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Guru Nanak Khalsa College Matunga, Mumbai, Maharashtra
Guru Nanak Khalsa College Matunga, Mumbai, Maharashtra
Address:Kings Circle, GTB Nagar, Sion Koliwada Lane, Matunga
Mumbai (District Mumbai)
Maharashtra, IndiaPin Code : 400019
Guru Nanak Khalsa College Matunga, Mumbai Maharashtra is a recognised institute / college. Guru Nanak Khalsa College Matunga, Mumbai Maharashtra is also known as Guru Nanak Khalsa College of Arts Science and Commerce Matunga, Khalsa College Mumbai. Guru Nanak Khalsa College Matunga, Mumbai Maharashtra was established on / in 2000-2001.
Principal of Guru Nanak Khalsa College Matunga, Mumbai Maharashtra is Dr. Ajit Singh (Mobile 93222-32633), Dr Shri R.K.Patejja.
Guru Nanak Khalsa College Matunga is situated in Mumbai of Maharashtra state (Province) in India. This data has been provided by www.punjabcolleges.com. Mumbai comes under Mumbai (Bombay) Tehsil, Mumbai District.
Fax # of Guru Nanak Khalsa College Matunga, Mumbai Maharashtra is 022-24016825.
Mobile No(s) of concerned persons at Guru Nanak Khalsa College Matunga, Mumbai Maharashtra are Dr Ajitha Rani R, Course Co-ordinator 98193-03915.
email ID(s) is
Website of Guru Nanak Khalsa College Matunga, Mumbai Maharashtra is www.gurunanakcollegeasc.org/.
Contact Details of Guru Nanak Khalsa College Matunga, Mumbai Maharashtra are : +91-22-24096234, 24096635, 24016815, 24061505
Other colleges of Shiromani Gurdwara Parbandhak Committee (SGPC), Amritsar
Sri Guru Ram Das Institute of Dental Sciences and Research, Amritsar
Mata Sahib Kaur Khalsa Girls College of Education, Dhamo Majra Village
Mata Ganga Khalsa College for Girls, Kottan
Guru Nanak Dev Engineering College (GNDEC), Ludhiana
Mata Gujri College, Fatehgarh Sahib
Sri Guru Ram Das Institute of Medical Sciences and Research (SGRDIMSAR), Amritsar
Guru Nanak PG College, Budhlada
Khalsa College, Patiala
Mata Sahib Kaur Girls College, Talwandi Sabo (Damdama Sahib)
Shri Guru Tegh Bahadur Khalsa College, Anandpur Sahib
Guru Nanak Khalsa College, Jalandhar
Guru Nanak College, Batala
Sant Baba Dalip Singh Memorial (SBDSM) Khalsa College, Domeli (Dumelli)
Trai Shatabdi Guru Gobind Singh (GGS) Khalsa College, Amritsar
Babar Akali Memorial (BAM) Khalsa College, Garhshankar
Guru Nanak College, Moga
Guru Nanak College for Girls, Muktsar
Guru Gobind Singh Khalsa College for Women, Kamalpura
Guru Nanak Dev (GND) Polytechnic College, Ludhiana
Mata Gujri College of Education, Fatehgarh Sahib
Mata Sundri Tri-Shatabdi Khalsa College for Women, Karnal
Khalsa College, Garhdiwala
Mata Damodri Kanya Mahavidyala, Moga
Sri Guru Tegh Bahadur Khalsa College, Aakar Village
Guru Nanak Girls Intermediate College, Kankarkhera
Mata Sahib Kaur Girls College, Gehal
Miri Piri Khalsa College, Bhadaur Village
Guru Nanak Institute of Management and Information Technology, New Delhi
Guru Arjun Dev Khalsa College, Chohla Sahib
Shahid Baba Sangat Singh Polytechnic College, Banga
Shaheed Baba Jiwan Singh (SBJS) Khalsa College, Satlani Sahib
Bhai Mani Singh Khalsa College, Longowal
Gurmat Training Institute, Ferozepur
Guru Hargobind Sahib Khalsa Girls College, Karhali
Guru Kashi College of Sikh Studies, Talwandi Sabo (Damdama Sahib)
Dashmesh Khalsa College, Zirakpur
Guru Teg Bahadur Polytechnic College GTB, Jind
Baba Ajay Singh Polytechnic College Gurdas Nangal, Gurdaspur
SGPC Polytechnic College, Sherpur
Bibi Sharan Kaur Khalsa Girls College, Chamkaur Sahib
Guru Gobind Singh Khalsa College (GGSKC), Bhagta Bhai Ka
CoursesGuru Nanak Khalsa College Matunga, Mumbai Maharashtra runs course(s) in Degree, Arts ,Commerce,Science stream(s).
B.A, M.A., Ph.D. (Arts)
Approval details: Guru Nanak Khalsa College Matunga is affiliated with University of Mumbai (UoM), Mumbai (Maharashtra)
Profile of Guru Nanak Khalsa College MatungaGuru Nanak College of Arts, Science and Commerce is one of the many educational institutions run by Guru Nanak Vidyak Society.Guided by the principles of purity, truth, charity and peace, the Sikh management established the college in 1989. It also opened a new chapter in the history of higher education in the state of Maharashtra.
Images / newspaper cuttings related to Guru Nanak Khalsa College Matunga
M Sc Programmes (Admission Notice)
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Teacher in PCM etc (Job Vacancy)
Teachers for English and Biology (Job Vacancy)
Principal on regular basis (Job Vacancy)
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Letter to Punjab CM from Maharashtra Sikh Association (News)
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Media coverage of Guru Nanak Khalsa College Matunga, Mumbai Maharashtra, Maharashtra
NAAC report of Guru Nanak Khalsa CollegeIntroduction
Guru Nanak Khalsa College of Arts, Science and Commerce is located in Matunga, Mumbai. It was founded in 1937 by the Gurudwara Prabandhak Committee of Shri Nankana Sahib, Guru Nanak Dev's birthplace, and is now under the management of the Shiromani Gurudwara Prabandhak Committee (SGPC) of Amritsar that runs many educational institutions in the country. Its idea had come from Dr Babasaheb Ambedkar who had given a call to the Sikh community to provide higher education to the backward classes. That spirit has stayed with it combined with the Khalsa word of faith that the essence of wisdom is the service to humanity. Its nine-point mission statement is as much a reflection of that past as a vision of the future. While it wants its students to fetch leadership qualities to face the global challenges, it also wants them to imbibe self-sacrifice and other moral values as laid out in Guru Nanak's teachings. It is a minority college and has a Gurudwara in its premises, but in no way is it confined to the Sikh community. Fifty percent of its seats are reserved for Sikh boys and girls, but the rest are open. One of Mumbai's old colleges it is permanently affiliated to the University of Mumbai. It was accorded the UGC recognition under 2f in 1974. Its financial status is grant-in-aid. Though the University Act provides for college autonomy, it has not applied for the autonomous status. A Junior college is attached to it teaching the XIth and XIIth standards, and naturally not covered by the University affiliation and not within the purview of NAAC. This report has no bearing on that.
The college has undergraduate and postgraduate programmes in Arts, Science and Commerce as well as a Ph.D. programme in Arts and Science. Some self-financing courses too have been opened in the recent years leading to the Bachelor degree--one of them to the Master degree as well. These are run on the semester system along with the M.Com., while the grant-in-aid B.A./B.Sc./B.Com and M.A./M.Sc are run on the annual system. The 3-year integrated B.A. and B.Sc. are taught in 6 + 6 subjects; and M.A. is taught in 4 subjects, M.Sc. in 5. There is also a provision for M.Sc. by research in 3 subjects. The Ph.D. programme is run in 2 Arts and 2 Science subjects.
The current student roll is: 2522 (1247 F + 1275 M) in the undergraduate courses, 73 (44 F + 29 M) in the postgraduate courses and 14 (5 F + 9 M) for Ph.D. The roll in the self-financing courses is 609 (252 F + 357 M). In the last two there are no out-of-state students. In the first there are a few, 13 (6 F + 7 M), and in the second only 1 (F). The total number of overseas students is 2, 1 (M) undergraduate and 1 (F) postgraduate. The total number of teachers at present is 87 of whom 77 (40 F + 37 M) are permanent, 8 (6 F + 2 M) temporary and 2 (1 F + 1 M) part-time. The temporary teachers are full time and are paid on the clock hour basis (CHB). The part-time teachers are for only 11 periods a week. Of the 77 permanent teachers 20 are Ph.D. and 11 M.Phil., and 14 are at the moment registered for research. 2 teachers have recently attended international conferences and 9 national seminars. There is also an ongoing research project its outlay being Rs 1,80,400.
The college has a Principal and 4 Vice-Principals, all drawn from the faculty. The academic departments are 6 in Arts, 6 in Science, 1 Commerce, and 5 offering the self-financing courses. The Heads of these departments help the Principal run the administration. The Principal is the ex officio Secretary of the statutory Local Managing Committee that governs the college, its Chairman being the President of the SGPC himself. The non-teaching staff is all administrative, 104 (5 F + 9 M) in number. The unit cost or the cost of education per student has been counted to be Rs 15,257 (2002-03). The number of college working days a year is 226, teaching days 180. The college runs from morning to evening, making an optimum use of its facilities and accommodating its various programmes (including the instruction in the XIth and XIIth standards). The library is open on Monday to Saturday barring public holidays, 8.30 am to 6 pm. Its holdings are 61,152 books and it subscribes to 22 scholarly journals, 12 general periodicals and 8 newspapers. The students' success rate has been for two successive batches 94.76% and 95.58% in UG (162 + 224, I Class and 1st + 3rd rank), 79.18% and 90.25% in PG (14 + 7, I Class out of 48 + 41 candidates). There has, however, been some drop-out in UG, 129 out of 759 and 74 out of 799.
The college has a campus area of 5.71 acres, housing the SGPC run Guru Nanak Institute of Management Studies as well. It has a big playground, the hub of its outdoor sports in which the college has set a number of records. The college has also set records in its NCC performance. It has an active NSS as well. It thrives in other extra-curricular activities too. Its support services include computers in a good many departments and a newly set-up computer centre, a canteen, a gymkhana, a few guest rooms, a workshop, a placement cell, staff welfare schemes and grievance redress mechanism. The college has earned Rs 49,80,540 from its self-financing courses in the last year, and raised Rs 2,17,076 from donations and Rs 83,200 from its alumni.
Consequent to its intent of assessment by the NAAC, the college submitted its Self-Study Report. A Peer Team was constituted with Professor Amiya Kumar Dev (former Vice-Chancellor, Vidyasagar University) as Chairperson, Dr V. Rajagopalan (Reader in English, Madras Christian College) as Member and Professor N.G. Sabhahit (former Principal, Bangur Nagar Arts, Science and Commerce College, Dandeli and Coordinator at present of the Karnatak University PG Centre in Pulp and Paper Technology at Dandeli) as Member-Coordinator. Prior to its visit the Team went through the Self-Study Report in all its details. During the visit on 6 and 7 February 2004 the Team made an on the spot appraisal of all its academic programmes in terms of the seven criteria laid down by the NAAC, looked up its facilities and support services, interacted with all its constituents, the Principal, the management, the faculty, the students, the non-teaching staff, the alumni and parents, and checked all its records and relevant documents. This draft report is the outcome of the Peer Team visit. It was shared with the Principal. The Peer Team takes this opportunity to thank him and his colleagues, especially the steering committee and its coordinator, and all others that had come forward to meet and interact with the Team. The Team puts on record its appreciation of the warm hospitality it was accorded.
Criterion I: Curricular Aspects
Guru Nanak Khalsa College of Arts, Science and Commerce has not forgotten its noble beginning and the ideals on which it has been sustained. Not only for Sikh boys and girls for whom it is primarily meant but for others as well, an ambience does exist and every effort is made to give them a complete education suffused not only with intellectual value but also moral and spiritual value. The emphasis on personality building, especially through extra-curricular means, is also in order. But it is hard to say if there is anything much on the curricular level to bear this out, for the courses are in themselves devoid of value. They are not designed to instill character but give knowledge and skills alone. Seen as such, as knowledge and skills generators, there may be a lot of worth in them, but the credit for that may not go to the college but to its academic mentor, the university. Yet in one way the college might have had a claim to it, through its senior faculty taking part in the university's curriculum designing or redesigning. Of course if it were an autonomous college, it could have done more, added a value orientation to its knowledge and skills component and thus come closer to its aims and objectives in the curriculum itself and not merely fall back upon the ancillaries and auxiliaries for their realization.
Anyway, in its curriculum qua knowledge and skills, the college offers its students a degree of option. In their TY (third year) for both B.A. and B.Sc. each they can choose from 6 subjects (Arts: English, Hindi, Marathi, Economics, History and Philosophy; Science: Botany, Chemistry, Mathematics, Microbiology, Physics and Zoology). Again within these subjects there is an elective option for thrust (for instance in History, the thrust is on 'History of India' and 'General Knowledge and Current Affairs'). However, there are no non-core options as may be in autonomous colleges. The number of subjects to choose from for M.A. and M.Sc. is just a little less than in TY—Arts: 4 (Hindi, Economics, Philosophy and History) and Science: 5 (Botany, Chemistry, Microbiology, Physics and Zoology). The college also offers an M.Sc. (by research) in 3 subjects (Chemistry, Microbiology and Zoology). It is true that under the University of Mumbai many predominantly undergraduate colleges, especially in the urban area, have PG teaching. But it is to the credit of this college that it teaches PG in so many subjects. Besides, it has a Ph.D. programme as well, in Arts in 2 subjects (Hindi and History) and in Science, in 2. Of course under knowledge and skills this is a commendable curriculum, though not comprehensive, for there could have been more. Being a metropolitan college it could have offered a wider range of TY as well as M.A./M.Sc. Perhaps it is filling those gaps by setting up self-financing courses, and there are 6 of them (M.Com., Biotechnology, Computer Science, Information Technology, Management Studies and Mass Media), Computer Science also having an additional PG programme. Of course there is some overlap here and there, for instance between Computer Science and Information Technology. Besides a good deal of the teaching in these courses is done by the visiting faculty. Yet there is no harm in such rationalization as long as the degrees are given by the university and fetch enough recognition from academic peers and prospective employers. But how far is this last thing vetted? As such the college does not seem to have the system of vetting its curriculum by peers and employers, maybe because the syllabi for these subjects are not its own, but the university's. Yet it does have a career guidance and placement cell where vetting, at least, of the results and of the overall outcome of such studies in handling problems and projects is of utmost importance.
That the college does not have any freedom with regard to the time frame of its courses is obvious, for by being bound to the university it cannot do anything without its leave. In other words it has to have the stipulated time frame. And as long as the university does not introduce the credit earning system, nothing much can perhaps be done about the time frame. As to the horizontal mobility of students, the college allows them from Commerce and Science to move on to Arts, not vice versa. And this surely is as per university norms. But mobility does not merely mean a switch over from one stream to another for the whole duration of the course. It also means if students are allowed to take courses from more than one stream at the same time, and if for a stream switch they may not have to incur any loss of time. But both these issues, of the time frame and horizontal mobility, may go with universities and autonomous colleges, not non-autonomous affiliated colleges. The same is true of the issue of the modular syllabus as well. The college does follow the university instruction of cutting the syllabus down to units for the purposes of giving instruction at an even keel. But units and modules are not the same thing. One amounts to viewing a whole in possible portions, the other to having independent components approaching a possible composite. There is room for the interdisciplinary approach in the latter, not as such in a course where two or more disciplines are juxtaposed. That may be the case with the UG foundation course, though not in Environment Science or Biotechnology where disciplines tend to cohere.
It is regretted that there has been no academic audit of the college by the university, though the onus for that does not lie on the college. Such an audit would have highlighted not only the college's achievement or lack of achievement, but also the compatibility or the incompatibility of the curriculum it has been offering. Such an audit would also perhaps have advised the college on the range of its new courses. In any case, it is good that the college has a number of curriculum-bound associations organizing an additional focus on matters related to the subjects and their disciplines. But there needs to be care taken that they do not turn into absolute extra-curricular activities that in their own right are very important. The curricular and the extra-curricular may come close, even overlap, but not one take the place of the other.
Criterion II: Teaching-Learning and Evaluation
The college, an affiliate of the University of Mumbai, has a transparent admission policy. It is a Sikh minority college and as such reserves 50% of its seats to the Sikh community. The college gives preference in admission to its own students of the Junior college, sportsmen and the physically handicapped. It retains a 15% discretionary quota and as such is able to give preference to staff children both in UG and PG admissions. For admission into the BMS and BMM courses students have an entrance test, group discussion and personal interview. 50% of the seats are also reserved for candidates qualifying in the Common Entrance Test conducted by the University of Mumbai.
The college has 180 teaching days and 226 working days in an academic year. It has 77 permanent teachers of whom 20 hold Ph.D and 11 M.Phil degrees respectively. The rest holds PG degrees. Though for an Arts, Science and Commerce College this is passable, in the context of the future vision of the college it would be well that more teachers qualify themselves with research degrees.
A strong point in the teaching part of this Criterion is that 99% of the classes are held by permanent faculty members. The college has only 8 teachers appointed on an ad hoc basis. However, the teacher-student ratio in the Arts stream is some cause of concern with Economics having a bewildering ratio. Of course, this problem has to be addressed at the University/Government level, but addressed it should be. It should be added, however, that the teacher-student ratio for PG and self-financed courses is healthy.
Teaching programme is marked by learner-centered approach wherever it is possible as well as feasible. Classroom teaching is made interactive with the use of audio-visual aids. Discussions during paper presentations are mandatory. The Peer Team is happy to note that lectures by experts, project work, participation in seminars and other competitions are complementary to class- room lectures. The Team also records its appreciation of the fact that the syllabi are covered entirely.
The college conducts I and II year examinations at the end of each term for 50 marks. In the Arts and Commerce stream, at the end of the III year 20% of the marks are assigned for internal assessment in two applied component papers. During the III year, 2 tests, one for each term and a preliminary examination before the final term, are conducted by the college. It should also be mentioned here that as per the University of Mumbai guidelines 10% of marks are awarded for participation in NSS and NCC activities.
There exists, as the Peer Team found out in the perusal of the Self-Study Report as well as through interactive sessions with various bodies of the college, a healthy student-teacher relationship which stands more towards the human side where personal values count. This was the main burden of the students' response in their interactive session with the Peer Team.
On the academic front too teachers do not lag behind their pedagogic responsibilities as some of them even teach in the regional languages to help learners with those backgrounds. The grouping and assignments of a small number of students to each teacher is as beneficial to the students as it reflects the philosophy of the teaching fraternity.
The college is concerned with student discipline and the assignment of proctoring duties to teachers to monitor discipline and the establishment of an attendance committee testifies to this fact.
In the last two years 27 and 4 faculty members attended Refresher courses and Orientation courses respectively; 2 took study leave to complete Ph.D and M.Phil. programmes each. 4 teachers have won State Government awards. In an active process of decentralization of administration, the Team is happy to note, the college has drafted staff members into one committee or the other.
Some of the departments such as Marathi and History have been in step with time by holding national conferences or conducting Workshops.
The practice of getting feedback from students (apart from the mandatory self-appraisal by teachers) through Teacher Assessment Questionnaire is unique. Going through the questionnaire the Team found that by and large the students have responded positively towards teachers. If here and there a lone voice of criticism was found it was only at some of the minor aberrations that machines and buildings could cause. Interestingly enough, 63 members of 47 permanent techers get a rating between 71% & 100%; the rest have a rating between 51% and 70%.
One cause of concern in the results--which of course relatively speaking would seem a minor problem--is that during the last 3 years there has been a progressive decline in the pass percentage of B.A. and B.Com.; Science, fares, however, a little better as it has maintained the percentage between 77 and 79. It is also interesting to note that the pass percentage of Arts and Commerce is better than that of Science.
The Peer Team also noticed that the success rate of students from the self-financing courses was good; visible proof was found in the departments of BMM and BMS that they are academically very vibrant. This in a way is also true of the departments of Microbiology, Chemistry and Physics.
The Peer Team was satisfied with the laboratory components of the Science departments. The department of Physics possesses 3 laboratories with attached dark rooms in each of them. That they have acquired some of the latest equipment is an embellishment of the rich academic fare obtained in the department. The Team also found that academic facilities in the B.Sc. Computer Science and Information Technology departments are adequate.
The Peer Team also felt that the departments, particularly the Science departments should subscribe to more journals. The Team also felt that the department of Marathi could function more productively by holding and participating in seminars. It will also be in the fitness of things that those departments which are not equipped with computers are given at least one each.
Criterion III: Research, Consultancy and Extension
Three departments in the college, Chemistry, Microbiology and Zoology offer M.Sc. programmes both by Paper and by Research. Besides, these three departments along with History and Hindi are recognized for offering Ph.D. programmes. The former Heads of History and Hindi departments have been guiding respectively eight and six Ph.D. scholars.
The college encourages research as it has set up a research committee, facilitates mutual adjustment between teachers to help a colleague to go on study leave. In the last 10 years eight faculty members qualified themselves with Ph.D. degrees. Two availed themselves of study leave to acquire either Ph.D or M.Phil degrees. Currently 6 teachers are pursuing Ph.D. degrees; 14 research scholars are under Ph.D. guidance and five students were awarded Ph.D. degrees.
Three departments are working on research projects: Chemistry (1) Zoology (2) and Botany (1) are thus in step with time on this. Mention also should be made of Dr. R.R. Singh, former Head of Department of History who was awarded a major research project to the tune of Rs.1,80,400/-.
While 16 faculty members have attended national seminars one has attended an international seminar. About 15% publish regularly, either papers or books. Probably it is these areas that the college needs to examine itself dispassionately in a spirit of disinterestedness and persuade teachers to involve themselves more comprehensively rather than sporadically.
The extension activities of the college are monitored through its NSS and NCC units, units that come close to rival Sports activities in the college. These two units are very active and are the pride of the college. Broad areas covered under NSS are: community development, health, hygiene, social work, AIDS awareness, adult literacy, blood donation camps and environmental awareness. The unit also interacts with NGOs.
The Progressive Science Centre of the college set up to sensitize school students to science is one of the high points of the college.
The NCC unit for boys as well as for girls has been as active as it has been productive; some of its old members are today officers in defence.
The Peer Team was also happy to note that the college has appointed a qualified Counsellor and an alumnus-volunteer to take care of personal counselling of students.
Another unexampled feature of the college is the adoption of one entire village by one faculty member for the promotion of rural development.
As of now the college is not open to the idea of consultancy, though, the Peer Team strongly believes that it has the potential in a few departments and particularly in Sports (which is its 'Shakti') to make this possible. Along with this a more positive and serious approach to research will push the college to the forefront of the collegiate scene in Mumbai.
Criterion IV: Infrastructure and Learning Resources
Guru Nanak Khalsa College of Arts, Science and Commerce has a fairly big campus spread over an area of 5.71 acres owned by the Shiromani Gurudwara Prabandhak Committee (SGPC). The main block of building has three floors and a mezzanine accommodating the Principal's office, administrative office, classrooms, Science laboratories, the library, staff common room, department rooms and toilet blocks in addition to a state-of-the-art seminar hall and the college hall that is used as an auditorium. There is also an annexe building which houses the BMS and BMM programmes, the canteen, the gymkhana, the NCC and NSS, the staff common room, the English department office, classrooms and the Guru Nanak Institute of Management Studies that is not part of the college though under the honorary directorship of the Principal. Facilities to students such as cooperative stores, a canteen, a bank counter and a public call office are available in the college premises. Keeping in tune with the moral and spiritual culture of the institution, there is a Gurudwara on the top floor providing prayer facilities. The college has a modern playground with a hockey field of international standards. The central library has 61,152 volumes and 1940 bound periodicals on its shelves and subscribes to 22 academic journals, 12 periodicals and 8 newspapers. Most of the library activities are computerized and internet connectivity is available in the library. Informal links have been established with some reputed college libraries in the neighbourhood. An advisory committee supervises the activities of the library and the facilities provided include reprography, audio/video cassettes, tape recorders, a braille typewriter etc. A book bank service is in operation for the benefit of the deserving students.
A computer centre has recently been set up in the college and as many as nine departments and the administrative office have been provided with computers--in all 138 computers and 35 printers. The Peer Team appreciates that computer training is being imparted to the non-teaching staff. It is heartening to note that many faculty members and students are computer literate and that internet facilities are available to them. A few departments have been provided with LCD/OHP facilities as well.
The campus is well maintained with financial support from the management. A building supervisor looks after the maintenance work which is covered under a service contract. The computers and other science equipments are also covered under maintenance contracts. The 32 classrooms as well as the Science laboratories are utilized from 7.00 a.m. to 8.30 p.m. The M.Com. programme is conducted from 6 to 8.30 p.m. The facilities available are also used by the Junior college as well as by some outside agencies such as banks, ICFAI, Railways, UPSC, MPSC, IAPT and the University Faculty of Medicine for the conduct of their examinations on Sundays and holidays. The college playground is used all 365 days a year. The working hours of the college are properly dovetailed to ensure optimum utilization of the physical facilities.
A panel of doctors visits the college on regular basis to provide medical service. Medical benefits are also provided to the students under Group Insurance scheme.
The college has an excellent track record of sports talent and the sports facilities and playfields provided include hockey, football, rugby, volleyball, handball, athletics, yoga and several indoor games. A number of incentives are given to sportspersons and the college is renowned for sports proficiency with the students making it to the international levels like the Asian Games and the Olympics.
The college has a master plan for future growth in infrastructure and adequate area in the form of FSI (Floor Space Index). It is heartening to note that the campus environment is very congenial to academic pursuits.
Criterion V: Student Support and Progression
Over the years the college has steadily built up support services enabling the students to progress in various areas and directions. Roughly 75% to 80 % of its graduates take to employment while about 20% move up to higher academic courses (PG). About 2 % of the PG students go for doctoral work.
The college prides itself on its glittering galaxy of prominent alumni who include a Chief Justice of the High Court, academic luminaries like Vice-Chancellors, registrars, principals, ministers, MPs and MLAS, film personalities, eminent doctors, officers of the armed forces, corporate magnates, CEOs and sportspersons. The exemplary performance of the students in sports has resulted in bagging some of the most-coveted awards such as the Padmashree (1), Arjuna award (2) and Shiv Chhatrapati award (13). An ex-sports director of the College has won the prestigious Dadoji Kondeo award. During the interaction with the alumni and parents the peer team was impressed by their continued involvement with the institution and the loyalty with which Khalsaites rally round their alma mater.
A good number of students has appeared for and passed examinations of the UGC-CSIR (NET), SET, GRE, TOEFL, GMAT, NCST etc.
The college prospectus is published every year with updated information with regard to the aspects of college life including, inter alia, admission requirements and procedure, evaluation methods, code of conduct, courses and combinations of subjects offered, support facilities, fee structure, scholarships/freeships and concessions available. Various financial supports are provided to the needy and deserving and many students every year have been the recipients of one or the other kind of financial aid.
The college has a career guidance and placement cell with a placement officer on additional charge. The cell has no office of its own but has organized seminars and given a campus recruitment drive with a few encouraging results.
The Peer Team appreciates that the management on its own has appointed a sports director to monitor the sports activities. A professionally qualified consultant psychologist and a volunteer alumnus have been available for personal counselling to the students. Single window admission service is provided to overseas students.
The alumni association has been active since 1983 and many of the alumni are in constant touch with their alma mater actively participating in major college events, fund-raising drives, student placement, institution of scholarships and prizes, medical services etc.
Various cultural and recreational activities are organized throughout the year under the banner of different associations like Nature club, Debate Club, Film Society, Hikers Club and so on. A cultural festival, Nazarana, is organized every year enthusiastically involving large sections of students. There is also a student magazine. The Khalsa College students have carved a niche for themselves in the field of sports and cultural events.
Criterion VI: Organisation and Management
Guru Nanak Khalsa College is governed by the Shiromani Gurudwara Prabandhak Committee (SGPC), Amritsar and is managed by a Local Management Committee (LMC) with the Principal as the ex-officio Secretary. The LMC, which is formed under the Maharashtra Universities Act, meets at least twice a year (more if needed) and deliberates on policy matters while several sub-committees look after the development aspects and overall day-to-day administration. There is a healthy interaction between the LMC and the staff. The Principal is in charge of the internal administration of the college and is assisted by four Vice-Principals and heads of departments who in turn look after the administration of their respective departments. The faculty members are in close and continual interaction with one another and extend support in all the curricular, co-curricular, extra-curricular and extension activities through well-defined functional committees like the examination committee, the time-table committee, the attendance committee and the discipline committee. The college has an active staff council with the Principal as the President. The council discusses and deliberates on academic and administrative issues as well as on the overall benefit of the staff members. Mention needs to be made here of the fine gesture on the part of the staff members who, whenever a non-teaching staff member retires or expires, contribute one day's salary and offer the so pooled amount to the retiring employee or to his or her bereaved family.
The non-teaching staff is guided by the Registrar and the Office Superintendent in their day-to-day office administration and record keeping. In a way, the college has set a precedence by involving the non-teaching staff to assemble between 4.15 p.m. and 4.30 p.m. and reflect on the day's work - a kind of administrative stock taking, if one may add. Computer training is imparted to the non-teaching staff and some of them have attended workshops held by the State Education Department. The library staff is given a special training in library management. The work efficiency of the staff is checked through measures like the punch card System. The non-teaching staff council of the college is very active. It has been giving financial help to the needy staff members for medical and educational purposes. The college has an active Students' Council which assists in organizing co-curricular and extra curricular activities throughout the year.
A committee comprising the Principal, Vice-Principals, HODs and the Registrar prepares the academic calendar for the year. The annual expenditure of the college for 2002-2003 was around Rs. 401,49,185 with a deficit of Rs. 20,00,000 over the income. An internal audit mechanism is in place.
Welfare schemes and measures for the staff include the Employees' Co-operative Credit Society, Provident Fund loans and advances against salary to the staff in case of delay in salary disbursement by the government. The student welfare measures include free studentships given to the needy students and to the sons and daughters of the faculty as well as the non-teaching staff.
Grievance redress committees for the teaching staff, non-teaching staff and students are functioning on a regular basis. Special grievance redress meetings are held during the visit of the SGPC members to the college. The Principal is easily accessible to the staff as well as the students in case of any grievances. An assessment mechanism has been introduced by which the teachers assess the performance of the Principal.
The enlightened and proactive management of the college deserves appreciation. The organizational structure of the college is well defined and the monitoring mechanism is smooth and effective.
Criterion VII: Healthy Practices
The college has quality checks on the students' and the teachers' levels. On the students' level it monitors their curricular, co-curricular and extra-curricular progress. On the teachers' level the check comes in the form of their self-appraisal as well as the students' feedback processed through the Teacher Assessment Questionnaire (TAQ). Both these checks are salutary, but as such they do not add up to institutional quality for which an Internal Quality Assurance (IQA) cell has just been set-up. It is all right that the students' feedback is kept confidential. But if it is not tallied with the teachers' self-appraisal, and if in the event of any deficiency noted down by the students, the teachers are not advised to improve, then these checks only pile up as records and may even turn into an instrument of discipline. In some higher education institutions in the country a departmental student-teacher committee has been in vogue, one of its objectives being transparency and problem solution on the basis of that transparency. By collating the self-appraisal and the feedback (TAQ) the college could have done something similar.
However, the college does have some healthy practices. It is good that the Library Committee has a student member to advise on the students' needs with regard to books and journals. It is also good that there is a UGC Coordination Committee to look into the flow of sanctioned grants as well as into the various non-plan schemes that are announced from time to time and from which the college can benefit. The way the students' attendance in class lectures and laboratories is closely monitored looks effective. Parents are alerted against defaulters.
Though the college has a system of advance planning and of plan execution through teamwork in the form of committees, it does not yet seem to be fully geared to the latest management technique. The idea of decision-making and problem solution seems to be understood in lay terms. As to computer automation, the college has done a lot including a newly set-up computer centre. Besides it is targetting an e-campus through a local area network for which the cables have been laid. Speaking of academic and pedagogical reach-outs, the college does not have any twinning programmes. Nor does it have any arrangement for exchange of students. However, the idea of forming a cluster of neighbourhood colleges and addressing the common problems as well as identifying individual strengths for reciprocal support has been good. The Principal deserves credit for giving leadership to this cluster showing a team spirit that is not very common. But it has not yet signed up any MoUs with industry or research organizations, though informal arrangements have been made with a pharmaceutical company. At the same time it must be noted that the college runs two short-term courses, DMRD and DMRE for medical graduates. The college has realized the need for complementary programmes, but so far mainly in the form of self-financing courses. It has just woken up to the need for the non-formal or distance modes and is helping the affiliating university's distance education programme in Arts and Commerce. It is true that there is an inculcation of value--the ambience created by the Gurudwara and the Sikh sense of community may be instrumental to it. But to see a value base in everything—curricular, co-curricular and extra-curricular—may be taking it too far. However, it cannot be denied that the students are disciplined and loyal to their institution, and have a deep appreciation of the care their teachers take for them. They are also taught to inculcate civic responsibilities in a good many of their outreach activities. And through all this they do develop an all round personality. As to how their capacity to learn and communicate is promoted, nothing tangible is reported. Their use of information technology outside the laboratory of that designation is for specific purposes, not in general terms of information surfing which would make better sense. The sports camps it has been organizing for years and the science awareness programme it has been running for school students are commendable. It is also commendable that it has opened a personal counseling cell involving a psychologist and an alumnus volunteer for boys and girls faced with any problems of adjustment or problems of coping with examinations or emotional problems, even problems going back to the family background of parents. The women's cell too has been a good idea. The Staff Council, yet another active component of the college, while safe-guarding the academic and cultural interests of the teaching fraternity also brings out a magazine every year, a magazine that carries evidences of literary embellishments of the teachers which are otherwise reflected in the classrooms. Yet the college needs a few more healthy practices in order that it may thrive better, have a greater vibrancy, and fulfil its role in human resource development as well as the role given it by its founding father including Dr Ambedkar.
Overall Anaysis and Recommendations
Guru Nanak Khalsa College of Arts, Science and Commerce is a fairly big college in terms of its student body, its faculty and non-teaching staff, and certainly in terms of its infrastructure and learning resources. Being a minority college with 50% of its seats reserved for Sikh boys and girls, it does imbibe a sense of purpose, in a way a carry-over from its origins involving Dr Babasaheb Ambedkar. But only in a way, for like most other colleges under the University of Mumbai, its programmes of study have been usual. Its recent addition of self-financing courses too has been mainly motivated by career needs. In fact its curricular combination of classic and modern is familiar. Still it cannot be denied that an ambience exists casting perhaps an indirect influence on its young recipients. That way it may have vindicated its name.
A non-autonomous affiliated college, it has little curricular freedom. Any new courses it offers have to be first admitted to the university calendar. But surely its teaching-learning is its own, quite commendable for its planning, regularity and participatory rhythm punctuated by a test series and study tours where needed. That the students are not merely lectured at in spite of the main mode being chalk and duster, is obvious from assignments, discussions and question-answers. That the students are well groomed is borne by their university marks that are indeed very high in some subjects. The faculty is qualified, though not everyone has a research degree. And though not everyone is a seminar or conference participant, a few have proved their worth by so doing. There has been some writing too, and some research beside what is being done for personal qualifications. It is true that even for its metropolitan location, the college has not yet woken up to the idea of consultancy, but that seems to be heavily compensated for by its extension activities, especially by its NCC, NSS and sports. The college has reason to be proud of its NCC cadets many of whom passed the C certificate examination over the years. The college has every reason to be proud of its NSS too, doing the whole gamut of social service even in spite of its volunteers' urban antecedents. And above all the college has every reason to be proud of its sports in which it has won many awards. Its hockey team is particularly good and that must have been the reason why it held an Inter-University (West Zone) Hockey tournament on its grounds. Its students have been active in other extra-curricular activities as well, especially in the performing arts. The college can rightly claim that it has been trying to give its students an all round personality, though its claim to a value-based education cannot be stretched very far indeed.
Being under the management of the Shiromani Gurudwara Prabandhak Committee has been salutary for the college, for not only has that looked after its well being as a necessary instrument of Khalsa humanism but has also steered it with a ever wakeful mission. Thus the Local Managing Committee could not but be proactive. The Principal symbolizes the cordiality that exists between the management and the staff, teaching as well as non-teaching. The latter works hard and is absolutely loyal to the college. The books are all in order. The alumni and the parents are all happy and eager that the college forges further.
In spite of all this the Guru Nanak Khalsa College of Arts, Science and Commerce has a few areas of concern and must apply harder to attain the quality it desires. For its self-financing courses it relies too heavily on a visiting faculty. That may not as such be bad, for if the students are hardworking and if the visiting faculty is qualified enough, then the university marks may not lag behind, but the laboratories may not grow and there may settle a transitory mentality, not at all conducive to the eventual health of these programmes. The college cannot indeed do without a core faculty for these courses. For one or two regular Science courses as well a core faculty must be there. This is one area of concern. Another area of concern is faculty research. True there are 20 Ph.D., 11 M.Phil. and 14 are registered for research. But surely Ph.D. or M.Phil. is not the end of the road—degree-oriented research is qualification enhancement, portal to further research really. Seminar and conference participation is not substantial for a permanent faculty body of 77. Mustn't it live up to its academic peers? Of course without detriment to the teaching, but research is conducive to that, for else it may get stale. Besides there is an immediate rationale for more Refresher and Orientation courses the record for which is not absolutely satisfactory. All this does not mean that the faculty will have to withdraw its active supervision of NCC, NSS, sports and other extra-curricular activities. Both are to be there.
In view of the above the Peer Team makes the following recommendations:
Immediate measures be taken to create an adequate space for the Boys' Common Room equipped with the usual facilities.
Immediate measures be taken to set up a filter to the drinking water facilities in the canteen.
Application for minor as well as major research projects be made to the UGC.
Application for relevant Vocational Courses be made to the UGC through the University.
The Career Guidance and Placement Cell be strengthened and geared towards students' employment through campus interviews.
Tie-ups with industry and research organizations be undertaken.
Consultancy services to outside agencies be promoted.
Regarding recruitment to unfilled posts the State Government be approached for necessary permission.
In view of the unfavourable student-teacher ratio the authorities may think of creating a few new posts.
In view of the overall potential of the college the authorities may think in terms of applying for the Autonomous College status.
Prof. Amiya Kumar Dev
Dr. V. Rajagopalan
Khalsa college pledges support for campaignMumbai: GN Khalsa Colleges canteen can share the pride the educational institute has for its alumni.Personalities such as Buta Singh, George Fernandes, Dilip Kumar and Gulzar have studied at the 75-year-old educational institute, but not a single person has fallen ill after eating in its canteen, said Ajit Singh, principal of GN Khalsa College, Matunga (East).
Speaking at the DNA Hygiene for Kitchens inaugural workshop on Tuesday, Singh said his college will support DNA, the Brihanmumbai Municipal Corporation and the Food and Drug Administration so that students can get good quality food in college canteens. The canteen is the most active place in any college campus. If anybody bunks classes, they meet in the canteen to exchange notes, said Singh.He said the food contamination incident at IIT-Bombay was an eye-opener because it showed that such problems can happen anywhere. It is the right initiative at the right time by DNA to look at college canteens.
Concerns should also be raised about hygiene at eateries and food stalls outside college premises, he said. Since our concern is the health of students, we should also focus on areas outside the campus.
Canteen, where students eat to fall sickMumbai: The aroma of so-called Chinese food being prepared in the canteen makes it an irresistible option for many college students. Little do they know that they invite danger by eating regularly at college canteens.Health experts said chaats, salads, sandwiches and so-called Chinese food have a greater possibility of carrying bacteria as food in institutes is usually prepared in an unhygienic manner. Food-borne pathogens like helicobacter pylori can cause gastric irritation, peptic ulcers and in some cases, gastrointestinal cancer.
Most colleges subsidise food prices so that a majority of students can afford to eat in canteens. But contractors often compromise on quality and hygiene to ensure food is available at reasonable rates.
While choosing a contractor, the primary concern is the low pricing of food articles. Hygiene is rarely a concern, said a professor from a South Mumbai college. The staff rarely goes to the canteen to check the quality of food or the kitchen hygiene. College canteens matter a lot because most students eat here. It is the duty of the contractor to maintain hygiene. Students are ready to pay an additional amount to ensure food is cooked in a hygienic manner, said Dr Ravi Rannavare, dean of Nair hospital.
A senior doctor from Jaslok hospital said he often comes across students complaining about acidity, gas, irritable bowel movements, gastroenteritis, typhoid and hepatitis A and E, mostly caused by consuming unhygienic food.
Though students are aware of the repercussions of eating regularly in the college canteen, nobody bothers to check how the food is prepared. I fear if I see the dirty kitchen, I may not be able to eat anymore, said Nitin Vyas, an FYJC student from Khalsa College.
Doctors believe Chinese food which is extremely popular among students is fraught with danger as many cooks add ajinomoto to make it tastier. It can result in headaches, dizziness and vomiting. The chutney used in sandwiches could be a source of infection too if it is not prepared properly.Fruit juices, considered a healthy option by many, can also cause health problems. There are always flies and insects on fruits and flavourings, said Dr Abha Nagral, senior hepatologist, Fortis hospital. There is a need to create awareness among students about hygienic food. When students feel there is something wrong with the food, they should raise the issue with college authorities.
The students council should focus on the quality of food available in canteens.
Principals should allow the council to conduct surprise checks at canteen kitchens. Colleges should also ask municipal authorities to inspect canteens twice a year, said Dr Shivkumar Utture, former president of Indian Medical Association, (Mumbai).
Two IM members held by Maha ATSTwo alleged Indian Mujahideen operatives, who provided vehicles used in 2008 serial blasts in Gujarat that killed 56 and wounded over 200, have been arrested by Maharashtra ATS.
The terror suspects identified as Mohammed Mobin Abdul Shakoor Khan alias Irfan (32) and his cousin Ayub Raja Amin Shaikh (28) were arrested in an Arms Act case from suburban Mankhurd on July 6 after they were found with a pistol, revolver and four rounds of ammunition, Maharashtra ATS chief Rakesh Maria said on Tuesday.
The two have been remanded in police custody till July 16. After our custody ends, Gujarat police and Mumbai crime branch, will seek their custody in cases for which they want them, he told reporters. Gujarat Police is probing the case of Ahmedabad blasts on July 26, 2008, and explosives found in four-wheelers the next day in Surat.
Twenty one bomb explosions had rocked Ahmedabad in a span of 70 minutes, killing 56 people and injuring over 200. The two had stolen four vehicles from near Mumbai of which two were used in Ahmedabad blasts while the rest were driven to Surat, where these explosive-laden vehicles did not explode, Maria said.
Two months prior to the blasts, the duo was told by their associate Afzal Usmani Mutallib (36), who recruited them in the IM, that four-wheelers were required for packing them with explosives that would be used in the two important cities in Gujarat, he said. Accordingly, Mohammed and Ayub had stolen two Maruti Wagon R cars from New Panvel and Vashi on the intervening night of July 7 and 8, 2008 and driven them to Surat where the vehicles were handed over their associates, the ATS claimed.
Two more vehicles-- a Maruti 800 car from Nerul and a Wagon-R from New Panvel-- were also stolen and were brought to Ahmedabad, Maria said, adding While the explosive-packed vehicles exploded in Ahmedabad, in Surat they did not. The names of the two appeared in the charge sheets filed by Gujarat police probing Ahmedabad and Surat cases, he added. The accused were also wanted by Mumbai Crime Branch for sending emails to various media organisations threatening about the impending blasts. At least 21 members of the terror outfit have already been arrested in this connection, Maria said.
Threat e-mails were sent to media houses prior to the Ahmedabad and Delhi serial blasts from unsecured wireless Internet connections in Navi Mumbai and Mumbai respectively. Another email was sent from a wireless internet connection at a college in Central Mumbai. On 26 July 2008, four minutes before Ahmedabad blasts, an email sent by the IM was traced to a US national Kenneth Haywoods WiFi IP address in Sanpada, Navi Mumbai.
In August 2008, soon after a press conference by the Gujarat police in connection with the bombings, an email was sent by the outfit mocking the probe. The IP address of this mail was traced to WiFi network of Khalsa college in Matunga, central Mumbai. On 13 September 2008, when a series of explosions shook Delhi leaving in their wake at least 30 dead and over 100 wounded, the IP address of IMs email had been traced to a WiFi network of Kamran Power Control Pvt Ltd, at 201-202 Eric House, 16th Road, Chembur.
After the blasts, the accused, who hail from Indore in Madhya Pradesh, had stayed in different parts of the country including Rampur, Bareilly and Ghaziabad in Uttar Pradesh. Mohammed had come to Mumbai from Indore in 1996 with a dream of becoming a film actor, while his cousin had come to the city in 1998 in search of job.
Mohammed has at least 20 cases related to motor vehicles theft in the city, while Ayub also has a number of criminal cases including robbery and vehicle theft lodged against him. Mohammed had met Afzal, a close aide of IM founder Riyaz Bhatkal, in Arthur Road jail in 2005. After Bhatkal told Afzal that they needed four wheelers that could be used to trigger explosions in Gujarat, Afzal had in the month of May contacted Mohammed, who with the help of his cousin stole the four vehicles, Maria adde
Summary: Guru Nanak Khalsa College Matunga, Mumbai Maharashtra website, mobile, contact address and approval / recognition details.