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Abeda Inamdar Senior College For Girls, Pune, Maharashtra
Abeda Inamdar Senior College For Girls, Pune, Maharashtra
Address:2390-B, K.B. Hidaytullah Road, New Modikhana,
Azam Campus, Camp
Pune (District Pune)
Maharashtra, IndiaPin Code : 411001
Abeda Inamdar Senior College For Girls, Pune Maharashtra is a recognised institute / college. Abeda Inamdar Senior College For Girls, Pune Maharashtra is managed by Society: MCE Society.
Abeda Inamdar Senior College For Girls is situated in Pune of Maharashtra state (Province) in India. This data has been provided by www.punjabcolleges.com. Pune comes under Pune (Poona) Tehsil, Pune District.
Fax # of Abeda Inamdar Senior College For Girls, Pune Maharashtra is +91-20-26434286.
Website of Abeda Inamdar Senior College For Girls, Pune Maharashtra is http://mcesociety.org/.
Contact Details of Abeda Inamdar Senior College For Girls, Pune Maharashtra are : Telephone: +91-20-26446970, 26457577
Following colleges are same:
Abeda Inamdar Senior College For Girls, Pune
Abeda Inamdar Senior College of Arts, Science and Commerce, Pune
CoursesAbeda Inamdar Senior College For Girls, Pune Maharashtra runs course(s) in Arts, Commerce, Information Technology, Science stream(s).
Bachelor of Arts(B.A.)
Bachelor of Commerce (B.Com.)
Bachelor of Computer Science (B.C.S.)
Bachelor of Science (B.Sc. - Biotechnology)
Bachelor of Science (B.Sc.)
Certificate Course In E-Commerce
Master of Computer Science (M.C.S.)
Master of Science (M.Sc. - Analytical Chemistry)
Approval details: Abeda Inamdar Senior College For Girls is affiliated with University of Pune (UoP), Pune (Maharashtra)
Profile of Abeda Inamdar Senior College For GirlsMaharashtra Cosmopolitan Education Society (MCES), was established in the year 1948 by Late Mr.Abdul Kadir Khan and others, with the sole objective of providing education to the economically, educationally and socially weaker sections of the society in general and Muslim minority in particular. The society is indebted to Late Haji Gulam Mohammed Azam, who donated 24 acres of prime land for the cause of education, on which stands today the various institutions of learning. With the Mission Read to Lead , Abeda Inamdar Senior College for Girls is proud to be the only college in the Pune and Pimpri-Chinchwad Municipal Corporation Limits to conduct under-graduate and post graduate courses in all three faculties namely Arts, Commerce, Science and Computer Science in English Medium. Located in the heart of Pune Camp the college is linked up to all parts of the city by Pune Municipal Transport.
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NAAC report of MCE Societys Abeda Inamdar Senior College For GirlsSECTION I : INTRODUCTION
The College, established in June 1991 by Maharashtra Cosmopolitan Education (MCE) Society which is a religious and linguistic minority institution, at Azam Campus, Pune is affiliated to the University of Pune. It caters to the educational needs of the girl students of the area and even for students outside the state and also for international students. The college is grant-in-aid and is recognized for UGC assistance.
The College volunteered to be assessed by the National Assessment and Accreditation Council (NAAC), Bangalore and submitted the self-study report to NAAC in September 2003. NAAC constituted a Peer team with Prof. (Mrs.) Lakshmi Santa Rajagopal, former Vice-Chancellor of Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore, Tamil Nadu as Chairperson, Dr. Kiran Angra, Principal, MDSD Girls' College, Ambala city, Haryana as member and Dr. K.V. Rao, former Director, College Development Council, Mangalore University as member-convenor. The peer team visited the college on 19th - 20th January 2004 to validate the self-study report.
The college, located in an urban area, has a campus of 3 acres and it offers UG programmes in the faculties of Arts, Commerce and Science and PG programmes in Computer Science and Analytical Chemistry. Two PG programmes, M.A in English and M.Com were started during the academic year 2003-2004. The college also offers diploma course in e-commerce.
The peer team perused the documents submitted and interacted with the Principal, Governing Body, faculty, non-teaching staff, parents, alumni and the students. The team visited the departments of the college and examined the various facilities offered and in keeping the seven criteria prescribed by NAAC in mind, notes the following commendable features of the Institution as well as areas of concern.
SECTION II : CRITERION-WISE ANALYSIS
Criterion I : Curricular Aspects
The college aims to provide quality education to girls and has initiated several programmes which are career oriented. It follows the annual system for some courses and the semester scheme for other courses as prescribed by the University of Pune.
A wide range of subjects for study and combinations are offered by the college keeping in view of the potential of the course for employability. The diploma course in e-commerce is one such course. There is flexibility for choice of subjects as per the approved combination prescribed by the University. Besides the regular subjects, the college has taken initiative to start courses offering subjects like computer science, biotechnology and environmental science. Certificate courses conducted by the college in subjects like spoken English, screen-printing etc. to equip the students in language skills and to enhance the scope of their employability.
The college has taken the initiative to organize refresher courses and workshops while designing the curriculum for new subjects and courses. Teachers update their knowledge in participating such workshops. It has also organized state level and national level programmes where teachers discuss the content of the courses to be started in the college. Inter-disciplinary programmes involving several combinations help the teachers to acquire new skills in teaching the subjects.
The project work and seminars at student level help the teachers to bridge the gap between curricula and the latest developments in the field in subjects where skills and information are to be provided to the students, especially in the field of biotechnology, computer science, environmental science and the like.
While the peer team appreciates the effort of the College in providing a wide variety of combination of subjects, it would be better to think of short term courses which equip girl students for managing their career. Existing facilities in the science departments like chemistry, micro-biology, electronics, botany etc could be put into optimum use for giving skill oriented training to students.
Criterion 2: Teaching-learning and evaluation.
The college follows University regulations for admitting the students to the courses based on their academic records. For PG courses, interviews are conducted as per the regulations for selection of the candidates.
Teachers conduct regular tests and mid-term examinations to test the knowledge of the students as per the academic calendar prepared for the purpose. Departments prepare teaching plans and keep monitoring the same at regular intervals. Facilities like multimedia are available to teachers for effective communication, in addition to the regular teaching practices. Remedial classes are conducted to disadvantaged students. Advanced learners are encouraged to participate in projects, science exhibitions, inter-collegiate and university level festivals and in competitions conducted by NGOs. Practical knowledge is imparted through industrial visits to nearby locations and by undertaking some projects in the campus itself.
The evaluation methods are communicated to the students by announcing the same through prospectus and by publication in the college notice boards. Departments take care to circulate the scheme of examinations and the pattern of question papers of the university examinations. The results of the college examinations are used to identify students for remedial coaching.
Programmes on personality development and faculty improvement have helped the teachers to better their teaching and have improved the management skills in classroom situations. The self-evaluation of the staff and evaluation of the teachers by students has helped the teachers to improve their performance. The project work taken up by PG students in reputed institutes and laboratories has not only established the reputation of the college but also has helped the teachers to update their knowledge.
It is important that courses that instill confidence in students should be given priority and departments should be encouraged to involve more students in such programmes.
Criterion 3: Research, consultancy and extension
The college has built up an excellent research culture in a short span of time. Many teachers of the college have taken up minor research projects and have successfully completed them. Two teachers have registered for the M.Phil and nine have registered for the Ph. D. degree. Even though the college is not recognized as a research centre, two teachers are recognized as research guides.
Consultancy services are not offered at a professional level. It is gratifying to note that the commerce department has taken the initiative to offer such services on a limited scale.
The extension activities are carried out under a designated officer and the importance of this aspect of reaching out is taken care of by the college by entrusting it to an Extra Mural and Extension Board which plans such activities. The broad areas which encompass such activities are community development, adult education, literacy, environmental awareness etc. These are carried out with the help of NGOs and students undertake this as co-curricular activities under the NSS.
NCC activity is yet to take off in the college but one of the students of the college participated in the programme through the Open Unit and has shown creditable performance. This may give impetus to the college to have its own NCC Unit.
Criterion 4: Infrastructure and learning resources
The college has well equipped laboratories and class-rooms. The main building of the college houses the audio-visual hall with multi-media facilities, computer centre and Gymkhana. The computer centre facilities are shared among the departments as per the requirement. Optical fibre internet connectivity is available to teachers and students. Many departments have computers of their own.
The library and reading room facilities are provided in an adjacent building. The library has over 11,000 books, has an open access system and is in the process of computerisation. The book bank scheme is available for the use of needy students. Reprography facility is also provided in the library.
Sports and indoor games facilities are made available by the management in the Azam campus. Participation of students in regional and university level meets is encouraged by the management by providing financial assistance.
In the Azam Campus, Hostel facilities to the students are made available by the college management. Health services to students and staff are also provided at reasonable cost on the same campus.
Criterion 5: Students support and progression
The college admits local students, students from outside the state and even international students. Care is taken to provide all facilities to the students admitted, including training in spoken English to needy students. While most of the students are from the locality, a good percentage are from outside who require special facilities. The college has geared itself to meet such challenges with the co-operation of the students and staff. The drop out rate is high.
The new courses that are started in view of the employability of the girl students have attracted good number of students and the college has taken care to start a placement cell. The cell should interact with local industries and help the students of the college. An alumni association is recently formed. The college can explore the possibilities of utilizing the services of this association in its various developmental activities.
The management of the college has funded several scholarships and state govt. fee concessions and scholarships are available to many meritorious students.
Criterion 6: Organisation and Management
The management of the Institution supports the funding of the new courses started by the college. Departments of the college plan their activities for the year, prepare the budget and submit the same to the management through the Principal. The Governing Council of the college decides the quantum of funding to be made available for the year. So far, the management has been able to meet the requirements of the college.
There is no formal grievance redressal cell. However, the grievances of students are taken care of by the teachers. Loan facilities for the staff are available through the co-operative society established by the management.
Criterion 7: Healthy practices
The healthy practices of the institution are -
Value based education is provided by observing all important functions of all faiths and religions.
Providing several job oriented subject options at UG level.
Teachers donate funds for the education of poor girl students.
Earn and learn scheme is implemented for needy students.
Open access system is followed in the library for students and staff.
Research by the staff is encouraged.
Introducing evaluation of various activities of the institution by the student community.
College campus is kept clean and green.
Self-appraisal of the teaching and non-teaching staff.
Cordial relationship between students and staff.
Involvement of the college in activities which are useful to
Students, in collaboration with outside agencies.
SECTION III : Overall Analysis
Abeda Inamdar Senior College for Girls, Pune, has made great strides during the last twelve years of its existence. The mission of the College is Read to Lead. The college aims at the overall development of girls from the weaker sections of the society, especially from the Muslim community. While it strives hard to achieve its objectives, sincere efforts are made to impart education to all girls irrespective of their community, caste or creed. The management has responded positively to the developmental needs of the college.
The Peer team appreciates the leadership of the Principal and the dedicated efforts of the staff members in facilitating the process of equipping girl students to face the challenges of life. In view of the development of the college, the team likes to make the following suggestions:
More skill oriented short-term courses can be offered by the college to help girl students using the facilities available in the campus. Enrichment courses in subjects like home science, commerce etc need to be introduced.
Research activities need to be strengthened.
More community-oriented projects may be planned involving students and staff of the college in localities outside the city. Such outreach programmes may help the girl students.
Specific locality can be taken up for extension activities, with measurable parameters over the years to find out the progress.
Academic records and library could be computerized for easy monitoring. Library needs to be strengthened by adding more books.
Training/coaching programmes may be organized to help the students to appear for state or national level competitive examinations.
Career guidance cell is a necessity. The cell may educate parents regarding the opportunities available to their daughters in their chosen subjects/courses of study.
The placement cell can plan campus interviews.
The alumni association can be involved in a better manner to help the students and staff in planning for better career opportunities to students.
A women cell is a necessity. It can plan programmes and activities to build up the confidence level among students.
A language laboratory is desirable.
Infra-structural facilities like canteen, parking shed etc. need improvement.
The Peer Team records its appreciation of the co-operation and support provided by Dr. Antony Stella, Adviser, NAAC, to the team throughout the visit.
Prof.( Mrs) Lakshmi Santa Rajgopal
Dr. Kiran Angra
Dr. K.V. Rao
(Dr. E.M. Khan)
Place: Azam Campus, Pune.
Date: 20th January 2004.
Modi script is an attraction for all age groupsPune: Nine Muslim girls from the Abeda Inamdar College, who took part in a Modi script writing competition organised by the Bharat Itihas Sanshodhak Mandal (BISM), Sadashiv Peth, on Sunday were the cynosure of all eyes. The results will be declared in a weeks time.More than 120 people, ranging from 13-year-olds to octogenarians, participated in the event to demonstrate their proficiency in the 13th century script of Maharashtra that was introduced to speed up administrative work.Afreen Ismail Shaikh, a student of Abeda Inamdar College said, Since I am a student of history, we have to study historical documents. A workshop on Modi script was being organised in our college. Thats how I started learning Modi.Asfiya Khan, another student said, Modi is a totally different and interesting language. Since most historical documents are in Modi our teacher, Shaukat Khan, encouraged us to learn it. Since many Modi experts took part in the competition, I was a bit afraid.
Naseem Shaikh, who is studying in the third year of the BA course at Abeda Inamdar College said, Since I can read and write Marathi, learning Modi was easy. But in the competition there were some unfamiliar words, which were a bit difficult.
Historian Mandar Lawate, one of the organisers of the competition, said the contest was held to promote the script. The participants were given a page in Devanagari (Marathi) script, which they have to convert into Modi. We got a very good response to the competition. The winner will get Balaji Ahvji award, while the runners-up will get consolation prizes, he added.
Dasharath Nivrutti Parkhe (88), who had studied Modi script in school said, After school, this is the first time I got the chance to write in Modi. Earlier, novels and short stories were available in Modi, but now these books are not in the market. The government should start courses on the Modi script.
Vidyadhar Rayrikar of Bharat Ithihas Sanshodhak Mandal said most of the rare historical documents in the possession of the Mandal are in Modi. Although nearly 400 people have learnt to read the script in the last four to five years, there are just 40 who are helping out by reading the historical documents. It is necessary to train more people in Modi script to help in historical research, he said.
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