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Chauson College of Education, Chikodi, Karnataka
Chauson College of Education, Chikodi, Karnataka
Address: Plot / Street / Area
Plot No : 42
Chaugule Hills, Chikodi Nipani Road
Chikodi (District Belgaum)
Karnataka, IndiaPin Code : 591201
Chauson College of Education, Chikodi Karnataka is a recognised institute / college. Chauson College of Education, Chikodi Karnataka is managed by Society: Chauson Education Society Shakuntala Mahal,No 14, Mla Layout, Rmv Ii Stage, Iv Block,New Bel Road, Bangalore-560094. Chauson College of Education, Chikodi Karnataka was established on / in 1985.
Chauson College of Education is situated in Chikodi of Karnataka state (Province) in India. This data has been provided by www.punjabcolleges.com. Chikodi comes under Chikodi Tehsil, Belgaum District.
Fax # of Chauson College of Education, Chikodi Karnataka is +91-8338 272367.
email ID(s) is
Website of Chauson College of Education, Chikodi Karnataka is http://www.chauson.com/.
Contact Details of Chauson College of Education, Chikodi Karnataka are : Telephone: +91-8338 272367
College name spelling confusion:
CoursesChauson College of Education, Chikodi Karnataka runs course(s) in Education stream(s).
Approval details: Chauson College of Education is affiliated with Karnatak University, Dharwad (Karnataka)
Profile of Chauson College of EducationThe Chauson College of Education, institution of Chauson Education Society (R) Bangalore was established in the year 1985. The college is housed in a 15 acres beautiful and pollution free campus located at Chaugule Hills, which is 70 Kilometres from Kolhapur City (Maharashtra state), 70 Kilometres from Belgaum City (Karnataka state), and 150 Kilometres from Goa. The Management of the Chauson College of Education has provided all the necessary Infrastructural and instructional facilities as per the norms of NCTE and has provided excellent Educational Facilities which is at par with the best in the country and has been provided on a campus which provides an ideal educational atmosphere combining theory as well as practical aspects so as to provide the real feel of the school experience. The Chauson College of Education has an Academic Council comprising of highly educated and eminent persons. The Institution is managed on the priniciples of modern management techniques and the concept of Total Quality Management is followed. B.A.or B.Sc graduates with minimum 50% marks are eligible to apply for Admission to this course. 45% in case of SC/ST graduates.
Date of Submission : 11/10/2010, Monday 1:07 PM
Teacher Education Institution Registration Details
Reference ID : SKABELIN-3995
TAN. No : BLRC03584A
NACC Accredited : Yes
--NCTE NACC Grade : B+
--Year of NACC Accredation : 2005
Minority : No
--Minorty Type : NA
--Religion : NA
--Language : NA
Location college/institution : Rural
Located in : institusional
Building Type : Its own campus
Total Area(Sq.Mts.) : 16000
Total Built up Area(Sq.Mts.) : 2500
Nature of land holding : Ownership
Type of Land(Lease) : Private
Construction completed Date : 29/09/2001
Shared Campus Area :
Campus shared by : By Registration
Khasra No./Plot No./Survey No. : 42
Revenue Village of the land : CHINCHANI
Land is free from all encumbrances ? : Yes
Type of college/institution : Co-education college
Management of the college/institution : Self financed institution(Private)
Management of college/Institute : NA
Institution or its Managing society/body registered ? : Yes
Registration Act : Societies Registration Act
No. of Non Teaching Staff(Male) : 2
No. of Non Teaching Staff(Female) : 4
No. of Non Teaching Staff(Total) : 6
Area of Reading Room(Sq.Mts.) : 100
Seating Capacity : 60
Titles of Teacher Education(Library) : 2500
Books of Teacher Education : 8419
No.of Journals : 21
No of Encyclopedias(Library) : 27
Area of Lab : 100
No of Computers : 12
Internet Access ? : Yes
LAN : Yes
Availability of LCD Projector : Yes
Availability of OHP : Yes
Availability of TV : Yes
Availability of VCR : Yes
Name of Experiment(Psycho Lab) :
Attention Test, Attention Test, Conceptual Test, Learning Curve Test, Recall and Recognition Test, performance Test, Apptitude test, Apptitude test, Interest Test, Intellegence Test, Attention Test, Interest Test, Intellegence Test, Intellegence Test, Creativity Test, Time Creativity Test, personality Test, personality Test, personality Test, Adjustment Test, Intellegence Test, Learning Curve Test, Learning Curve Test, Distraction Attention, Retentio Test, Recalling Test, Transfer of Learning Sheets Test, Transfer of Learning Sheets Test, Memory Test, Adjustment Test, Memory Test, Distraction Numbers of Attention, Co-operation and Competition Testing, personality Test, Development Testing, Development Testing, personality Test, Concept formation Test, Concept formation Test, Concept formation Test, Concept formation Test, Concept formation Test. Etc, Span of Attention with Board with cards, Division of Attention, Mental Concept Formation cards, Mirror Drawings appartus with Rest Counter, Recall and Recognition cords, Chattargi Nonverbal peroformance cards
a) Set containing 25 Books
b) Differentional Appotitude
c) Chattargies Scientific Knowledge apptitude
d) Strong vocational interest Inventroy
Reven's progressive Mtrix, Matronome, Howard Showman Appartus., Cube construction Blocks, K.K.Bhatias Bettery, Pictorial Cards Sheets
Name of Appratus(Psycho Lab) :
Stop Watches, Verbal Instrument Sheet, Multiphisic Questionnar H.N. Murthy, Group Character Isitics, Eysneeks Test Materials, Bell's Adjustment Inventory, Multiphisician Blanks, Letter Symbol Substitution Sheets, Objet Digit substitution, Cancellation Sheet for Mental Fatigue, Meaning of Retention, Effect of Meaning fullness, Star Pattern Cards, Star Pattern Sheets, Short Term Memory Data Sheets, Social Distance Scale Data, Long Term Memory Data Sheets., Cancellation Nos. Sheets, Co-Operation and Competition Data, Sheets, HSPQ Sheets, Piagets Conservative test, Chronology Task, Catagories, Solid figures, Entity of Liquid, Weigth Entity, Numbers Entity, Length Entity etc
Area of science Lab : 60
Weight measurement Experiment
With Simple physical Balance, Light Experiment, Newton Ring, Centrifugal force Testing, Magnetic Appartus pole Properties, Elecrical Circust testing, Diesed Engine Function
Physical Science Name Experiment :
petrol Engine function, Water Voltmeter, Spectroscope study, Temperature measurements filtration, Diffration of Light, Solar sys model sun model earth model etc
Name of Charts(Physical Science) :
Weight measurement Experiment, With Simple physical Balance, Light Experiment, Newton Ring Centrifugal force Testing, Magnetic Appartus pole Properties, Elecrical Circust testing, Diesed Engine Function petrol Engine function, Water Voltmeter, Spectroscope study, Temperature measurements filtration, Diffration of Light, Solar sys mode sun model, earth model etc
Name Experiment(Biological Science) :
Dissecting Microscope, Compound Microscope, Simple Micoscope, Oil immersed Microscope, Heart Model, Nervous System Model, Respiratory model, Brain system etc, Disection, Study of Cell, Blood circuletion study Nervous sgsh, Respiratory, System
Name Charts(Biological Science) :
Dissecting Microscope, Compound Microscope, Simple Micoscope, Oil immersed Microscope, Heart Model, Nervous System Model, Respiratory model, Brain system, Disection, Study of Cell, Blood circulation study Nervous sgsh, Respiratory, System etc
Name Model(Biological Science) :
Disection, Study of Cell, Blood circulation study Nervous sgsh, Respiratory, System, Dissecting Microscope, Compound Microscope, Simple Micoscope, Oil immersed Microscope, Heart Model, Nervous System Model, Respiratory model Brain system, etc
Area of Lab(Language Lab) : 10
Name of Equipments(Language Lab) :
recording facility, tape recorder, computer with headphone,radio, etc
Name of Charts(Language Lab) :
Language Educational, Grammar phonetics, Tapes Recorder, Language Journals, DVD, Radio, T.V., language Kit, language Books computer with headphone recording facility
Indoor Game Area : 40
Indoor Game(D.Ed/B.Ed./M.Ed.courses) :
Chess , Carrom
Outdoor Games(D.Ed/B.Ed./M.Ed.courses) :
Cricket, Football, BasketBall, Volley Ball, tennikoit, Ball Badmington, Atheletics events, etc
Area of Outdoor Games : 4000
Name and No. of Instruments(arts and carfts) :
Art and craft materials, thermacol, charts, adhesived, scissors, cutters, paints, plaster moulds, candle moulds,etc
Name Charts(arts and carfts) :
SUPW activities, Paintings, Craft making,etc
Name of Models(arts and carfts) :
candle, statues, plastic aid,craft and art etc
Name of Instruments(Health and Physical...) :
Sport equipments for all outdoor and indoor games, and atheletucs
No of Instruments(Health and Physical... ) :
Charts on health, yoga, exercises, games etc
Name Charts(Mathematics Resource Center) :
Geometric Models, Formulaes, mathematicians, tables, etc
Name Model(Mathematics Resource Center) : Geometrical, Compass, etc
Name of Instruments (Anatomy,Physiology... ) : 0
Name of Charts (Anatomy,Physiology ...) : 0
Name of Equipments(Atheletic Care) : 0
Name of Charts(Atheletic Care) : 0
Name and No. of Instrumernts(Cultural Facility) : 0
Name and No. of Instruments(Athletics) : 0
Size of Track(Athletics) : 0
Indoor Games(C.P.Ed/B.P.Ed./M.P.Ed.courses) : 0
Indoor Game[Area](C.P.Ed/B.P.Ed./M.P.Ed.courses) : 0
Outdoor Games(C.P.Ed/B.P.Ed./M.P.Ed.courses) : 0
Area of Alloted Outdoor Games : 0
Gym Facility for Women : Yes
Area of Men Gym(sq.Mts.) : 0
No of Stnations(men) : 0
Area of Women Gym : 0
No of Stnations(women) : 0
Teaching Faculty Details
Teacher id Designation
Composition of Society/Trust
T.N.Chaugule-President Shakuntala Mahal, 14 MLA Layout,RMV II Stg, IV Blk, New BEL Road, Bangalore- 560094,INDIA
Shri Surendranath Chaugule-Hon. Secretary Shakuntala Mahal, 14,MLA Layout, RMV II Stg, IV Blk, New BEL Road, Bangalore-560094, INDIA
Smt Shakuntala Chaugule- Treasurer Shakuntala Mahal, 14,MLA Layout, RMV II Stg, IV Blk, New BEL Road, Bangalore-560094, INDIA
Media coverage of Chauson College of Education, Chikodi Karnataka, Karnataka
NAAC report of Chauson College of EducationSection I : PREFACE
Chauson College of Education, Chikodi (CCOE, hereafter) was established in June 1985 by Chauson Education Society, Bangalore, a society registered under the Karnataka Societies Registration Act, 1960 on May 2, 1985. Consequent upon the establishment of National Council for Teacher Education (NCTE) in 1995, CCOE applied for recognition of its B.Ed. programme and it was given provisional recognition for one year vide their certificate dated 14/10/1996 (1996-1997) and permanent recognition vide their letter No: SRC/NCTE/97-98/KRN/SEC/2035 dtd. 16/9/1997 with an intake of 100 students for its B.Ed programme.
CCOE is non - minority unaided institution affiliated to Karnataka University, Dharwar. CCOE functions in a border district of Karnataka where the population is bi-lingual and the two languages vie with each other for hegemony.CCOE strives to serve both the Kannada speaking community and the Marathi speaking community on no profit basis in spite of the difficulties it faces.Located on a sprawling campus of 15 acres in rural environments in Dist. Belgaum, CCOE functions from a two-block building. Besides CCOE, the Society runs a nursery school and a primary school on the same campus but in a separate building.
This Draft Peer Team Report concerns CCOE only. CCOE B.Ed. programme has been provisionally affiliated to Karnataka University, Dharwar since 1985-86; the affiliation for the session 2004-2005 has already been sanctioned vide their letter No. KU/Acad. (Aff.) 2004-2005/1616 dated: 19th July 2004. CCOE was recognized as a college under section 2(f) of the UGC Act vide their letter No. F.8 - 120/2000 (CPP - I) Dated; 31st October, 2003, as a Non-Government college teaching up to Bachelor's degree. Till 2003, the institution had trained nearly 2000 teachers through eighteen batches of its B.Ed. The duration of its B.ED programme is one academic year. The session usually starts in December and concludes in October Of the 100 students admitted by CCOE, 50 are allotted by the State Government and another 50 are admitted through management quota according to the policy guidelines of the State Government. The 2003-2004 batch has 99 students instead of 100. CCOE has a faculty of 08 permanent teachers including the principal. The Principal has been serving CCOE for the last twelve years; another faculty member has put 5 years of service at CCOE. The rest of the teachers have been serving CCOE since 2002-2003. None of the permanent faculty members have completed their M.Phil or Ph.D. Besides these, CCOE has three seasoned visiting faculty members with total experience in teacher education ranging between 16 years and 30 years. Two of the visiting faculty have Ph.D. in Education. One of the regular faculty member has qualified himself in the UGC - NET and another has cleared SLET. CCOE has a support staff of 09, of these two are technical staff and the rest are administration and support staff. In terms of staff, CCOE fulfils the prescribed NCTE norms. The 2002-2003 batch of CCOE had 98 students (F=30, M=68); of these 29 (F=11, M=18) were from Distt. Belgaum, another 31(F=11, M=20) were from other districts of Karnataka while 38(F=8, M=30) were from other states of India. Thus, the bulk of CCOE students (38.8%) was from outside the State of Karnataka. The current (i.e. 2003-b04) batch has 99 students ( F=32, M=67 ); of these 76 (F= 27 ,M= 49) are from Karnataka State, while 23 (all males) are from Maharashtra State.
Of the 100 students of session 2001-2002 who joined CCOE, 96 appeared in the University exams and 91 passed, all in first division. Of the 100 students of session 2002-2003, 99 appeared in the university exams and 95 qualified themselves in first division and of these 26 students passed with distinction. During the last 5 years, the annual pass % has been between 94 and 99. The unit cost of CCOE for the current session is Rs. 35,985. CCOE relies for its income primarily on fees; the total income during FY 2002-2003 was Rs. 17,740,13 (approx) and the bulk of it came from students fees. The gross loss of CCOE was Rs. 3,75,851/- which was made good through contribution by its parent society & other voluntary contributions. CCOE has a reasonably good range of support services and facilities which speaks for the enthusiasm of the management and the Principal to equip CCOE with best available resources as far as possible. CCOE is an unaided, private enterprise teacher education institution and it has to generate its revenue through its students and other sources. In 2003-04 budget its expected total revenues through donations are Rs. 23 lac. Of these 15 lacs are to be donated by the parent society and the rest are to be raised through voluntary contributions.
CCOE developed its Self - Appraisal Report (SAR) with Prof. B. C. Patil, Dean and Chairman, Academic Council, CCOE and former Registrar, Karnataka University and Sh. S.T. Chaugule, Vice - Chairman, CCOE as Self Appraisal Coordinators and with inputs from CCOE faculty. The institution submitted its SAR to National Assessment and Accreditation Council (NAAC), Bangalore in December 2003 and volunteered for assessment. After receiving the SAR from CCOE, NAAC constituted a three - member peer team comprising Prof. V.K. Sabharwal, formerly Dean and Head, Education, Delhi University, Chairman - Coordinator, Prof. Subbrayan Peri, Principal IASE, Rashtriya Sanskrit Vidyapithan, Tirupathi and Dr (Sr.) Marsiana, Principal, Stella Matutina College of Education, Chennai for on - site validation of the CCOE SAR.
The Peer Team visited CCOE on the 2nd and the 3rd August, 2004. It analyzed the SAR submitted by CCOE. During these two days the Peer Team visited various units and support services of CCOE. It also examined and analyzed various additional documents made available by the CCOE. Besides, the Peer Team interacted with various stakeholder groups viz.; the Management, the faculty, the students (N=99) the alumni (N=3) the parents (N=5) and the non - teaching staff. On the basis of the information made available and the inputs generated through interaction with various stakeholder groups, the Peer Team analyzed the functioning and performance of CCOE in terms of its strengths and areas of concern. Criterion-wise analysis of the strengths and areas of concern of CCOE is given in Section II while overall analysis and suggestions for further improvement are given in Section III.
SECTION II : CRITERION-WISE ANALYSIS
Criterion I : Curricular Design and Panning
CCOE selects candidates for admission to its B.Ed. programme on the basis of the three criteria viz., ; performance on entrance tests, interview and academic record. Its academic session 2002 - 2003 started on 9/12/2002. During that session, CCOE had a total of 210 working days which comprised 150 teaching days and 40 practice teaching days, 10 days of admissions and 10 days of examination. CCOE has identified 26 schools for the conduct of its practice - teaching component. Each student delivers 24 lessons, 12 in each teaching subject. CCOE doesn't have any formal mechanism for assessing content knowledge and skills of its students after admissions and before the start of theory classes. However, short duration special coaching of one week is provided to students by the CCOE faculty. A major feature of the programme is unit tests which are geared to better performance in the University examinations. This year, a ten - day remedial programme was also organized by CCOE during the mid- term vacation (May 1-10,2003). Students who perform well are encouraged to perform better by the faculty through various means including expert guidance, participation in seminars etc.
The Karnataka University B.Ed. syllabus is already unitized and therefore CCOE faculty do not have much to work to do in this regard; the faculty however are encouraged to and do prepare course outlines. CCOE students have flexibility within the programme in terms of choice of teaching subjects, optional papers, participation in various curricular (e.g. seminars) and co-curricular activities and two or three - day citizen training camp. CCOE strives for developing itself 'as an institute of excellence in Education by creating knowledge - base and disseminating it to all sections of society. Its mission is to promote 'intellectual self - reliance and enlightened leadership' among its students. However, it is yet to establish suitable structures and mechanism that would enable CCOE to assess how far it is succeeding in the attainment of its vision and mission. It offers a number of socially useful activities for its students. CCOE adequately promotes self - learning among its students through various facilities, tasks and assignments. At present CCOE does not organize internship as sustained uninterrupted and full - blooded whole class teaching activity for two or more weeks. CCOE has provision for community work. The institution continues its practice of providing work experience / SUPW to its students even after its discontinuation by Karnataka University which is indeed positive. CCOE has evolved some healthy practices too. For example, newly admitted students get a chance to observe classroom teaching of seasoned schools teachers; besides micro teaching sessions are video- recorded and used for analysis and reinforcement later on.
Criterion II: Curriculum Transaction and Evaluation
CCOE develops its programme calendar which is essentially a calendar of events. This calendar is a more developed version of the Karnataka University calendar of events. CCOE has adequate inputs for sustaining and promoting interactive teaching learning. Its students prepare teaching aids for use in classroom teaching during their practice - teaching. The institution has adequate audio - visual equipment. CCOE B.Ed. theory programme is transacted mainly through lectures and seminar readings by students. Workshops and seminars by experts are also organized from time to time. Pedagogic - content analysis is treated as content analysis in terms of theoretical concepts, principles and laws etc; Lesson planning is based on the usual format. CCOE has developed a lesson plan format for its students for annual exams. Inputs for developing core-teaching skills are provided through micro teaching sessions. The lesson format for micro - teaching lessons and the frequency of teaching cycle in simulated settings need to be reviewed for their optimal effectiveness. Demo lessons for providing a practical model / standard of classroom instruction are delivered by the faculty. Practice teaching is well organized for the trainees. Each trainee teaches 24 lessons of 45 - minute duration each in wholeclass settings. Lesson plans are discussed with and approved by the concerned faculty member. Practice teaching is organized in 09 schools. On the average 50% of these lessons are supervised by the faculty and feedback is provided to students. A sizeable number of peer teaching lessons is observed by each trainee. Reflection on their classroom teaching by trainees is at best informal; it needs to be made formal. The faculty may discuss how this can be accomplished. Interaction with schools / community is mainly through lectures; it needs to be transformed into hands- on experience for each trainees so that each student is adequately sensitized to and becomes aware of the needs, aspirations and life - style of the surrounding communities. Evaluation methods and the university scheme of evaluation are communicated to the trainees. The Karnataka University B.Ed. syllabus was last revised in 1994 and it has now become considerably outdated. The syllabus provides specific objectives for each course. CCOE is yet to develop mechanisms for assessing whether its students are able to achieve these objectives and to what extent. This would be specially true of qualitative objectives that cannot be assessed through measurement procedures. CCOE organized one workshop for its faculty during 2002-2003 and another two (one for faculty and one for students) during 2003 - 2004. CCOE faculty have not participated in any state, regional or national level programme for their professional development during these two years. The principal recently attended a NAAC conference during Feb/March this year at Bangalore. One faculty member attended a DSERT seminar during May this year at Dharwar. However, such programmes are organized by the academic council of CCOE from time to time. CCOE has linkages with some institutions in the state of Karnataka which are mutually beneficial. Value education related inputs are provided to CCOE trainees through lectures, curricular activities and discussions. The institution provides adequate experiences to its students for developing civic awareness and responsibility. It has evolved the practice of assembly address by each student to develop their communication skills; these are further supported by various other curricular and co-curricular activities. Students IT skills are developed through computer work through a LAN. CCOE has 7 computers; of these 5 are in the computer-cum-ET lab and one each in the Principal's office and the library. The internet connection is available in the Principal's office. CCOE has substantial off-line learning resources including CDs, video tapes, audio cassettes and a sizeable stock of slides. CCOE needs to provide cooperative collaborative learning experiences to develop 'learning to work together skills' among its students. Karnataka University evaluation scheme provides for external and internal evaluation for theory (Part A) and practical (Part B). There are 480 and 120 marks respectively for theory and 120 and 280 marks for practicals for external and internal evaluation. The aggregate marks are 1000. CCOE has an adequately organized system of assignments and projects.
Criterion III: Research, Development & Extension
CCOE encourages faculty research in education through its Governing Council, Advisory Committee and Academic Council but no faculty member is at present working on their Ph.D. The institution provides academic encouragement and incentives to its faculty for research and one faculty member has applied for registration for doctoral research. Since CCOE offers only the B.Ed. programme, it doesn't have any research scholars on its rolls. The visiting faculty is quite seasoned and has adequate research supervision experience. In spite of these facilities, research and publications by the regular faculty are yet to pick up as serious activities. Extension services are looked after by a faculty member as an additional charge. CCOE faculty have developed self - instructional materials, non print material as well as a question bank for its students.
Criterion IV : Infrastructure and Learning Resources
CCOE is located on a 15-acre plot. Its building has 2 blocks and total floor area of 1157 sq. mtrs. A 6- acre plot has been earmarked for future expansion. CCOE is located in rural, pollution free environment with lots of greenery. The management has adequate reserve funds to provide additional infrastructure if necessary. The infrastructure is maintained by the maintenance staff. CCOE allows other agencies to use its infrastructure resources whenever they approach it. CCOE library has a 19 - member advisory committee headed by the principal; it includes 16 students and one staff member. This committee looks after stock purchase, and use of library resources. 17 educational journals are subscribed to by CCOE in addition to 7 general periodicals. Library services have not yet been computerized. However the institution is in the process of putting its library stock on the computer. Rs. 19000/- were spent on purchase of library stock during session 2001-2002 and another Rs. 35,000/- during 2002-2003. The library is open between 0800 hrs and 2130 hrs on six days a week and during exams it is open upto 2300 hrs. CCOE library stock comprises 8030 volumes as on 02-08-2004.
The institution has only seven computers in LAN along with one internet connection. Computers are used for providing computer literacy, supporting academic activities and preparing teaching - learning aids by students. CCOE has various labs as prescribed by NCTE norms. The institution has a well-equipped multipurpose hall / auditorium and four spacious classrooms each with area between 500 sq.ft. and 650 sq.ft. It has all necessary facilities and support services to enable CCOE to function as a self - sufficient institution. CCOE students can participate in physical and sports activities including yoga and some indoor games. The institution has a 60 - bed hostel that can accommodate 40 male and 20 female students. The boys' hostel has 2 dorms, each can accommodate 20 students. The girls' hostel has 3 dorms and can accommodate 40 girls. At present 40 boys and 20 girls stay in the hostel. Besides, the hostel has 2 guest rooms 7 single rooms, a mess and a dinning hall on the ground floor. 50 students can dine in the dining room at the same time. The mess and the dining hall are well furnished and the common room has a variety of recreational facilities.
Criterion V: Student Support and Progression
CCOE has been serving the State and the community for almost two decades and many of its alumni occupy key positions in education, and social service sectors. Being a secondary teacher education, its students do not appear in UGC-NET and SLET. The institution receives feed back from its students and uses it for improvement of its programmes as well as services. It publishes an updated version of its prospectus every year. CCOE students who come from reserve categories receive scholarship from the State Govt: the institution has facilities for guidance and counseling for its students. These activities are coordinated by the Students' Welfare Office and are provided with the help of the faculty. The institution does not have a formal placement cell yet. However it helps its students informally in getting suitable and early placements. Its student association organizes various activities including maintenance of discipline. CCOE admission procedure and criteria are communicated to candidates through prospectus and newspaper ads. Admission to the CCOE B.Ed. programme is governed by the rules and regulations of Karnataka University.
Criterion VI: Organization and Management
CCOE has an internal coordinating and monitoring mechanism which works quite well. The management uses TQM, strategic planning, decentralization and team work during the last three years for CCOE. Faculty recruitment is according to the procedure laid down by State Govt. All faculty members have been recruited from within the state of Karnataka. Eminent visiting faculty are appointed by the management on need basis. The fee structure for the B.Ed. programme is as prescribed and notified by Karnataka Govt; At present, it is Rs. 35000/- for each management seat (N=50) and Rs 8000/- for general category allotted candidates including development fee of Rs. 5,000/- and Rs. 2,000/- for each student from these two categories respectively. Besides, students have to pay Rs. 2125 each as other fees. Students who stay in the hostel pay Rs. 10000/- each in two equal instatements. The institution has an internal audit mechanism and an informal system for grievance redressal. No loan facility is available at present to the employees from CCOE management. The institution has created the necessary endowment fund and reserve fund as stipulated by NCTE. As of now CCOE does not have any twinning programme, student exchange programme, and regular collaboration with national and regional agencies.
SECTION III: OVERALL ANALYSIS AND SUGGESTIONS FOR FURTHER IMPROVEMENT
CCOE has its unique strengths as well as areas of concern. CCOE has an enlightened and service -oriented management especially for spreading literacy and promoting upliftment of its ambient rural community. This task has its peculiar challenges that CCOE is busy talking. During these 19 years, the institution and its management have won the trust of the surrounding community. Senior members of the community have immense appreciation for the work done by CCOE and the B.Ed programme of the institution. Besides, the institution has 15 acres of land and its location on the hill top ensures a pollution - free and aesthetic environment. The Peer Team hopes that future growth of CCOE will not be held up for want of land and infrastructure or financial resources. These are the major strengths of CCOE. The existence of Governing Council, Academic Council and college advisory committee and the appointment of seasoned teacher educators as visiting faculty reveals that necessary major structures for quality improvement are already in place and they need to be made more functional and their activities expanded. CCOE at present has facilities for teaching of nine school subjects comprising four languages (English, Kannada, Marathi & Hindi), History, Geography, Physical Sciences, Biological Sciences and Maths. This is very positive. The Principal was appointed only last year but she is quite systematic in her approach to institutional planning. The NAAC Peer Team feels that she should complete her Ph.D and lead her faculty by example to motivate other members of the teaching staff to strive for their professional development.
While CCOE developed its Self - Appraisal Report (SAR), it was sensitized to quality - related inputs that need to be provided by any teacher education institution that is eager to improve its performance. In other words, by developing its SAR, its management as well as its faculty have taken the first step on their journey for improvement of institutional performance. The vision and mission statement of CCOE hinge on the triad of 'developing excellence in education by creating knowledge-base' 'disseminating it to all sections of community' and 'creating self-reliant and enlightened leadership of the students'. The peer team feels that with such a comprehensive and progressive vision and mission, CCOE should have achieved many a milestone during these two decades of its existence but could not for whatever reasons. It is in this context and with a view to enable CCOE to attain its vision and destiny that the following suggestions are offered.:
Teacher education institutions located in rural areas and dedicated to community development cannot succeed in their mission unless they give high priority to professional development of their faculty. By developing a well orchestrated programme of professional development, CCOE can ensure that its vision is shared and appreciated by all its faculty members and that they work as a team and strive for its attainment. Enrichment inputs in respect of content areas and pedagogy can be organized for as well as by its faculty through seminar and workshop modes. Research skills should also be developed and the faculty be motivated to undertake Ph.D level research. True that some among the faculty may move to greener pastures but this would give an opportunity to CCOE to recruit younger faculty to transform their personality and upgrade their professional skills through its sustained professional development programme.
Library resources are acknowledged to play a critical role in professional development of the faculty and making them self-regulated professionals and for developing content area knowledge, pedagogic skills and reflection-based analysis among students as well as faculty. In order to achieve these objectives, CCOE library needs to be re-structured with focus on development of reference section, research section and content area sections. The existing stock of 8030 volumes largely comprises multiple copies of Indian publications recommended as text books; the actual number of titles is consequently quite limited. New publications on teacher education especially low-priced editions of foreign publications for building up a stronger knowledge -base of students as well as faculty can make significant qualitative difference here. Upgrading the librarian's skills through various means and making author catalogue and title catalogue available to the readers can make the library user - friendly and access to and retrieval of books a lot easier. Use of library resources is at present very low (Average 1.9 books per month per student). If the faculty were to sit and study in the library for at least one hour every day, the students too would start making greater use of library resources. The faculty may highlight certain articles in various journals to students and encourage them to use these later on.
Information technology (IT) resources are fast becoming the backbone of contemporary teacher education. CCOE needs to acquire another 20 computers and make hands - on computer practice sessions a daily feature of its teaching programme. Besides, the computer instructor should ensure that all students, whatever their family background, get over their technology fear and develop IT competencies and skills for using on - line and off-line resources to support and enrich their teaching and learning. The internet terminal needs to be made more accessible to students and the faculty. The library stock and issue - return of books should be computer - based. These steps can help CCOE give its B.Ed programme a contemporary flavor.
All laboratories need to be made more functional and each B.Ed. students must perform a prescribed number of experiments choosing at least one but not more than two from a given number of groups of experiments. This would provide flexibility and help students choose experiments based on their areas of interests and thereby improve their motivation level. Beside, inventory registers for all labs need to be properly maintained and kept in the concerned lab itself. Appointment of a qualified lab assistant can ensure proper upkeep of labs and make science lab a lot more functional for promoting students' learning.
CCOE faculty need to think and devise strategies for developing a proper academic calendar (instead of the present calendar of events), organize quarterly mid-session reviews of how far target programme objectives for each quarter are being attained and how curriculum transaction in each subsequent quarter can be improved and how emerging concerns ( e.g. inclusive education, learning-to-learn skills, learning-to-work together as well as independently and reflection on one's daily performance for further improvement can be nurtured and made highlights of the B.Ed. programme. Skills for effective use of learner-centered pedagogy have now emerged as the major technique for course transaction in progressive schools. CCOE faculty need to plan how their trainees can be best equipped with these skills for enabling their students to learn optimally at their own pace.
CCOE faculty led by the seasoned visiting faculty would do well to plan how best healthy practices like tutorials for groups of 8-10 students and transaction techniques other than lecture can be made regular features of the B.Ed. programme. Counseling, assignments based on students' interest areas in teacher education and pitched at their ability levels can improve functional effectiveness of the programme, make students independent learners and develop their critical thinking skills;
Practice teaching constitutes the heartland of teacher education where students develop and hone their skills and learn to integrate discrete teaching skills seamlessly and discover and develop their individual but effective teaching styles. The feedback provided by the faculty can go a long way in ensuring that these objectives are attained by each student. For this to happen, the faculty need to provide detailed but specific inputs to students through their remarks. At present most feedback is provided through general comments, specific comments on content, its sequencing, concepts - related teaching, trainees' formative evaluation of their students etc. can be a lot more effective. Besides the faculty need to plan for increasing the duration of block practice/ internship so that students may be provided a variety of wholeclass teaching experiences on all aspects of their teaching subjects, and.
Lastly, CCOE management and faculty may plan how best the institution can be made a Teacher Resource Center for its neighborhood schools, especially for the ten schools that CCOE has adopted this year through an MOU with Karnataka State Govt. This can make CCOE the center of all educational activities in its surrounding villages and towns during the next five years . Besides, the institution - school - community networking needs to be ensured on long term basis.
These suggestions given by the Peer Team are based on its on-site intensive study of the institution and its day-to-day functioning. These suggestions provide a road map for CCOE for the next five years and spell out directions in which CCOE guided by its management and faculty should move and perform on quality parameters. As it initiates actions on these suggestions, CCOE may set up its Internal Quality Assurance Cell to ensure that coherent and sustained action for quality improvement is planned, monitored, re-planned and implemented throughout each session. Setting up an Alumni Association and a placement cell can help CCOE develop stronger bonds with its former students. The Peer Team hopes that these suggestions help CCOE realize its destiny, scale greater heights, serve the community in a fuller measure and thereby attain its avowed vision and mission. The Peer Team wishes CCOE, its management, its faculty and its students the very best of luck and success in their efforts to attain these goals. The Peer Team appreciates the initiatives taken by CCOE management and the principal during the recent months and the extramural programmes planned for the coming months. In the end, the Peer Team places on record its appreciation and gratitude for all cooperation readily extended to it by all members of CCOE to enable the Peer Team to complete its task. But for this co-operation, the task could not have been accomplished. The Peer Team can see the bright future that awaits CCOE on its laudable journey of quality improvement and wishes it well to emerge as a leading teacher education center in North Karnataka.
Prof. V. K. Sabharwal
Chairman - Co-ordinator
Prof. Subbarayan Peri
Dr. (Sr.) Marsiana
Ms. Tanuja S. Kumar
Chauson College of Education,
Date : 3rd August, 2004
Summary: Chauson College of Education, Chikodi Karnataka website, mobile, contact address and approval / recognition details.