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SEVA SADANS COLLEGE OF EDUCATION, Ulhasnagar, Maharashtra
SEVA SADANS COLLEGE OF EDUCATION, Ulhasnagar, Maharashtra
Address:SEVA SADAN MARG, OPP.CENTRAL HOSPITAL
Maharashtra, IndiaPin Code : 421003
SEVA SADANS COLLEGE OF EDUCATION, Ulhasnagar Maharashtra is a recognised institute / college.
SEVA SADANS COLLEGE OF EDUCATION, Ulhasnagar Maharashtra is situated in Ulhasnagar of Maharashtra state (Province) in India. This data has been provided by www.punjabcolleges.com.
Contact Details of SEVA SADANS COLLEGE OF EDUCATION, Ulhasnagar Maharashtra are : Telephone: 2545565
Number of seats in SEVA SADANS COLLEGE OF EDUCATION, Ulhasnagar Maharashtra is 200.
SEVA SADANS COLLEGE OF EDUCATION, Ulhasnagar Maharashtra runs course(s) in Education stream(s).
SEVA SADANS COLLEGE OF EDUCATION is affiliated with University of Mumbai, Mumbai (Bombay)
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NAAC report of SEVA SADANS COLLEGE OF EDUCATIONProfile of the Institution.
The Seva Sadan's College of Education, Ulhasnagar, Thane, Maharashtra, is an important college of teacher education offering the B.Ed. programme of the University of Mumbai, as an affiliated college of the University. It is a reputed centre of teacher education with a standing of over 38 years. The college is a owned by a philanthropic society - the Seva Sadan Society, Wadala, Mumbai, with the intention of spreading education among the people of Thane, which was an educationally backward area in the 50's. The management owns a chain of important educational institutions from school to higher education. Important among them are the New Era School and the R.K.T., College which is a postgraduate institution with provision for Ph.D. research. The managing body is composed of eminent professionals and public men who want to promote education as a service to society, without expecting any returns.
The Seva Sadan's College of Education is the first non-government college to be started in the Konkan region of Maharashtra. It is currently running two parallel B.Ed. streams - one in Marathi and the other in English, each of size 100. The College is recognised as a Ph.D. research centre of theUniversity of Mumbai. The University has permitted the starting of a Distance Education Centre for conducting the M.Ed. course in the college, which functioned effectively till some years back, till the scheme was discontinued. The college runs a two-year D.Ed. course in addition to the B.Ed. It also houses a study centre of the IGNOU.
The institution has 18 full-time teachers, of whom six hold Ph.D. degree in Education. Four staff members are recognised Ph.D guides of the University. The college has a brilliant track record of work in teacher education. A large number of students of this college have gained top positions in University Examinations. Many of them have found employment as teachers in Colleges of Teacher Education in Maharashtra and elsewhere.
The mission of the college, viz. imparting quality teacher education and encourage life-long learning among teachers, is certainly a laudable one. It has evolved the goals for its functioning, to be in consonance with the basic principle it has set as its mission. The goals are comprehensive enough to take into their fold the ideal approaches expected of an ideal institution of
The college has acquired all the essential facilities for the operation of an ideal institution for teacher preparation - hostel and library facilities, audio-visual rooms, yoga centre, centre for community work, a community service centre (Ek Muthi Yojana) and an exceptionally well organised library. The library with over 20,000 specialized volumes in education, research journals, reference books etc. are used by the entire university community and research scholars from even other universities.
The teachers and supporting staff are all committed to their work and adopt the latest methodology for accessing information and information transfer. The practices used for teacher preparation are all conceived as attempts to develop instructional and extra instructional competencies among the trainees. All important teaching areas are offered as specialization areas for the B.Ed. course.The academic functioning of the college takes place through a number of specialised committees. All these committees are seen to work with a high degree of efficiency with lots of autonomy and initiative.
The institution appears to be a centre of teacher education with lot of promise with potential for running post-graduate degrees in education and for conducting advanced extension work in education.
The college has in place a number of specialised groups to operate different educational services like corrective education, education for gifted students, sex education, value education, IT etc. on behalf of the NCERT/SCERT etc. This adds to the quality of educational services provided by it.
The college will qualify for the status of a progressive teacher education institution which can effectively compete for the status of an autonomous college of teacher education with facility for providing M.Ed., M.Phil. and Ph.D. programmes and other specialised diplomas like Diploma in Higher Education, Diploma in Educational Management, Diploma in Teaching of Indian Culture, Diploma in Computer Education etc.
Criterion I. CURRICULAR DESIGN AND PLANNING.
The college offers B.Ed. Course of the Mumbai University. As an affiliated college of this University, it is bound to follow the rules and regulations prescribed by the University for this purpose. The curriculum designed by the University of Mumbai is used for conducting this programme.
The curriculum development is not strictly within the control of this college. But curriculum transaction is done by the college as per a plan adopted by it. The college has adopted participatory approach involving all teachers in academic planning.
The criteria for admissions are strictly based on the norms laid down by the University of Mumbai. All the rules relating to admissions are observed by the college. This leads to the admission of only the best students available.
225 working days are prescribed for the B.Ed. course. This is observed.
A considerable number of the staff are members of the University Syllabus Committee, and as such have an indirect control over its designing. Participation of the teachers in this exercise seems to have added to its quality.
A large number teachers are delegated to participate in different committees and activities which deal with academic transactions. This also has contributed to the academic growth of the institutions. The college has evolved a satisfactory system for monitoring the work delegated to each group.
At the end of year, an Auditing Committee, conducts an academic audit of the effectiveness of the different academic activities. The audit is used as the basis for improving the quality of the activities for the next year.
External evaluation is the responsibility of the University, but internal evaluation is the prerogative of the college. The college is performing this role in a very satisfactory manner. Two terminal examinations are conducted by the college and the feed back is given to students. Students are required to modify their learning approaches to demonstrate better performance in the succeeding examinations.
The college has developed an interesting procedure for guiding individualised learning. Each Lecturer adopts 10 students who are given special guidance in lesson planning.
Many innovative approaches are adopted by the college like Talent Search Programme, Cultural Day Programme, Celebration of National Days, and a wide range of extra curricular activities like SUPW, Community Work, Seminars, Workshops, Symposia etc, as prescribed by the University.
Students are given the option for choosing the content for detailed study within the teaching subjects.
The evidence collected shows that the college has achieved a satisfactory level of performance in respect of this criterion.
Criterion II. CURRICULUM TRANSACTION AND EVALUATION.
The college prepares an academic calendar well in advance and organises its programmes in conformity with the fixed schedule. Details of curricular, co-curricular, and extra curricular activities are clearly spelt out and this pattern is effectively put into practice. The Principal gives leadership in constituting committees for controlling the academic functions. The college makes suitable arrangements to provide proper field experiences to students.
Teaching-Learning activities are conducted either by individual student-teachers, or by small groups under the supervision of a teacher educator.
Feed-back about the functioning efficiency of the college is obtained from various sources concerned teacher educators, peer-groups, teachers and head masters of the Teaching Practice Schools.
Student teachers are exposed to a wide range of techniques like Socialised Class Room Techniques, Team Teaching, Brain Storming, Field Visits, Seminars, Workshops, Micro and Macro Teaching, use of A. V. Aids and hands-on-practice in S.U.P.W.
All students of the college are exposed to service areas like Computer Education, Guidance and Counselling, Educational Diagnosis and Remedial instruction etc, as methods for augmenting their professional competencies.
Student Teachers are encouraged to take up original projects. They are also encouraged to contribute to a number of social service areas like Blood Donation, Betterment of the Underprivileged and other learning activities like Mock Parliament.
Teaching-Practice is organised in a very satisfactory manner, to obtained maximum returns from them. It is conducted in three phases- Pre-Practice Teaching Inputs, Practice Teaching Process and Post Practice Output. The system is very effective for developing the basic teaching competencies.
The college organises a 7-day internship for all students. Teaching Practice is arranged in two blocks, to augment quality. The college has developed a system where the theory needed to back a particular procedure is discussed before its adoption is permitted. Student teachers are required to conduct classes in schools for 3 days while 3 days are set apart for learning the theoretical /support areas. This procedure helps in the integration of theory and practice.
The staff members are all well qualified to under take the modern curriculum transaction work. Six staff members have Ph.Ds. and many are computer literates. The college has a liberal policy in deputing teachers for in-service courses. Many teachers are involved in research, extension, and community service activities, publications and also participate in training programmes as resource persons. Some staff members have received awards from prestigious external bodies.
The college has been able to demonstrate a highly satisfactory performance in this criterion of quality.
Criterion - III. RESEARCH, DEVELOPMENT AND EXTENSION.
College is a recognized centre for University Research and is permitted to conduct Ph.D. programmes. This is an unusual recognition for a B.Ed. college. Four Lecturers of the college are recognized Ph.D. Guides. There are six teachers holding Ph.D. degrees. Most teachers guide M.Ed. ,PGDME and Ph.D. work relating to two Universities- The Mumbai University and the Yashwantrao Chavan Maharashtra Open University. A considerable number of staff members are involved in research activities sponsored by government / non-government organizations. Many teachers have taken up action research projects. The research findings are published in journals and circulated to schools for implementation. Students are also encouraged to participate in research projects.
There is strong evidence to show that the college has developed a strong research culture unusual for a B.Ed. college. The library has been equipped to serve the needs of quality research.
The college has an Extension Department headed by a qualified teacher of the college. It is performing the important duty of developing teachers for an educationally backward area like Thane. It has a study centre for running B.Ed. courses of the Y.C.M.O.U. The staff have undertaken a number of useful extension projects.
The performance of the college in this criterion is commendable.
Criterion - IV. INFRASTRUCTURE AND LEARNING RESOURCES.
The college has a highly satisfactory infrastructure, spacious building, play ground, and other facilities. One of the most important highlights in the functioning of the college is its library. It has a highly qualified and motivated Librarian who has organized a superior service system. It has links with other Universities and Libraries. The computerisation of the Library has been taken up and is nearing completion. Psychology Lab, AV Lab and other requirements have been fully met with all the equipments. The teaching facilities/library facilities etc are made available to other institutions. The Computer Library has a full compliment of recorded material. There is a Beautification Committee which attends to the maintenance of the campus. The maintenance of the infra-structural facilities is done with the help of Government finance and also using funds provided by philanthropic agencies.
The infrastructural facilities provided are much more than what is ordinarily provided by B.Ed. colleges.
The college's performance in this criterion is also highly satisfactory.
Criterion - V. STUDENT SUPPORT AND PROGRESSION:
The College has a well-designed Prospectus published every year. It contains all the details about the college, its working styles and the procedure it adopts for evaluation. The college has developed an effective Placement Service, arranging Campus Interviews and helping students in skills like writing bio-data for job applications, facing interviewes and other related skills. The college has developed a sound system for using the services of brighter students to help the weak students. Many of the former students have succeeded in finding satisfactory employment.
Most of the former students have succeeded in finding employment in Training colleges, superior educational institution, etc. This shows that the college has produce teachers of quality. The former students testify to the quality of the professional training given to them. The parents of students who appeared before the Peer Team also endorsed this view.
The performance of the college in this dimension is highly satisfactory.
Criterion VI. ORGANISATION AND MANAGEMENT.
The College has devised a satisfactory system of planning for development. The execution of the work is done through committees. The decentralized system of functioning has helped in the execution of the activities on time and the execution of work is decentralized. There is a separate committee - the LMC- which helps the college to undertake strategic planning. The college functions using modern management practices. Teachers are selected in such a manner as to recruit the best talents. The selection committee for teacher recruitment is based on the observation of actual teaching by the candidates. Selection is purely on merit. This has helped to recruit very committed staff who act as if they are part of the total system.
Promotion is also based on University rules. In-service training is provided on the basis of identified training needs following the principles of merit. The Financial Management of the college is done using accepted official financial codes etc. The Income and Expenditure of the college are subjected to an audit by qualified auditors as per Government rules.
The functioning of the college in this dimension is also highly satisfactory.
The college is one of the important institutions of teacher education serving a relatively backward area like Thane. The college has some of the highly qualified and most efficient teacher educators and has also acquired a critical mass of educational resources which need to be used for running a post-graduate course in education. This will not only reinforce the conduct of the B.Ed. programme, but will also open up employment to many B.Ed. students as Lecturers in Training Colleges in southern states where there is dearth of qualified people for appointment.
Considering the fact that there are several enthusiastic teachers who are interested in disseminating new ideas in education, it is suggested that the college starts a small magazine which will help to popularise new developments, by presenting them in popular form to primary teachers.
The college would do well if it establishes some form of collaboration with some foreign Universities. This would help the college to pick up the modern modalities in teacher education and also open up new resources for developing world-class teacher education.
It will be best if the conventional concepts of practice teaching where student-teachers are inducted into practice schools in large numbers and made to repeat the conventional verbal presentation which is to be used for assessing their professional skills. It will be useful if the students are exposed to edited lesson models in the form of CD's presented as supports / introduction to theories / practices in teacher education. Student teaching also can be CD-recorded and replayed for purpose of assessment.
The college can think of starting a research journal, entirely financed by students and the other contributions, presenting the results of researches conducted by the college as well as what is done else where, including articles for disseminating new practices.
Dr. A. Sukumaran Nair
(Chairman, Peer Team)
Dr. Subbarayan Peri
Dr.(Mrs.) Asha A. Gadkari
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