersome. During the process of scoring for internal assessment strict confidentiality is maintained. Transparency in this exercise is most desired. The Faculty needs to reexamine the scoring procedure so that the students are given a clear picture of their progress as indicated by the internal assessment.
Criterion III : Research, Consultancy & Extension
The concept of research as a part of the working of the College has take strong roots, obviously because of the need to conform to conventional methods of functioning. As the College is also devoting attention to the training of pre-service teachers for the neighbourhood, the faculty has understood the special role of research in producing good teachers.. Teachers are encouraged to take up different kinds of research activities including the acquisition of research degrees, for which the institution motivates the teachers.. Many of the teachers have presented papers/ participated in research seminars/ undergone advanced training / published papers / done extension work in a wide range of areas. Some teachers have succeeded in achieving recognition by being selected as members of academic bodies/ societies etc. The College does not have research students on rolls, obviously because it is basically an institution for graduate teaching. But same teachers have completed certain research projects / undertaken consultancy services. Relevant details of various research activities, proposals for other research studies and action research projects have been furnished by this College. The College has been sanctioned research projects which it intends to take up in a big way. The Peer Team is of the view that the teachers need to be encouraged to give greater importance to research and relate the application of some fundamental research work to their teaching, especially in the diverse areas of the school curriculum.
The potential lying idle with the College (expertise in teaching methodologies and managing educational institutions)could be more fully utilized for providing consultancy services for educational management of the schools in the area. It will be best if the College prospectus publicizes the expertise available in areas like teaching methodologies, educational management , communication etc.
There is considerable scope for utilizing the expertise available in the institution through extension work. There is scope for the College to take up extension activities in many new areas like teaching the socially disadvantaged, dealings with this problems of out-of-school and physically challenged children in the rural areas, etc. Students can be encouraged to participate and organize extension activities in the emerging areas like gender-ratio education, environmental issues and vocational education. The Peer Team has suggested the starting of suitable vocational courses in at least one of the Secondary Schools in the area, helping the local community to meet the needs of the youth and tap the potential available with the Governmental agencies as well as that of the NGOS.
Criterion IV: Infrastructure and Learning Resources
The College is spread over 5.76 acres of land. It has an impressive building of red brick and mortar construction built in European style which is maintained satisfactorily. The institution has sound infrastructural facilities and therefore fulfills the conditions laid by the agencies like the NCTE. The number of the lecture halls etc are adequate but they need to be better furnished. The furniture, blackboards and lecture desks, etc need maintenance. The College has developed a number of Science and Computer Laboratories properly. However, The Psychology Laboratory needs to be improved. Suitable furniture and proper apparatus for experimental work are to be provided. The additional teaching space can be used for setting up a good resource centre for meeting the educational needs of the local community. Similarly, the existing resources like Computer Laboratory can be put to optimal use by the College. Computerized office keeping can be thought of. computers can be used for maintaining student records or examination work, maintenance of stocks of library books, accessing information from the internet etc. Further the infrastructure can be better utilized for raising funds and providing community resources.
The College is situated in a clean and pollution-free atmosphere, which is a prerequisite for the promotion of good teaching-learning environment. The College has a garden that is well maintained The students need to take advantage and promote the development of their personalities by being involved in such activities like gardening, environmental protection etc. Activities like self-help, social service, SUPW, living with the environment etc, need to be employed more widely. Further the house system can be made responsible for improving the campus.
The College has a library with about 16000 volumes. Most of these are textbooks which are quite useful for the students to meet their immediate examination needs.
The library resources include some reference material like resource books, encyclopedias, journals, periodicals etc. The College needs to acquire recently published school text books published by the NCERT and books published by other national-level bodies like National Institute of Open Schooling (NIOS), IGNOU, Rehabilitation Council of India, and other organisations The Library subscribes to about three journals. It is a good sign that the College makes some attempt to add to the stock of existing books annually. The College has spent nearly Rs. 2.3 lakhs for purchase of books during 2003-04. With the advent of information technology addition in the relevant software like CD ROMs, Audio - Video Cassettes, etc are assuming greater importance. These aspects should also be given top priority in future purchases. The functioning of the library as well as the computer laboratory are linked with the working hours of the College. There is a felt need that these facilities be made available to students for longer hours or alternatively their functioning is to be so adjusted as to make them available to students during their free time and help them in their examination preparation. The reading room facility is some what inadequate and the furniture and infrastructure used in the library should be made more comfortable and functional for long use. The provision of book bank facility in the library is of great help to the deserving students.
A Computer Laboratory is functioning in the College and internet with about 17 computers with provision for expansion to cater to various requirements is available. An internet facility can supplement the academic and library resources. The software packages available are mainly MS-office software. Efforts need to be made to procure and use educational software to promote computer-assisted learning. Short-term courses can be designed to spread computer literacy among the members of the faculty and non-teaching staff. The College can take the leadership in developing self-learning packages as part of its curriculum transaction activities. Also, there is ample scope for data analysis by the computer laboratory for the teachers or students engaged in maintaining records of examination work etc. This needs to be tried out in a more extensive manner.
There is a fully functional language laboratory. It is a currently utilized by the English Department. But efforts should be taken to extend this facility for teaching of Tamil Language, since most of the students use Tamil for teaching. Inservice teacher programmes can also be organized using this important resource.
The College has made provision for sports facilities of various types. In addition to playgrounds for conventional games, students have access to facilities in the gymnasium. Students are motivated to participate in various inter-collegiate games and sports competitions. They are given suitable incentives for participation in sports events.
The College has separate hostel facilities to accommodate both men and women students. Student welfare services are in operation. There is a need to create provision of a recreation room with television and, indoor game facilities etc.
Criterion V: Student Support and Progression
The drop-out rate in the University examinations has been 0%, 1.67% and 4.4% for the preceding period of three years (2001-2004). The pass percentage is invariably almost cent percent or close to cent percent. The local schools in the vicinity of the College prefer the products of this institution and nearly 25% of the students pursue further education programmes. Some members of the Alumni have come to occupy prominent positions in education. The College needs to develop a formal Placement and Guidance Cell to attend to the placement of its students. The Students Grievance Redressal Cell is organised along with a Womens Protection Cell in the College. These bodies help to air the grievances of the students and get them rectified.
The teachers and students interact with each other in a very cordial and informal atmosphere. This is a strong point in the working of the College. Regular feedback from students is to be provided to teachers. This would help the college to enhance the quality of performance.
The College should try to develop a fully functional Alumni Association. The major function of this body is to keep the College informed about its students and their professional growth, Deliberate attempts have to be made informally to strengthen the Alumni Association . There are a number of student associations like the Physical Science/ Mathematics /Biological Science/ History/ Tamil/ English Associations which invite specialists from outside and use their service to upgrade the quality of instruction.
As per directions from the government from time to time, the College provides financial help to a large number of students through merit scholarships, loans and other forms of financial aid. The number of students who qualified for financial aids / grants is considerable. Around 70 students have availed of scholarships / concessions during the last two academic years.
The teachers of the College provide personal and academic counseling. Since the student teacher ratio is quite reasonable, the teachers in the College maintain personal contact with every student. Students do consult teachers for their personal, academic and vocational problems.
The other activities include the publication of a magazine. There is provision for cultural and literary activities. The audio visual facilities are adequate for strengthening the work of the College. The College Magazine is confined to contributions of a small number of trainees.
Criterion VI: Organization and Management.
The College has an organized management system with representatives from the Government bodies who act as an advisory committee. There is a local as well as central managing committee to look after the affairs of the College. There are teacher representatives on the College Management Committee. The general policy decisions including appointments are taken by the Government and the College has limited freedom in such matters. Considerable autonomy is given to the Principal to organize the day to day activities and manage the College. Financial and academic advice is provided by the Government from time to time.
The teaching staff for the College is recruited as per the norms prescribed by the University and the NCTE, by the Government through the PSC. The recruitment is made through open selection. The College is committed to follow NCTE norms regarding staff structure and has the authority to appoint contract staff as per Government guidelines. The non-teaching staff is also similarly recruited.
Performance appraisal of the teaching staff is expected to be done using prescribed self-appraisal proformas. The appraisal of the non-teaching staff is done by Annual Confidential Report prepared by the Principal of the College.
Various welfare schemes for students are available in the College. The College needs to give special consideration to the training of non-teaching staff in modern management practices. They have to be trained in the use of computers for office work. Upgrading the qualifications of the non-teaching staff will be of great help to the College. Annual budgeting and auditing procedures are part of the regular functioning of the College. The salaries of the staff are directly credited to their accounts by the Government.
The major resource of the College is in the form of tuition and other fees collected from the students. The annual tuition fee paid by each student is nearly Rs. 1347/- . Hostel and mess charges are about Rs.1200/- per month, as prescribed by the Government. The expenditure under different heads is governed by Government directives and policies and rules. The internal quality checks applicable for Government Colleges are in operation in the College, as well. The institution has been sensitized to the need for adopting new management practices like TQM, Computerized Office Management, Strategy Planning, etc. It has established contacts with a number of academic bodies like the NCTE, UGC, RIE, CTES, NCERT, NIEPA etc. in a routine manner.
SECTION III: Overall Analysis
The Peer Team made a final analysis of the data provided to it in the form of the self-study report, and the evidences made available to it during its interaction with the teachers, staff, administrators, and the different stakeholders including present and former students, parents, the general public etc and the first hand data collected by the Peer Team from authentic records.
The team is happy to note that the evidences collected from various sources all give clear indications that the College is one which has been doing good work in the area of preservice and inservice teacher education for a long period of nearly 50 years. It is run by a committed and able team of teacher educators who have made their mark in teacher education and are willing to improve their style of functioning to catch up with global trends in teacher education. The Peer Team believes that there is scope for further improvement. The major observations of the Peer Team are summarised below:
Positive aspects noticed
The College has an established tradition and reputation which is to be expected of any conventional teacher training institution of long standing.
All the students who gain admission to the College are those who are selected on the basis of merit and as such are bound to be different from students present in most of the other Colleges ( either aided / self-financing) where admissions are made on the basis of extraneous considerations
The College has a satisfactory system of practice teaching where it sends out students for practice teaching to selected schools after a through preparation and using a structured design, operated with the help of practice teaching schools.
The College is blessed with excellent infrastructural facilities (beautiful/aesthetically conceived buildings with a built-in area sufficient to train around 500 students at a time) laboratories, library, and other facilities, all of which are sufficient to run a superior College of a teacher education .
The College owns one of the best libraries with a vast collection of standard volumes on education.
The fact that the College gets most qualified teachers selected by the PSC adds to the quality of its educational delivery.
The College has made an attempt to conform to the prescriptions of national apex bodies like the NCTE, which has added to the quality of its performance.
The College gives special emphasis to value education and is organizing a series of inservice programmes for teachers with the help of experts to give them a special orientation in operating education which will help it to achieve affective outcomes.
The academic track record of the College is fairly impressive which explains why most students qualifying for admission to the State colleges prefer to join this College.
There is a visible attempt to give special emphasis to the practical aspects of teaching and developing professionalism on the part of teachers.
Negative aspects noticed
The College has to make a strong attempt to modernize the methodologies and approaches practiced in teacher education, to reflect the latest IT-centred stategies.
The library services need to be updated using modern methods including computerization and by acquiring books on modern developments in education.
The present practice of teacher assessment needs to be strengthened using modern strategies
All teachers have to be given a strong orientation in the use of information technology for information accessing and processing and use them for teaching.
All teachers have to be trained to conduct action research programs for improving current practices in teacher education
there is a need to improve the campus through better landscape planning and its maintenance.
Students and staff should be motivated to use library books through provision for special assignments
The College must establish contacts with internationally reputed centers of teacher education and use such contacts for improving its work efficiency and modernizing its operations
It would be best if the College would take up a number of research projects of the UGC/ICSSR/NCTE etc., which would help it to develop an Indian orientation to teacher education
It would be useful if the College works out a strategy for developing a master design for improving the College on the basis of joint planning by the teachers of the College, present students, alumni and members of the general public.
The College should think of introducing an English medium parallel B.Ed stream( as a self-financing one)while students in the Tamil medium B.Ed. course should be exposed to a compulsory programme of spoken English.
The College should think of restarting the M.Ed. programme as a self-financing course
A full unit for producing instructional videos (which will help to teach different units in school subjects) should be started
The Peer Team wishes to place on record its deep appreciation for the cooperation extended by the Principal Prof.Jamubunathan, members of the faculty, administrative staff, students and well wishers of Government College of Education Pudukkotai to it which helped to complete the work within a short time.
The Peer Team wishes the College all success in its future endeavors.
Prof Sukumaran Nair
Chairperson and Coordinator
Dr Mrs Saroj S Virkar
Prof. Marcel C. Enos
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