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Smt MJ Gajera B Ed Mahila College, Amreli, Gujarat


Smt MJ Gajera B Ed Mahila College, Amreli, Gujarat
Address: Plot / Street / Area
Smt. Shantaben H. Gajera Shikshanik Sankul, Chakkargadh Road
Amreli (District Amreli)
Gujarat, India
Pin Code : 365601

Smt MJ Gajera B Ed Mahila College, Amreli Gujarat is a recognised institute / college. Status: NAAC Accredited B Grade. Smt MJ Gajera B Ed Mahila College, Amreli Gujarat is also known as SHREE AMRELI JILLA LEUVA PATEL CHARITABLE TRUSTs Shrimati Maniben Jivrajbhai Gajera B.Ed. Mahila College Amreli. Smt MJ Gajera B Ed Mahila College, Amreli Gujarat is managed by Society: SHREE AMRELI JILLA LEUVA PATEL CHARITABLE TRUST. Smt MJ Gajera B Ed Mahila College, Amreli Gujarat was established on / in 2002.

Principal of Smt MJ Gajera B Ed Mahila College, Amreli Gujarat is Devanshiben Jetubha Vaghela.

Smt MJ Gajera B Ed Mahila College is situated in Amreli of Gujarat state (Province) in India. This data has been provided by www.punjabcolleges.com. Amreli comes under Amreli Tehsil, Amreli District.

Fax # of Smt MJ Gajera B Ed Mahila College, Amreli Gujarat is 02792-232327 .

email ID(s) is Smt MJ Gajera B Ed Mahila College Amreli Gujarat

Website of Smt MJ Gajera B Ed Mahila College, Amreli Gujarat is http://www.amrelisankul.org/B.Ed.College/bedcollege.htm.

Chairman : Shree Vasantbhai Haribhai Gajera S/o Haribhai Jivrajbhai Gajera.
General Secretary : Shree Manubhai H. Thumar.

Contact Details of Smt MJ Gajera B Ed Mahila College, Amreli Gujarat are : Phone No. 02792-232321-26, 232327

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Number of seats in Smt MJ Gajera B Ed Mahila College, Amreli Gujarat is 100.
Smt MJ Gajera B Ed Mahila College, Amreli Gujarat runs course(s) in Education stream(s).

Approval details: Smt MJ Gajera B Ed Mahila College is affiliated with Saurashtra University, Rajkot (Gujarat)

Media coverage of Smt MJ Gajera B Ed Mahila College, Amreli Gujarat, Gujarat

NAAC report of Smt MJ Gajera B Ed Mahila College

Smt. M.J. Gajera B.Ed. Mahila College, Amreli (MJGMCA hereafter) was established on the 20th September, 2002 by Shri Amreli Jilla Leuva Patel Charitable Trust, Surat (registered under the Bombay Public Trust Act, 1950 vide Registration No. F/728/Surat dated 27 Sept 2002). The National Council recognized the face-to-face mode B.Ed. programme of one-year duration offered by MJGMCA vide their order No. WRC/5-6/39/2002/05750 dated 20th Sept 2002. MJGMCA is a non - minority and entirely self-financed institution located on a 23 - acres campus called Smt. Shantaben H. Gajera Shaikshanik Sankul, in a rural belt of Gujarat. Besides MJGMCA, this campus houses another four colleges, two schools, five hostels and a shared sports complex. The institution was affiliated to Saurashtra University, Rajkot vide their letter No. 111/05 dated 20.01.05. It has a sanctioned intake of 100 students only and a faculty of 1+7 including the in charge Principal. The faculty has been serving MJGMCA for the last two to three years; one joined two months ago. Faculty has been appointed on probation and their appointment has been approved by the affiliating University.

None of the faculty has cleared UGC - NET/SET. All faculty members have completed their post-graduation in Teacher Education as well as another academic discipline. One of them has completed her M.Phil; another is currently working for her Ph.D. The institution has a technical staff of one (the librarian) and an administrative staff of three. During the session 2004-2005, MJGMCA admitted 96 students (all females and from within Gujarat State); 32 from within the district in which MJGMCA is located and the remaining 64 from other districts of the State of Gujarat. Sixty-seven of these students had post-graduate qualifications (M.A. - 42, M.Sc. - 03 M.Com. - 21 and one M.Phil.). In session 2002-03, MJGMCA had facilities for teaching four languages only i.e. Hindi, Gujarati, Sanskrit and English as school teaching subjects; in 2003-04 it provided for four additional teaching subjects i.e. accountancy, business math, math and science. The present MJGMCA building was inaugurated in January 2003. Since session 2003-04, MJGMCA has been functioning from its present premises.

In session 2002-03, all the enrolled students (N=100) of MJGMCA appeared in the annual University examinations; all of them passed, and 99 were placed in the first division. In session 2003-04, 88 students were admitted; all of them appeared in the University exams and all passed in the first division. MJGMCA follows the semester system for its programme accordingly to the B. Ed. Scheme of Rajkot University. The unit cost of its B.Ed. programme in session 2003-04 was Rs. 16890.52. MJGMCA has all support services for its B.Ed. programme; besides, it has language lab, a conference hall, a music room and a gymnasium. All of these are used on sharing basis and belong to the Sankul. The institution has collaboration with TUV Suddeutschland, Germany. The parent trust runs 7 other institutions and is in the process of setting up another four, two of these being study centers of as many open universities. Fund raising drives and students' fees are the two major sources of finance for MJGMCA. During the sessions 2002-03 and 2003-04, total fees received from students were Rs. 20,00,050 and Rs. 11,28,705 respectively. The trust collects contribution from the well-wishers on parent's day and through other programmes.

MJGMCA decided to volunteer itself for institutional assessment and accreditation. For this, it set up a six-member Steering Committee and prepared its Self-Appraisal Report (SAR) and sent it to the National Assessment and Accreditation Council (NAAC), Bangalore. On receipt of the SAR from MJGMCA, NAAC constituted a three-member Peer Team comprising Prof. V.K. Sabharwal, former Head and Dean, Education, Delhi University as Chairman- Coordinator and Dr. P.K. Ahuja, former Regional Director, WRC - NCTE, Bhopal and Dr (Sr.) Lilian Rosario, Principal, St. Teresa's Institute of Education, Mumbai as members for on-site validation of the SAR.

The Peer Team visited the institution on the 21st and the 22nd of February 2005. It visited all departments and support services of the institution, interacted with all stakeholder groups, including the teachers of two randomly selected practice teaching schools and analyzed all relevant documents for constructing the big picture of how and to what end(s), MJGMCA functions.

On the basis of all these inputs and insights generated through various interaction sessions and analysis of all relevant documents, the Peer Team prepared its draft report. The draft peer team report is in three sections: Section I provides an introduction to the institution, Section II gives criterion-wise analysis of the strengths and weaknesses of the institution while Section III describes overall analysis of the institution and the suggestions made by the Peer Team for further development of the institution in its pursuit of quality and excellence.

Criterion I: Curricular Design and Planning
MJGMCA selects candidates for admission to its B.Ed. programme through the centralized admission test conducted by Saurashtra University, Rajkot. Its academic session is from July to April. Its session 2003-04 started on the 29th June, 2003, the last admission was made on July 11, and the session ended on April 30, 2004. This session had 300 working days and 226 teaching days. In all, 16 days were devoted to pre-practice preparation and another 40 days to practice teaching. Each trainee has to deliver 28 lessons for each school subject chosen by her. MJGMCA runs its practice teaching programme in 17 schools; four of these located within a distance of 20 to 34 Kms. The institution has a mechanism for assessing its trainees' knowledge. Consequently, remedial classes for educationally disadvantaged learners are offered and need-based customized inputs are provided to them in the evening from 7 to 9 p.m. without charging any additional fee from the student.

However, the institution organizes additional classes in Maths for students from home science stream and in Business Maths for those who haven't studied it earlier and have opted for teaching of commerce. The faculty does not prepare any course outlines in advance for the papers they teach, nor are the syllabi unitized according to the teaching schedule through the semester. MJGMCA students have limited flexibility: they can choose the pedagogic courses for school teaching subjects for their specialization. The first objective of the parent trust is 'to carry out social services activities for social, educational purposes and medical relief and treatment of the people without any discrimination on the basis of caste and creed'. However, the curricular inputs and additional learning experiences that would lead to the development of the human being and the personality attribute of the teacher have not been reflected in the curriculum. As of now, the institution does not have any mechanism for eliciting feedback on its B.Ed. programme from academic peers and employers. MJGMCA has developed quite visible institution-schools-community networking that can be further improved and enriched. The sanstha is in the process of adopting two weak municipal schools in Amreli and Babra for improving its quality of education with the support of faculty and students of MJGMCA. The B.Ed. programme is essentially inter-disciplinary; however MJGMCA does not utilize specific inter-disciplinary inputs to strengthen its curriculum transaction. The institution organizes two-week internship every year for its students. It has yet to address aspects like promoting self-learning, inclusively education, and providing broad based school experiences to its students. MJGMCA has a comprehensive programme for developing the personality of its students.

Criterion 2: Curriculum Transaction and Evaluation
MJGMCA develops a calendar every year but it is not a proper academic calendar. Lecture is the main technique for transacting the curriculum at MJGMCA though occasionally group discussion and seminar too are used. The institution has adequate facilities to enable its students to prepare teaching aids as well as necessary audio-visual material. The timetable earmarks adequate time (6 periods per week) for theory transaction though pedagogic content analysis needs to be addressed more systematically. Core teaching skills are developed in students through simulated teaching for developing four-core skills viz., Introduction, Questioning, Reinforcement and B.B. Work (8 periods per semester). Legitimate space in lesson plan format along with necessary support-mechanism needs to be provided by the faculty to promote reflection by trainees on their day - to - day classroom teaching. Evaluation scheme as well as methods are communicated to trainees during the first phase of the academic session. MJGMCA has a comprehensive scheme of class tests & unit tests to ensure that trainees' knowledge is at the expected level but the institution doesn't have any mechanism to monitor their skills, attitudes, and other affective domain related course objectives. The faculty members attended professional development programmes as participants. The institution makes available the services of its teachers to external agencies and professional bodies for sharing their expert knowledge and skills in various fields. The institution has developed feedback forms both for students and the faculty: the student feedback is based on four-point rating (Average through Excellent) of campus, office, library, canteen, and the Principal's performance; 'appraisal of faculty performance by students is again in terms of four-point rating on five criteria viz; teaching performance, innovativeness, class discipline, knowledge, and sincerity and preparation. Faculty self-appraisal form is also structured and based on the same six criteria. Responses on such tightly structured forms can invariably become mechanical and highly uniform. Follow-up action on the feedback needs to be given greater focus. As of now, MJGMCA does not have peer evaluation of faculty. The Principal and the Director monitor faculty performance through visits to their classrooms. None of the faculty has attended any refresher course so far; this may be because MJGMCA is only three-year old. The institution often organizes talks, both intramural as well as extramural, for faculty development during every session though many of these are not related specifically to teacher education. None of the faculty have received professional recognition or rewards so far; nor has the institution any national or international linkages. MJGMCA does not have any mechanism to strengthen its B.Ed. programme through distance mode and / or non-formal inputs. The institution needs to promote value education and inculcation of civic responsibilities in a more focused manner; it promotes community orientation among its students through its association with many of the state government. MJGMCA needs to promote 'learning to learn' and 'learning to work together as well as independently'. Saurashtra University scheme for B.Ed. evaluation has an aggregate of 1000 marks (External = 600 marks, 300 for each semester exams and Internal = 400 marks). The internal 400 marks are further divided into practical lessons (250), semester work (100) and practical activities (50). MJGMCA uses paper-pencil tests, assignments and seminar for internal evaluation of its students.

Criterion 3: Research, Development and Extension
MJGMCA is yet to set up a research committee. One faculty member has been working on her Ph.D. since 2002. The institution provides various incentives with a view to motivate its faculty to take up research but these have been utilized to a limited extent only. During the last three years, MJGMCA faculty haven't conducted research or published any papers. None is a member of professional or academic bodies, societies or associations. Since MJGMCA offers only the B.Ed. programme, it doesn't have any research scholars. The institution provides consultancy services. The institution has a faculty member in charge of its extension activities; these include community development, schools and their teachers, blood donation camp and awareness generating programmes for health and hygiene. MJGMCA does not have any outreach programmes. MJGMCA collaborates with various Govt., agencies (e.g. Department of Education, Gujarat, Department of science and technology, GOI and NGOs and allows them to organize their programmes on its campus. The institution is yet to develop self-instructional material, print as well as non-print.

Criterion 4: Infrastructure and Learning Resources
MJGMCA is located in the entire first block and part of the second block of the Sankul. The first block has three storeys and 12 rooms. Its built-up area used exclusively by MJGMCA is 2000 m2. The management has plans to launch the M.Ed. programme next year i.e. 2006. The management has comprehensive arrangements for upkeep of its campus and infrastructure. It tries to use its infrastructure facilities optimally by encouraging other agencies - GOs and others - to organize a variety of programme on its campus. The campus is in a rural area and singularly free from noise and air pollution. It has well-maintained lawns, playgrounds and a spacious auditorium.

The institution has a six-member Library Advisory Committee headed by the in charge Principal. Library services are computerized and the library is interconnected with other libraries (viz., British Library, District Library) for inter-library borrowing. The library has a book bank facility under which each student is issued books for the session on payment of 20% of the cost of the books as depreciation cost, which is not refundable. During session 2002-03 and 2003-04, 1275 (text books = 1070) and 4723 (textbooks = 1071) books were added to the library stock at a cost of Rs. 1,04,875 and Rs. 2,33,834 respectively. During 2002-05, 8324 books were purchased at a cost of Rs. 7,65,808. MJGMCA library has a computer, an Internet terminal and a stock of 68 audiocassettes and 572 charts. As on 22nd Feb 2005, the library had a stock of 8324 volumes. The library is open from 0900 hrs to 1900 hrs while the institution functions from 1030 hrs to 1730 hrs Monday through Saturday. The computer lab has used by BCA and B. Ed. Students has 30 workstations equipped with D-link networking, one dot matrix printer, one multimedia projector and one multimedia speaker. The processor used is Intel Pentium 4@ 1.7 GHZ. B. Ed. students in groups of 25 get hands - on practice once a week for one hour through 30 students are not attending this programme because it is voluntary. The institution has 8 computers, one in the Principal's office, two in the office, three in library and one each in staff room and E.T. room. These are used for administrative and educational activities. The management has appointed qualified personnel for upkeep of these computers. MJGMCA has four labs and one workshop as per NCTE norms. The institution has one multipurpose hall, one conference hall (both used in sharing basis) and 7 lecture rooms. It has adequate furniture for the students, the faculty and the support services staff. The institution utilizes a well-equipped medical care unit set up by the management in the hostel complex and available on campus round the clock. The institution has all necessary facilities for indoor and outdoor games and sports. It encourages students to take part in sports by awarding them medals and other awards. During 2003-04, six students took part in state and regional level competitions and won four first positions and a third position.

Work experience room has facilities for teaching house keeping, first aid, cookery, gardening and office management. Hostel residence is not compulsory for all students; each student pays Rs. 4500 towards hostel charges and food for each term (total Rs. 9000 annually). The campus has five hostels; 29 B.Ed. students stay in Hostel No. 4/5. This hostel is situated in the campus. The Sankul has well-managed hostel complex along with a hostel bank, a stationery shop and a STD booth. This system in spite of its rural location could be the envy of any educational institution in India.

Criterion 5: Student Support and Progression
MJGMCA students do not drop out and give 100 % result. For the last two years i.e. 2002-04, they have maintained this. Last year 75 out of 88 students secured distinction works. This is indeed very creditable. The institution claims that 80% of its students progress to employment and another 10% go for higher studies; however the institution does not maintain any records in this respect. Since the institution does not offer any postgraduate courses in teacher education at present, its students do not appear in UGC - NET or SLET. The feedback committee collects feedback from the students twice a year and from the faculty once a year. As a result of this feedback, additional amenities and resources have been provided to the students. MJGMCA publishes its updated prospectus every year. Reserved category students (SC, ST & SEBC) are provided financial help by the State government; fourteen students from these categories collectively received Rs. 22,500 as financial help from Gujarat state during 2003-04. This year 47 students are eligible for these scholarships. The institution does not have any merit or merit - cum - means scholarships. It does not provide professional guidance and counseling service to its students at present. The institution has a placement officer who is in the process of activating the placement cell for organizing campus interviews for MJGMCA students. MJGMCA established its Alumni Association in September 2004 and at present, the Association has 32 members on its rolls. The Association plans to organize annual get-togethers and a few other events e.g. Parents' Day. MJGMCA has its students' association as well and it organizes co-curricular activities. Although the affiliating University organizes the B.Ed. centralized admission test, the institution communicates the parameters of admission to the prospective candidates through its prospectus. No foreign students have sought admission in MJGMCA so far. MJGMCA provides a variety of recreational / leisure activities e.g. indoor and outdoor games, cultural and literary activities and audio-video facilities to its students.

Criterion 6: Organization and Management
The management implemented ISO 9001:2000 standards and constituted 14 committees and evolved procedures in 2003 for ensuring smooth functioning of its institutions and their efficient internal coordination and management. TUV Management Service GmbH certified this in October 2003. Internal audit of MJGMCA is conducted every three months. The performance of non - teaching staff in terms of their work efficiency is carried out every year.

The academic calendar of MJGMCA is developed by the Media and Publication Committee and not by the faculty. The faculty is recruited, whenever needed, according to the procedure laid down by Saurashtra University. Six faculty members were appointed during 2002-03, and another two in 2003-04, all from within Gujarat State. The institution also appoints faculty on temporary basis as and when required. At present part time staff has been appointed to handle specialized subjects like music and craft. They are being paid monthly depending on their workload and experience. The institution organizes on-campus professional development programmes for its non - teaching staff.

The tuition for 2004-05 is Rs. 20,000. The institution has had deficit budget during the last two years; in FY 2002-03, excess of expenditure over income was Rs. 11,45,305 while in FY 2003-04, it was Rs. 6,71,854. In the current financial year the institution expects a surplus budget. The institution has a well - functioning internal audit mechanism. The institution does not have any specific welfare programmes for its teachers; however it provides pay scales and other allowances to its staff that are at par with those of govt. and aided teacher education institutions in the state. The management has 25% quota of B.Ed. seats but it has not utilized it so far. MJGMCA has a four - member grievance redressal committee that deals with grievances and related problems of the faculty and other staff. The institution has endowment and reserve funds according to the NCTE norms. The management has instituted internal quality checks, teamwork and strategic planning but it is yet to attain TQM. MJGMCA does not have any twinning and exchange programmes; nor has it any collaboration with apex regional and national agencies.

SECTION III: Overall Analysis and Suggestions for Future Development
MJGMCA is a teacher education institution with a difference. Located in a rural belt and equipped with all necessary infrastructure and other resources, qualified faculty, enlightened management and ISO 9001:2000 standards adherence during the second year after its establishment - these are the assets of MJGMCA and these could be the envy of any teacher education institution. MJGMCA students have been giving 100% pass result, all in first division and about 75% with distinction marks. This speaks for the quality of curriculum transaction at this institution. The institution has achieved in three years of its history what other institution would have taken many more years.

This institution has carved out a niche for itself in the state. These are its strengths. The institution has adequate structure and procedures that can propel it to achieve quality related benchmarks; it should now focus on processes and practices that further can enable it to attain quality and excellence during the next five years. It is towards this end that the Peer Team offers the following suggestions.

MGJMCA faculty may deliberate on how to develop an authentic academic calendar that goes beyond listing mere events and activities. The schedule of teaching and academic activities should be the basis of developing course and unit outlines by each faculty member;

The faculty may discuss how central issues like 'learner-centred pedagogy' and policy issues like 'inclusive education' can be addressed through curriculum transaction and what inputs should be provided in order to develop general transferable skills among students and how these should be monitored and strengthened. The faculty should strive for including these in the B. Ed. curriculum of Saurashtra University at the earliest;

Practice of teaching constitutes the very core of any pre-service teacher education programme including the B. Ed. Programme. It is through this component that students can be transformed into sensitive teachers who care for their students and who have all necessary competencies to teach students in various ways to facilitate their optimal learning. It is through this component that trainees can develop the skills of developing reliable and valid tests (diagnostic as well as achievement), of analyzing how the test performs and how the students perform and of developing and conducting remedial teaching. The faculty may reflect on how practice of teaching programme of MJGMCA can become full-blooded as well as innovative while geared to the attainment of these objectives;

MJGMCA needs to find-tune its mission statement especially about the type of human beings, their attitudes, beliefs, values and work ethos as a result of its B. Ed. programme. The faculty and the management may together visualize how this programme run by MJGMCA can indeed become unique and different from that offered by other teacher education institutions of Saurashtra University and what specific and distinct characteristics it would like its students to imbibe and cherish. Thereafter the faculty may decide what additional inputs it needs to provide for realizing this vision and how students can be assessed on these objectives;

The institution has evolved a dependable mechanism for assessing how its faculty perform in the classroom. However it now needs to develop and implement a mechanism for monitoring how far the programme objectives are being attained and how mission and goals of the institution can be promoted and assessed. It should use mid-session and sessions end reviews to ensure that the programme and its activities are transacted in a coherent a manner as these were envisioned;

Faculty research and publication is an area that needs to become a priority over the next five years. All faculty members need to be encouraged to complete their M. Phil and Ph. D. The faculty needs to take up action research projects, document these and publish papers on these;

For promoting professional development of the faculty, they may be encouraged to participate in refresher courses and orientation courses at leading academic staff colleges in the country. Besides, networking of the library with British Council Library Ahmedabad may be used by the faculty for promoting their professional development;

The Library has a stock of 8324 volumes (4005 titles) and has been computerized since 1st December 2004. However most of the stock is in Gujarati and the titles stock on teaching of various school subjects is very low. These sections in the library need to be developed systematically over the next five years;

The average use of library stock other than the book bank is 2.6 per student per month only while for the faculty it is just 0.5 per faculty per month. Such low use of library stock can be attributed to non-availability of contemporary literature on teacher education that the faculty may need for their research and professional development. The management may attend to this deficiency during the next two years;

The post of the principal has not been filled up so far. This has resulted in non-availability of necessary academic leadership to the faculty. The management should appoint a seasoned and qualified person to this post at the earliest;

The reading room stocks 81 journals concerning various disciplines. This is surely a very commendable feature; however the number of journals on teacher education is very limited. The institution does not receive the journals published by NCERT or the ones published from Vadodara and Mumbai. These may be subscribed to;

Classes for core papers are held for 96 students at a time. This does not allow the faculty to use interactive techniques for curriculum transaction. The faculty may divide students into two sections (of 48 each) and use interactive techniques for curriculum transaction;
Inability to use a language other than Gujarati is a severe limitation for most of the B. Ed. students in this institution. The management may explore the possibility of starting one to two hour spoken Hindi and spoken English classes on week ends for these students. This will enable the students to join the mainstream school system outside Gujarat and serve in premier schools with in Gujarat state;

The institution has a system of charging 20% of the cost price of books from the book bank as depreciation price from students who borrow these and 10% from the faculty. This restricts the use of library stock and possibly accounts for the low use of library books. MJGMCA is perhaps the only institution that has this practice. The management may discuss how it can be reduced to just 5% or abolished altogether;

The staff does not have the benefits of EPF, study leave, academic leave and at present gratuity. The management may take necessary policy decisions and communicate these to all concerned. These may attract qualified faculty to serve at MJGMCA who would serve here till their superannuation. These may also help the institution get an experienced senior teacher educator who may serve it as the principal for 10-15 years;

The institution may start tutorials twice a week for groups of 7-8 students to develop their participatory interactive learning skills and to enable them to explore at depth in their areas of interest in teacher education. This should however leads to reduced use of lecture for curriculum transaction;

The faculty may develop a dependable mechanism for obtaining for obtaining feedback from school principal and teachers for improving its practice teaching and internship programmes. Through this measures, the institution can make the schools its partner in improving its academic programme;

The institution has taken the first step towards setting up its alumni association. It however needs to strengthen it and make it functional. For this, it may maintain its membership register and involve the alumni as its brand ambassadors and stakeholders;

The present programme of functional literacy in information technology needs to be customized to meet the class room needs of B. Ed. students and to support their teaching. This will improve the relevance of this input. Besides it should be made compulsory for all the students. The internet lab may be used to support E-learning by the students and the faculty.

These suggestions provide a road-map for faculty development of the institution over the next five years. The management and the faculty may discuss and prioritize these and set annual targets and objectives for attainment. Besides systematic and monitoring-based implementation of these suggestions, the management may set up

an Internal Quality Assurance Cell (IQAC) to accelerate the pursuit of quality and excellence in all its institutions located on the 'Sankul' and thereby evolve the right ambience for TQM.

The Peer Team views MJGMCA a budding institution that has a bright future and that can in the next five years transform the shape of and practices in teacher education in the state. This institution, by any reckoning, has the makings of a lead teacher education institution.

To conclude, the Peer Team would like to express its gratitude and record its appreciation for the ready cooperation extended to it by one and all during this on-site validation visit. But for this support, the Peer Team would have found it near impossible to complete its assigned task on time.

The Peer Team is of the considered view that MJGMCA has all necessary resources and the potential to excel itself year after year and to perform in a manner that can inspire other teacher education institutions in the state to do likewise. The Peer Team wishes the faculty and management the best of luck in its pursuit of quality and excellence in teacher education and through it in its endeavour to serve the people of this region and this state.

Prof. V. K. Sabharwal
(Chairman - Coordinator)

Dr. P. K. Ahuja
Dr. (Sr.) Lilian Rozario

Mr. Praful Pathak
In Charge Principal
Smt. M. J. Gajera B. Ed. Mahila College
Amreli - 356601,

Place: Amreli

Date: Feb 22, 2005

Summary: Smt MJ Gajera B Ed Mahila College, Amreli Gujarat website, mobile, contact address and approval / recognition details.