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Dr Ganesh Dass DAV College of Education for Women, Karnal, Haryana
Dr Ganesh Dass DAV College of Education for Women, Karnal, Haryana
Karnal (District Karnal)
Haryana, IndiaPin Code : 132001
Dr Ganesh Dass DAV College of Education for Women, Karnal Haryana is a recognised institute / college. Status: Aided Co-Edu. Dr Ganesh Dass DAV College of Education for Women, Karnal Haryana was established on / in 1968.
Principal of Dr Ganesh Dass DAV College of Education for Women, Karnal Haryana is Dr. Sashi Manchanda (Mobile 94164-75897), Dr Rakesh Sandhu.
Dr Ganesh Dass DAV College of Education for Women is situated in Karnal of Haryana state (Province) in India. This data has been provided by www.punjabcolleges.com. Karnal comes under Karnal Tehsil, Karnal District.
Fax # of Dr Ganesh Dass DAV College of Education for Women, Karnal Haryana is 0184-2252335.
Residence Phone No(s) of concerned peron(s) of Dr Ganesh Dass DAV College of Education for Women, Karnal Haryana is (are) : 0184-2260430.
Mobile No(s) of concerned persons at Dr Ganesh Dass DAV College of Education for Women, Karnal Haryana are 9416219051.
email ID(s) is
Website of Dr Ganesh Dass DAV College of Education for Women, Karnal Haryana is www.gddaveducationknl.org/.
Chairman : Sh. Punam Suri (Mobile 098110-43101).
General Secretary : Sh. R.S. Sharma, (Mobile 098185-35010).
Contact Details of Dr Ganesh Dass DAV College of Education for Women, Karnal Haryana are : Telephone: +91-184 2253335
email id: firstname.lastname@example.org (perhaps wrong)
Other colleges of DAV College Managing Committee, New Delhi
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DAV Institute of Management, Faridabad
DAV College, Naneola
Sohan Lal DAV College of Education, Ambala
DAV College, Pundri
Kumari Vidyavati Anand DAV College for Women, Karnal
DAV College, Pehowa
DAV College of Engineering and Technology, Kanina
DAV College for Girls, Yamuna Nagar
MCM DAV College for Women, Chandigarh
Hans Raj College, Delhi
PG DAV College, New Delhi
Dayanand College, Ajmer
Kshetrabasi DAV College, Nirakarpur
TDTR DAV Institute of Physiotherapy and Rehabilitation, Yamuna Nagar
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DBF Dayanand College of Arts and Science, Solapur
Dayanand Ayurvedic College, Jalandhar
DAV College of Education for Women, Amritsar
DAV Institute of Engineering and Technology DAVIET, Jalandhar
Mehr Chand Technical Institute (ITC), Jalandhar
Mahatma Hans Raj DAV Institute of Nursing, Jalandhar
DAV Institute of Physiotherapy and Rehabilitation, Jalandhar
BBK DAV College for Women, Amritsar
DAV College for Boys, Amritsar
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DRV DAV Centenary College, Phillaur
Hans Raj Mahila Vidyalaya, Jalandhar
KRM DAV College, Nakodar
Mohan Lal Uppal DAV College, Phagwara
RR Bawa DAV College for Girls, Batala
SL Bawa DAV College, Batala
DAV College Sector 10, Chandigarh
DAV College, Abohar
DAV College, Malout
DAV College for Women, Ferozepur
GGS DAV Centenary College, Jalalabad
Gopi Chand Arya Mahila College, Abohar
Mehr Chand Polytechnic College, Jalandhar
JC DAV College, Dasuya
DGB Dayanand Law College, Solapur
DAV School of Business Management, Bhubaneshwar
DAV College, Titilagarh
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MCM DAV College, Kangra
DAV Centenary College, Kotkhai
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Lajpat Rai DAV College, Jagraon
MMD DAV College, Gidderbaha
Dayanand Industrial Training Institute, Amritsar
JN Kapoor DAV Dental College, Yamuna Nagar
DAV College, Sadhaura Village
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DAV Polytechnic College, Dantewada
DAV College, Cheeka Guhla
DAV Polytechnic for Women, Yamuna Nagar
Dayanand College, Hisar
Dayanand Brahma Mahavidyalaya, Hisar
DAV College (Lahore), Ambala
JN Goenka DAV Centenary Development Rural Centre, New Delhi
Arya Pradeshik Pratinidhi Sabha, New Delhi
DAV Institute of Management and Vocational Studies, New Delhi
DAV Institute of Engineering and Technology, Daltonganj
Dayanand Institute of Education, Management and Research, Mumbai (Bombay)
Dayanand Institutions, Solapur
DAV Centre for Management Development in Agriculture and Environment, Rourkela
MG DAV College, Bathinda (Bhatinda)
Vishveshvaranand Vedic Research Institute VVRI, Hoshiarpur
DAV Pharmacy College, Jalandhar
MNDAV Dental College, Solan
DAV University, Jalandhar
DAV University for Women, Yamuna Nagar
DAV University, Pune
CoursesNumber of seats in Dr Ganesh Dass DAV College of Education for Women, Karnal Haryana is 140.
Dr Ganesh Dass DAV College of Education for Women, Karnal Haryana runs course(s) in Education stream(s).
Approval details: Dr Ganesh Dass DAV College of Education for Women is affiliated with Kurukshetra University, Kurukshetra (Haryana)
Profile of Dr Ganesh Dass DAV College of Education for WomenInspired by the philosophy and lofty ideals of Maharishi Dayanand Saraswati,a band of devotee philanthropist, determined 'Karam Yogis', notably, late Shri Makhanlal, Advocate, late Principal Mela Ram Barq and late Dr. Ganesh Dass Atreja, worked ceaselessly over a number of years to lay the ground work for founding of D.A.V. College of Education for Women, Karnal, the land of Danveer Karna. Their efforts bore fruits and the foundation stone of the Institution was laid in the year 1968 by Shri Sher Singh, the then State Minister of Centre.
In 1986, this premier women institution of the teacher education was handed over to D.A.V. College Managing Committee, Chitra Gupta Road, New Delhi, which is the biggest and the most prestigious, non-government educational organization of the country running more than 600 institutions of all descriptions and disciplines. "Destiny of India is being shaped in her class rooms". Keeping this in view, the aim of this institution is to prepare competent and able teachers who are agents of change, agents of modernization, constantly on the alert for new ideas. We aim at strengthening thewomen by educating them, inculcating self-confidence and making them morally, mentally and vocationally strong and independent thinkers.
The college campus is spread over 3 acres of land. It has spacious playground, ventilated class rooms, well equipped laboratories, library and an auditorium. Since its inception, the institution has been imparting quality teacher education. In spite of the great challenges and stiff competition, the students of the college leave their impression on the university examination results and notch top positions every year. An in-depth analysis of the various examination results reflects that the college students not only bagged top positions in the university merit list, but also have excelled others in showing pass percentage and securing first divisions. In addition to this, our students have also won laurels in co-curricular activities.
Images / newspaper cuttings related to Dr Ganesh Dass DAV College of Education for Women
Peon on regular basis (Job Vacancy)
Mali and Sweeper (Job Vacancy)
Asstt Professor for Maths and Boatany (Job Vacancy)
Faculty for Physical Education (Job Vacancy)
Media coverage of Dr Ganesh Dass DAV College of Education for Women, Karnal Haryana, Haryana
NAAC report of Dr Ganesh Dass DAV College of Education for WomenSection 1: Preface
Dr. Ganesh Dass College of Education for Women is a single faculty college, offering B.Ed. & M.Ed. programmes. The college is affiliated to Kurukshetra University, Kurukshetra [KUK] and recognized by NCTE since 26-07-2000 for 140 B.Ed. seats (vide letter No., F-3/H.R.-05/B.Ed./2000/5112) and for 10 M.Ed. seats (vide letter No., F-3/H.R.-03/M.Ed./2000/5104). The college is functioning on an independent campus spread over 2 acres and 700 Sq. yards of land and as per NCTE norms, has created, all essential physical infrastructure viz., library, reading room, computer center, dispensary, sports facilities for indoor/outdoor games, workshop for fabricating audio-visual aids, canteen, vehicle parking shed, hostel, auditorium with a seating capacity of 300 students, multipurpose room, education technology laboratory, science laboratories, classrooms and other ancillary facilities for teachers and students.
Teaching faculty comprises 13 members including the Principal and the librarian out of these 04 teachers are permanent covered under grant-in- aid, 09 teachers are on adhoc basis. Out of nine only four are qualified as per the NCTE/UGC norms. As per the NCTE norms all teachers possess double postgraduate qualifications save one, who is doing M.Ed. (part-time).
The non-teaching staff consists of 9, of these 03 are clerks, 01 library attendant and 05 are service staff (01 peon, 01 mali, 01 sweeper and 02 chawkidars). Besides, 6 more adhoc non-teaching staff have been appointed by the college management. There is a need to provide regular technical assistants. At present hostel accommodation is available for 45 students.
The main sources of funding the college are donations(Rs.10,181), government grants(Rs.46.15 lakh), fees(Rs.54,400), annual charges excluding admission fee(Rs.77,700), and paid seats(21.00 lakh). For the last 2 years the college has a surplus budget.
Dr. Ganesh Dass D.A.V College of Education for Women volunteered to be assessed by the National Assessment and Accreditation Council [NAAC], Bangalore and submitted the Self Appraisal Report[SAR] on February 2003, subsequently NAAC constituted a peer team comprising Prof. S. V. S. Chaudhary, Director, School of Education, IGNOU, New Delhi and Dr. Pritam Singh, Ex. Principal, Khalsa College of Education, Amritsar, Punjab as member. The peer group visited the college on 14th & 15th November 2003 and Mr. B. S. Ponmudiraj, Assistant Adviser, NAAC, Bangalore coordinated the work of the peer team through out the visit. The team carefully studied and analysed, the SAR submitted by the college. During the institutional visit, the team went through the relevant documents, visited all departments, saw the facilities available and interacted with the management, the Principal, teaching staff, non-teaching staff, parents, alumni and students.
The interaction with all the important constituents helped the team to arrive at objective conclusions. Based upon critical analysis of the report and of criteria, identified by NAAC and norms evaluated by the NAAC and NCTE, the peer team assessed the college in terms of its strengths and areas of concern. Criterion-wise analysis and suggestions for further improvement are given below:
Section 2: Criterion-wise Analysis
Criterion I: Curricular Design and Planning
As per policy of the State Government, the admission to B.Ed. is done through a common Entrance Test, conducted by the affiliating University. The merit rank of the student is decided by his/her marks in the entrance test. The M.Ed. students are admitted on merit assessed by the college admission committee. This procedure of selection ensures quality input for both the courses.
The college provides special progammes for advance learners and remedial classes for educationally disadvantaged students for improving their communication skills, reading ability, lesson planning and competence in writing instructional objectives.
The admission schedule as well as commencement of the academic session is regulated by KUK. The college functions for 239 days, out of which 177 are teaching days. The B.Ed. and M.Ed. syllabi are prescribed by the University. A teacher is represented in the Faculty of Education of the KUK. As per instructions of the KUK, the B.Ed./M.Ed. academic session is divided into three terms. The college prepares a list of activities to be undertaken in each term, however, unitization of the syllabus is not reflected in the college calendar. As the syllabus is prescribed by the university, the students have little option to make choice in the selection of papers. Some flexibility, however, is provided in the choice of topics for discussion lessons and practice teaching, SUPW and crafts. M.Ed. students have a freedom to select topic for their dissertations.
The College plans and executes practice teaching programme in a systematic manner. Immediately after the admission, an orientation programme is conducted for 3-4 days, which sensitizes the new entrance to the various interventions to be undertaken through out the year. Before the students actually come face to face with classroom situation in schools essential knowledge about pedagogical content analysis, followed by mechanics of lesson planning, development of basic teaching skills through micro teaching, observation of demonstration lessons given by subject teachers and then actual teaching in schools. In all a student has to deliver 54 lessons(10 micro, 10 composite in simulated conditions, 4 discussion lessons and 30 real classroom teaching in schools).
For practice teaching, the college selects 10-12 schools, it may be little inconvenient to manage this number but it provides an opportunity to students to have varied experiences, which they share after practice teaching is over. The college interacts with the community viz., literacy campaign in shradhanand orphanage, harijan basti in Karnal and participation in pulse polio drive.
Observations and Suggestions
The entire B.Ed./M.Ed. curriculum is being transacted with a focus on University examination which is evident from the fact that every year the college is showing almost 100% results with top positions in the University examination. There is little evidence that the teacher education programme is planned in developing a set of complex skills needed to meet the challenges of 21st century, which include, IT based self-learning and use of innovating teaching practices. The college should re-operationalise the given curriculum which should reflect new demands and trends to teacher preparation. There is a need to establish a wider community linkage by undertaking more social welfare programmes in the neighbourhood. The college calendar be more comprehensive and show date-wise sequence of all activities to be undertaken during the whole year.
Criterion II: Curriculum Transaction and Evaluation
To promote interactive teaching learning, the teachers supplement the lecture method with discussion, demonstration, tutorials and seminars. As part of the curriculum transaction each trainee is required to prepare charts, models, transparencies, chalkboard and duster. The students are encouraged to handle various gadgets like OHP, TV, VCR, slide projectors, tape recorder and epidiascope. The programme of practice teaching is quite systematic and scientific, it commences with pedagogic content analysis, followed by lesson planning, development of core teaching skills in simulated conditions, demonstration lessons by subject teachers and finally teaching practice in schools for 15 days. The students observe the lessons of peers and record observations, which provide them feedback. After the practice teaching schedule is over, the students come back to college, discussions are held and they are asked to write their experiences during practice teaching.
There is no formal mechanism for students evaluating their teachers. Use of suggestion box for the purpose, may provide limited and incidental information about the overall performance of the teacher.
During the induction programme, the students are informed about the evaluation mechanism to be followed throughout the year. Internal assessment, unit tests, terminal examination, four discussion lessons, assignments and seminars form the basis of evaluation mechanism for the teachers in the form of ACRs, which are validated by the principal.
To achieve the curricular objectives, the college monitors the overall performance of the students, through formative and summative evaluation. To ensure the development of fundamental values and civic responsibilities the college undertakes programmes such as: morning assembly, extension lectures, celebration of important social and national days, cleanliness day, tree plantation, extension lectures on health and hygiene and women rights. For the all round development of the personality of the prospective teachers, the college lays special emphasis on development of communication skills by participation in college/university competitions, sports and other co-curricular activities.
Observations and Suggestions
The duration of the practice teaching programme be increased and more innovative models be tried, which should be supported by action research undertaken by subject teachers.
A formal mechanism of peer and student evaluation should be introduced. It will help in the professional growth of teachers.
Some of the teachers have taken interest in participating in extension programmes sponsored by different colleges or universities. The college should take organize such programmes at its own level.
To have a wider interaction with professionals, the teachers should become members of professional organizations.
Each teacher should become computer literate and be conversant with online exploration of knowledge. Special training workshops should be organized for all the faculty members.
Criterion III: Research, Development and Extension
For promoting research, the college has a formal research committee comprising of seven faculty members. Being a postgraduate college of Education, most of the teachers are involved in M.Ed. dissertation work.
At present two teachers are registered for Ph.D. with the KUK. However, none of the teachers has undertaken any individual or group research project during the last five years. During this period 41 M.Ed. dissertations have been submitted but none of them has been published, evidently consideration of research at the M.Ed. level is quantity not quality. There is no evidence of the teachers providing consultancy service. The college has designated persons(additional charge) for different extension activities, which shows that the college takes special interest in conducting extension work viz., community and literacy, aids awareness, population and environment education, medical camp, health and hygiene. The involvement of the college with NGOs and GOs is limited to pulse polio drive and competitions.
Observations and Suggestions
Though it is a postgraduate college of Education, research culture does not exist, except M.Ed. dissertation. The teachers should take individual/group projects. Action research should become an essential input for self-improvement of the teachers.
Consultancy service should be broadly conceived. The college should play a leading role in improving the quality of teaching in neighbourhood schools. Planned efforts be made in the immediate future to adopt poor schools (especially girls). In the locality schools be helped to improve their performance through model classes, focusing on diagnostic testing, remedial work, etc.
The college should bring out its own research journal and database be made available through computerization for wider dissemination of knowledge.
Criterion IV: Infrastructure and Learning Resources
The college has constituted building and purchase committees, which look after the existing infrastructure and plan for future needs. The financial resources needed for this purpose are generated through Government grant and own resources. Optimum use of the infrastructure is being made by the college, for transacting B.Ed/M.Ed. theory and practical courses. The college allows the use of its infrastructure and academic facilities for conducting examinations by external agencies, functions organized by NGO's and schools in collaboration with the college. For beautification and keeping the environment pollution free, the students work in their respective tutorials under the guidance of their tutors. They decorate the display boards, write news and thoughts for the day and look after the overall cleanliness of their surroundings. Every year a seminar is organized on environment which is followed by tree plantation drive.
The college has constituted a library committee, which looks after the overall development of the library facilities.
However the college is yet to pick up with modern library organization services like inter library loan of books, computerization of library stock and services, reprographic and computer with Internet facilities. Services of a trained librarian are available to the college who is maintaining a stock of 9263 books which include reference books and journals. However more research journals need to be added. The Library remains open on all working days for 7 hours a day and has a seating capacity for 30 readers. The space is inadequate and however, Cabins for self-study for M.Ed. students be provided.
The college has all laboratories for psychology, educational technology and workshop for fabricating audio-visual aids. The college has 5 computers which have been purchased this year and for the time being their maintenance is covered under warranty period. Keeping in view the number of students, the college should acquire more computers, to make students functionally literate in computer knowledge, short term certificate courses be designed.
The college has the service of a qualified lecturer in physical education who is looking after the sports and physical education. The college has the adequate facilities for athletics in college annual sports, university and state/national level competitions.
Hostel accommodation is available only for 45 students in 7 rooms. Six to eight students are living in one room. The hostel needs a dining hall, reading room, common room for the students.
Observations and Suggestions
Computerization, inter linkage and reprographic facilities should be provided in the library.
More books from NCERT, NCTE, NIEPA, etc., be provided in the library.
Short-term computer courses be organized for students, teachers and non-teaching staff.
More research journals may be subscribed.
The hostel needs immediate attention like more rooms for accommodation, basic amenities, reading room and recreation room.
Criterion V: Student Support and Progression
The college has discontinued publishing its prospectus, as the admissio0ns are done by the KUK, which brings out its own prospectus. During the last two years (2001-2002) the college has shown cent percent results for both B.Ed. and M.Ed. classes, with no dropout and no failure. In the year 2001-02 the college bagged 06 university positions in B.Ed. out of first 10 and in 2002-03 the college bagged four university positions in B.Ed., which is creditable. There is no formal placement cell, however principals of local schools, conduct campus interviews and give appointments to suitable candidates. The college does not maintain any record of M.Ed. students, who qualify NET/SLET. There is no formal feedback mechanism or grievance redressal for the students, however, suggestions dropped in the suggestion box and interaction in tutorials is used to get the feel of the students.
As per the guidelines of the State Government financial aid is available to SC/BC students only. The college has not formally established guidance and counseling cell, however, during the induction programme in the beginning of the academic session and in the tutorials the students discuss any academic or personal problem with the teachers.
The college provides for recreational and leisure time activities, such as indoor/outdoor games, cultural/literary activities, audio-video facility, educational trips and excursions. In order to provide democratic set up in the college, the students have the opportunity to be member of different associations viz., cultural/literary, science, fine arts and sports.
The college alumni association is yet to come of age.
Observations and Suggestions
The college should publish its handbook of information, high lighting its rules, regulations and success stories.
Being a postgraduate college of education, there is a need to have a full-fledged guidance and placement cell. It will help the college to have a wider linkage with the schools and alumni.
There is a need for providing some coaching programme to M.Ed. students, who invariably take the NET/SLET examinations either during the M.Ed. course or after its completion.
Alumni association should be formed and made active, as old students are an asset to the college, not only in generating financial resources, but also their success stories in life can be a motivating factor for coming generations.
There is a need to establish linkage with other institutions and universities in India and abroad. It will help the institution to update its own programmes to met the needs of emerging society.
Criterion VI: Organization and Management
Through six committees (admission, discipline, cultural/ literary, building and purchase and grievance cell) the college is trying to evolve an internal mechanism to monitor and coordinate the functioning of the institution. The college should go for system analysis and audit the functioning of all its interventions.
During the last three years the college has added auditorium, undertaken extension work in library and girls hostel, glass boards have been provided in all the classrooms and computer laboratory has been equipped with five computers. In the near future the college intends to have new computer laboratory; science and language labs.
The recruitment of teachers covered under 95% grant in aid, is done by a duly constituted selection committee, where as, the temporary staff is appointed by the college. In view of the professional qualifications of the temporary staff, the minimum salary should be increased.
There is no formal provision for the professional development of the non-teaching staff, in view of the greater use of information technology in educational institutions and for enhancing the work efficiency, there is a need for organizing short term professional development courses for the office, technical and library staff.
The fee structure of the college is as per KUK guidelines. For bringing transparency in financial matters, the college has mechanism of internal and external annual audit by a chartered accountant. For the last year, the college has shown surplus budget; which reflects planned financial management. The college management has representatives of teaching and non-teaching staff, the grievances if any are discussed and resolved. The welfare programmes available to employees are: salary advance and refundable/non-refundable loan from the employee's provident fund. The college is yet to conceive the concepts of twining, T.Q.M. and collaboration with agencies like NCERT, NCTE, SCERT, NIEPA, etc.
Observations and Suggestions
The college is yet to catch up with modern methods of management and the concept of collaboration with other agencies for improving its instructional system. But there is a positive step, that a few committees have been set up for the improvement of its management system.
There is immediate need to organize short-term professional development course for non-teaching and technical staff to update their profession skills.
The college has inadequate number of computers for the M.Ed. and B.Ed. students for developing computer literacy.
The college should establish close working relationships with important national bodies like; NCERT, NCTE, SCERT, NIEPA as well as education departments of Universities in India and abroad.
Section 3: Overall Analysis
Dr. Ganesh Dass D.A.V. College of Education for Women has been associated with teacher education programme for the last 35 years. The results of its efforts were felt by the peer team during various interactions especially with the parents, practicing schools and students who provided ample evidence. The college is contributing its best in producing secondary school women teachers, who should be able to face the new challenges of teacher education.
The ban on fresh recruitment despite retirement of senior faculty has created difficulties for college in the recruitment of teaching faculty.
The interaction with the management (only two members attended the meeting) revealed that its members are always conscious about the needs of the college and are always willing to provide moral as well as financial support for the further development of the college.
The heads of the practicing schools gave an impression that the pupil teachers who come for practice teaching, are disciplined and take their classes regularly, while teaching they use audio-visual aids and involve students in their teaching learning process.
The interaction with the students (B.Ed. and M.Ed.) provided input to the peer team for quality improvement of all intervention being undertaken by the college. Some of the general suggestions are as follows:
At present the college hostel has only seven rooms, three on the ground floor and four on first floor. These rooms are inadequate for 45 students. Six to eight student are put up in each room. So, it is difficult to do self study. There is no hostel mess. The students take the meals in the rooms. The college also need to provide recreational facilities like indoor games and reading room in the hostel campus.
Seating arrangement in the classrooms be improved.
The service and quality of food served in the canteen needs improvement.
The college has divided 140 B.Ed. students in 03 sections and teachers give lectures mostly in English sometimes mixed with Hindi. The college may think of starting a separate Hindi medium section.
The college gives 20% internal assessment in all theory papers. The team suggests that there should be more transparency and objectivity in giving internal assessment marks.
Number of computers be increased and computer literacy be made compulsory for all students.
The students may be allowed to withdraw more books from the library. Latest books should be added in the library according to the new syllabus.
The library is deficient in current research journals. Efforts be made to provide more research material.
The college may initiate a placement cell, so that through campus interviews students be helped to get jobs.
Dr. Ganesh Dass D.A.V. college of Education for women has a long standing of more than three decades to serve the cause of women education, by producing trained teachers. The peer team places on record its appreciation for the co-operation received form all quarters, viz., the management, the faculty, non-teaching staff, students, alumni, parents and practice teaching schools. The team also appreciates the positive attitude of the principal, teaching and non-teaching staff, and the management, in providing all necessary information and support for the successful completion of this report. The peer team also appreciates the support received from Mr. B. S. Ponmudiraj Assistant Adviser, NAAC, who coordinated the entire assessment work very patiently. The peer team wishes the institution well; it may grow from strength to strength and become a pioneer secondary teacher education for women in this region.
Chairman : Prof. S.V.S. Chaudhary
Member : Dr. Pritam Singh
Mrs. Davinder Lamba
Place : Karnal (Haryana)
Date : 15th November, 2003
Summary: Dr Ganesh Dass DAV College of Education for Women, Karnal Haryana website, mobile, contact address and approval / recognition details.