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Partap College of Education, Ludhiana, Punjab
Partap College of Education, Ludhiana, Punjab
Ludhiana (District Ludhiana)
Partap College of Education, Ludhiana is a recognised institute / college. Partap College of Education, Ludhiana was established on / in 2000.
Principal of Partap College of Education, Ludhiana is Sr Balwant Singh.
Partap College of Education, Ludhiana is situated in Ludhiana of Punjab state (Province) in India. This data has been provided by www.punjabcolleges.com. Ludhiana comes under Ludhiana Tehsil, Ludhiana District.
Contact Person(s) of the Partap College of Education, Ludhiana is (are): Vice Principal Ms Manpreet Kaur.
Mobile No(s) of concerned persons at Partap College of Education, Ludhiana are 98142-09497, 98149-30069, 9814416181.
email ID(s) is
Chairman : Prof JP Singh.
General Secretary : Ms Rameshinder Kaur Ball.
Contact Details of Partap College of Education, Ludhiana are : Telephone: +91-161-2306018, 2309378
Courses offered in Partap College of Education, LudhianaB.Ed
Number of seats in Partap College of Education, Ludhiana is 100.
Partap College of Education, Ludhiana runs course(s) in Education stream(s).
Partap College of Education is affiliated with Panjab University, Chandigarh (Chandigarh)
Images / newspaper cuttings related to Partap College of Education
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Degree lete hi jhume Students (News)
Librarian on regular basis (Job Vacancy)
Lecturer in Political Science and Mathematics etc (Job Vacancy)
Adhyapan gunvatta par seminar (News)
Lecturer in Education (Job Vacancy)
ETT Course (Admission Notice)
Principal Required (Job Vacancy)
Admission Open For B Ed (Admission Notice)
BEd Admission Open to Partap College (Admission Notice)
Reader In Education (Job Vacancy)
Media coverage of Partap College of Education, Ludhiana, Punjab
Jagjit, Rupinder enthrall audienceThe annual prize distribution and felicitation ceremony was held at Partap College of Education here today. Agriculture Minister, Punjab, Sucha Singh Langah was the chief guest on the occasion. Bhog of Shri Akhand Path was also held by the college to pay gratitude to the God.
The function started with a floral welcome to the chief guest by the college management, staff and the students followed by Kirtan and Ardas for the bhog ceremony of the Akhand path.
Principal Dr Balwant Singh in his welcome speech introduced the chief guest and other guests to the audience. He also shared the achievements of the college with the guests. The students presented various cultural items. Jagjit Kaur enthralled everybody with her graceful dance, while Rupinder Kaur made the guests spellbound with her mesmerising voice.
Later on prizes were given away to the students in the field of academic, sports and co-curricular activities.
The college also presented ‘Award of Honour’ to various teaching practice schools for their endless cooperation. Shamsher Singh Kumar was also present on this occasion.
Baisakhi de Rang brings festive mood to collegeAn educational and cultural extravaganza ‘‘Baisakhi-de-Rang’’ was organised by the Partap College of Education here on Tuesday. Folk dances, folk songs, mimicry, skits and lectures presented on the occasion added colour to the Baisakhi celebrations.
College Principal, Dr Balwant Singh, gave away the prizes to the winners of various competitions on the occasion. Students were also awarded cash prizes by Mr H.S Maan and Mr B.S Mangat from the UK. Dr Rajoo Singh Chhina (Medical Superintendent, DMCH) was the guest of honour.
While interacting with the students, Prof Balvinderpal Singh spoke about the educational, cultural and historical importance of the festival of Baisakhi. He also told the students about the creation of Khalsa.
Mr Davinder Singh Chhinna also delivered a lecture on the ‘‘Birth of Khalsa’’, globalisation of Punjab culture and Sikh heritage with emphasis on educational and cultural relations.
Dr Balwant Singh, Dr J.P Singh and Dr (Ms) Ramesh Inder Kaur Bal honoured Dr Rajoo Singh Chhina, Mr Davinder Singh Chhina and Prof Balwinder Pal Singh for their valuable contribution to the smooth conduct of the Punjab International Festival and in organising Danish troupe’s international gymnastics and dance events. Mr Mangat, Mr Maan and Dr J.P Singh also delivered lectures on the occasion.
Giddha artiste Jaagatjot Kaur presented dance on a folk number while bhangra artistes Parminder Singh Nona, Amandeep Singh Sehmbi, Avaninder Singh Nindi and Mandeep Singh Punn also performed on the occasion.
Mr B.S Mangat (UK) was nominated as the Overseas, Director-cum-Adviser, for the college.
Talk at GNDEC: Under the ongoing Golden Jubilee Lecture series programme, an expert talk was delivered by Dr R.K Calay, a senior faculty of the School of Aerospace, Automotive and Design Engineering, University of Hertfordshire (UK), at Guru Nanak Dev Engineering College here on Wednesday.
Dr Calay explained the increasing scope and recent applications of Computational Fluid Dynamics (CFD) in the field of Engineering and Technology. ‘‘CFD is a subject that developed almost simultaneously with electronic digital computers. This powerful approach is able to solve tedious and complex problems of Fluid Dynamics with lesser approximate solutions. Also the computational time is significantly reduced with the application of CFD’’, he said.
Dr S.B Singh, Principal of the college, introduced Dr Calay and told that for Dr Calay it was a homecoming of sorts as she graduated from GNDEC in 1979 in civil engineering. At present, she is one of the internationally renowned researchers in the field of Fluid Mechanics and Dynamics.
Explaining about the lecture series programme, Dr Sehijpal Singh and Prof Chandandeep Singh Grewal told that eminent professors and researchers from all over the globe, who are alumnus of GNDHC were being contacted for delivering expert talks in the college during the golden jubilee year of the college. Two lectures have already been delivered in this series by Dr H.S Shan (Professor, IIT Rookee and Dr Yogeshwar Hari (Professor, University of North Carolina, USA) in the months of February and March.
New branch opened: Green Land Senior Secondary Public School, G T Road, Ludhiana, inaugurated its new branch in Subhash Nagar, Basti Jodhewal. The Chairman of the trust, Mr Rajesh Rudhra, along with other members of the managing committee welcomed the chief guest, Mr Surinder Dawar (Parliamentary Secretary), on the occasion.
Speaking on the occasion, Mr Rudhra said the building of this school would be completed within a year’s time at an estimated cost of Rs 7 crore, including land. He promised that chain of Green Land Schools would continue to impart quality education.
Mr Dawar presented cash awards of Rs 25,000 each to teachers who had completed a tenure of 10 years in the institution and Rs 10,000 each to those staff members who had worked selflessly for the school. Another sister concern of Green Land was inaugurated on April 11 at the Civil city which will come up at the estimated cost of Rs 5 crore. Students of Green Land Public School added flavour to the joyous occasion by presenting various cultural items.
Founder’s day: MGM Public School, Urban Estate, Phase-I , Dugri, Ludhiana, celebrated its Founder’s Day and the Baisakhi festival here yesterday with great fervour on its campus. The function perpetuated the spirit of patriotism.
The programme started with warm reception and welcome of the chief guest Mr Gajjan Singh Thind, Director, MGM public school.
After a brief introduction about the founder’s day and Baisakhi, the cultural programme started with the shabad gayan-’Adambar Banya Meri Sejaria.’ Yishu, a student of Class VI delivered a speech in English about the founder’s day and Kanwalpreet of class VI spoken on the importance of Baisakhi.
To mark the occasion, there was an inter-house dance competition. Later, a speech in Hindi was given by Shipra of class VIII and in Punjabi by Gurpreet of class VIII. Mr Thind declared the results of the dance competition which were as follows:
Hemkunt House Ist, Ajmer House 2nd, and Vatican House 3rd. The programme was a great success.
Goenka school: The GD Goenka Public School started its primary section here on Wednesday. At present the school is housed in Sarabha Nagar, but will soon shift to its new building near Badhowal. The school will be providing its students air-conditioned classrooms, buses, a swimming pool, a sports arena and IT integerated learning system.
The Chairman, Mr Vinod Bansal, said the student teacher ratio would be 1:25 and individual attention would be given to each student.
Partap college honours Danish troupeInternational performers of the National Danish Performance Team (NDPT) from Denmark had a great time with Punjabi students when they participated in the annual athletics meet of Partap College of Education here today.
Danish team members participated in the fun race, potato race and 100-metre race and Danish team s manager Morten Louring danced with international folk artistes of the Punjab Cultural Promotion Council and Partap College students.
Danish team students were also honoured by Dr R.I.K.Bal, Dr J.P.Singh, Principal Balwant Singh and Davinder Singh Chhina. Mr Louring was presented with special momento based on Sikh heritage for his contribution for world peace. Clad in colourful turban, Mr Morten, while addressing the audience, started his speech with Sat Sri Akal and expressed gratitude for the hospitality extended by Punjabis.
The coach of the troupe, Mr Christan, said the Danish troupe got good response in Punjab during their world tour. Ms Carina, Ms Rikke, Ms Trina, Ms Anne, etc from Denmark were honoured with Punjab s traditional phulkaris by Dr Bal and Ms Gurmeet Kaur Chhina.
Olympian Ramandeep Singh, Ajmer Singh Dhillon, Director, Milk Plant, Ludhiana, and Harmohan Singh were honoured by the college authorities for their role in community services.
During the tug-of-war international match, Danish boys team defeated the boys of the Partap College of Education. Mr Morten honoured the students for international educational sports and cultural exchange programme. He also thanked the promotional council and the college authorities for making their maiden visit to Punjab a memorable one.
Danish gymnasts perform in cityA gymnastics contingent from Denmark performed at Partap College of Education, Hambran road, here today. They have been visiting the city on the invitation of the Punjab Cultural Promotion Council, India, on the eve of the Punjab International Sports and Cultural Festival-2006 being organised by the council.
The artists, full of vigour and enthusiasm, gave an awesome performance which included floor exercises, ribbon and ball items besides dance on Danish music.
According to Mr Devinder Singh Chhina, Director of the council, the gymnasts and folk artists performed for the first time in Ludhiana and would travel to other cities of Punjab.
"We are organising this international event with the theme of cultural diversity, international friendship, enhancing cross-country educational, sports and cultural relations with Denmark. Mr Sukhdev Singh Dhindsa, former Union Minister, was the chief guest on the occasion. Dr Balwant Singh, Principal of the college, along with prominent citizens of the city was present on the occasion.
International Human Rights Day celebratedInternational Human Rights Day was celebrated at the Partap College of Education here yesterday. The staff and students of the college participated in the interactive session, in which discussion on human rights was organised.
The Principal (retd) Mr G. S. Brara was the chief guest on this occasion. Stress was given on the human rights education to the students. Speaking on this occasion Dr Balwant Singh, Principal of Partap college, asked students to protect, preserve and promote human rights. He also spoke about origin of the human rights day and importance of the UN Declaration of Human Rights. Lecturer Mr Davinder Singh Chhina GITC delivered a lecture on human rights education and need for the creation of ‘human rights culture’ in the society to serve humanity.
Mr Chhina advised students to contribute for the human rights movement, stick to the human values and to work for human cause. He also spoke about educational rights, sports rights, religious, cultural and environmental rights, with special emphasis on women rights as well. Education, peace, democracy and development could be propagated more by promoting human rights culture.
Mr Brara also spoke about tolerance, mutual understanding and respect to all human beings. He asked students to come forward for the promotion of rights and expose the violators of human rights.
Former Principal Dr Ramesh Inder Kaur Bal also delivered lecture on rights of women and dignity of women.
There was question-answer session by students on the topic of human rights. Dr Balwant Singh thanked all speakers and Prof Manpreet Kaur was the compere of the function.
Discussion on teaching modulesDiscussing multi-media approach of teaching and teaching modules, eminent educationist and subject expert Dr Shashi Trehan advised education students to teach at the reflective level. She was interacting with B.Ed class students of the Partap College of Education Humbran here yesterday.
On this occasion, college Principal Dr Balwant Singh, honoured Dr Shashi Trehan for latter’s commendable services in the field of education and inservice training for the past 29 years. Dr Trehan also threw light on different steps on the development of modules in different subjects. She narrated at length, about how much, the modules were self-instructing and how they reinforced the behaviour of a child.
Dr Trehan explained the students that modules were beneficial for inculcating healthy discussion, social- development, sense of togetherness and made the students more stimulant to studies. She talked about different learning structures like signals, chains, multiple discussions, concepts and various principles, giving authenticated examples.
Bulgarian dancer enthrals studentsFolk artiste Ivan Dimitrov presented ethnic Bulgarian dances at Partap College of Education here last evening. Organised by the Punjab Cultural Promotion Council, (PCPC) the cultural extravaganza included folk songs by Toronto-based singers, Mander brothers, dances by the PCPC and a lecture on films on Sikhism by actor Mangal Dhillon.
Ivan performed regional dances of Bulgaria in traditional Bulgarian style. Students of Partap College of Education gave him a standing ovation. He performed one dance sequence holding traditional Punjabi folk instrument khoonda (the traditional stick) in his hands.
He promised to promote Punjabi music and dance locally in collaboration with the PCPC.
The Principal of the college, Dr Balwant Singh, Dr Ramesh Inder Kaur Bal and Dr J P Singh honoured Ivan, Mangal Dhillon, Mander brothers and other artists.
Choreographed by city-based lecturer Mr Davinder Singh Chhina, the show was organised to promote international peace and friendship. Mr Chhina appealed to students to work for the development of society and the welfare of humanity through sports and culture.
Mangal Dhillon appealed to students to remember the supreme sacrifices of Sikh gurus and asked students to come forward to propagate Sikhism through the multimedia technology as well as preserve the great Sikh heritage.
12 take part in Dhee Punjaban 2004Twelve contestants took part in ‘Dhee Punjaban-2004’, a cultural heritage contest based on Punjabi ‘pehrawa’, Punjabi ‘kitta’ and ‘sabhyacharak jaan pehchan’, organised by Punjab Cultural Promotion Council, at the Partap College of Education, Hambran Road, here today.
Prof Davinder Singh Chhina, chairman of the council, said the main objective was to promote Punjabi culture, heritage and folklore. “More and more people are getting westernised and there is a need to make efforts to protect our rich traditions and culture,” he said.
Ms Harpreet, a contestant from Delhi, said she was participating in the contest because of her keen interest in Punjabi heritage. “I am enjoying myself here. We have to wear Punjabi jewellery. It is good to know one’s culture in depth,” she said.
Ms Manjinder Kaur, a contestant from Moga, said she was confident as she had participated in youth festivals upto the national level. “I am feeling good and have made many friends here. The contest is different as we do not have to expose like other contests,” she said.
The contest was divided into four rounds — ‘tor Punjaban di’, ‘kitta round’, giddha and questionnaire. Comedy items and folk performances were held. The guests of honour were Sarabjit Cheema, Mander Brothers and Major Singh.
The Virasat Awards and Youth Awards were also presnted. Mr H.S. Randhawa, Ms Amrit Mangat and Mr Gurmit Singh Gill were the judges for the contest.
First convocation of Partap College of EducationThe first convocation of the Partap College of Education here today saw 60 students receiving degrees from principal of the college Balwant Singh. Prof K.N. Pathak, Vice-Chancellor, Panjab University, was the chief guest on the occasion.
The college was primarily set up to encourage rural students. The principal said the entire batch of 60 boys and girls had passed in first division. Prof Pathak in his address said that teachers education is undergoing rapid changes. The teachers have to be very dynamic and prove worthy of their jobs and their prime aim is to enrich the personalities of students in all respects.
He said another aim of teachers should be to synchronise the idea of teaching and learning. Teachers are agents of change and have to lead the students from ethnic prejudices to tolerance and from autocracy to democracy.
Punjabi writer, Surjit Patar , said that the teachers who would be going out from this institute should be like candles lighting the world.
Prof Pathak said that a women s cell to register complaints of girl students has been in operation for sometime now. Ms Promila Vasdev is the councillor of the committee. It has been approved by the Syndicate and the Senate. The rules are very well defined. It would be obligatory on the part of the colleges to follow these. So far no complaints have been registered.
He said special efforts are being made to promote Punjabi. There is a school of Punjabi studies where lexicography work is done where translation of difficult words is being undertaken.
Prof Naresh, who heads the Bhai Vir Singh Chair, is trying to translate Sanskrit, Arabic, and Persian words in Guru Granth Sahib into Punjabi at Hoshiarpur and we would be publishing the work soon. Sadly there is paucity of renowned scholars and the moment I find eminent and able scholars, I will give them the responsibility of chairing the chairs that are lying vacant.
Prof Pathak said the National Assessment and Accreditation Council (NAAC) based in Bangalore would assess the performances of the colleges, and on the basis of performances these would be graded. Already some colleges have paid a fee of Rs 50,000 to get grading. By 2003 if the colleges do not get accreditation, they would not get government aid. He said that it was a fallacy that Panjab University is spending Rs 5 crore on the salaries of teachers between ages of 60 to 65. The university is spending Rs 60 lakh for the Senate, which has 71 members, has passed the rule. If Senate changes its decision, then this expenditure can be stopped.
NAAC report of Partap College of EducationSECTION I: Introduction
Partap College of Education, Ludhiana (PCEL) was set up in August, 2000 by Partap Charitable Trust, a trust created by seven academicians and registered at Chandigarh in November 1996 (Regn No. 1070 of 1996-97 under Act XXI OP-1860). PCEL is located on a five â€“ acre campus in an urban pocket of Ludhiana. Besides PCEL, the parent trust runs Partap Public School and Partap Institute of Social Welfare and Development, both located on separate campuses. The institution is an unaided one and was permanently affiliated to Panjab University, Chandigarh on 16/12/2002 vide their letter No. A-4/10425-38. Its B.Ed. programme is a regular face-to-face mode programme of one-year duration ; it was started after NCTE (National Council for Teacher Education) sanctioned it permission vide their letter F-3/PB-51/NTT/2000/5166 of 2/8/2000 with an intake of 60 students. Later on the NCTE increased this intake to 100 vide their letter No. NRC/NCTE/F-3/PB-119/2003/22871 of 4/7/2003. The trust has also been sanctioned ETT programme vide NCTE letter F. NRC/NCTE/F-3/PB-181/2018 of 26/5/2005 with an intake of 50 students; this programme is due to start this year. PCEL has a faculty of 8 including the Principal. Six faculty members have been appointed on permanent basis; two of these were appointed on June 1, 2005 on probation and another two on ad hoc basis on 10.12.2005. The total teaching experience of the faculty other than the Principal is between 1 year and 8 years while their total service at PCEL ranges between one year and five years. The institution has non-teaching staff of 10 (technical =3; admin=3; and others =4). Three members of the faculty have the degree of Ph.D; six have cleared UGC-NET.
The 2005-06 session of B.Ed. had 81 females and 19 males. Of these 77 (F=64,M=13) were from district Ludhiana; another 18 (F=15, M=3) were from other districts of Punjab and 5(F=2; M=3) are from other states of India. Forty-two students (F=32, M=10) had postgraduate qualifications. PCEL does not have any foreign or NRI students
The 2002-2003 batch of PCEL had 60 students; all appeared in the university exams and passed. Except one, all students were placed in the first division. The first position in the university was taken by one of its students. Ninety-nine students of the 100 enrolled in session 2003-04 appeared in the university exams and all passed; 97 students were placed in the first division. Seven university positions (I,II,IV,V,VII,VIII & X) were taken by PCEL students. The 2004-05 batch had 100 students, all appeared in the university exams and were placed in the first division. Two students took the first and the fourth university position.
In FY 2003-04, PCEL had excess of income over expenditure to the tune of Rs. 5,80,711 which rose to Rs.725067 for FY 2004-05. For FY 2005-06, excess of income over expenditure was Rs.911732 (tentative). The unit cost for session 2004-05 was Rs.19855.29. PCEL follows the annual scheme of academic work. The institution has all necessary support services as prescribed by the NCTE for the B.Ed. programme. In addition to these, PCEL has a heritage room and a guidance and placement cell; it has the facility of a book bank for its students. The institution has collaboration with local and other institutions and NGOs in the state. Its main income is from fees charged from the students. In FY 2004-05 PCEL had Rs. 2288300 as total receipts from its students; the tuition fees were Rs.106700 only; the corresponding figure for total receipts for FY 2003-04 was Rs 1822740 from 60 students.
The institution decided to go for accreditation by National Assessment and Accreditation Council (NAAC) and it developed its Self-Appraisal Report (SAR) and forwarded it to NAAC, Bangalore. NAAC in turn constituted a three-member Peer Team comprising Prof. V.K. Sabharwal, former Head and Dean, Education, Delhi University as Chairman and Prof. HCS Rathore from Faculty of Education, Banaras Hindu University and Dr. Shamima Bano, former Principal, Government College of Education, Jammu as members for on-site validation of the SAR. Dr. Madhusudanan Pillai from NAAC coordinated the visit.
The Peer Team assembled at Ludhiana on the evening of the 9th July for pre-visit meeting and visited the institution on the 10th and the 11th of July 2006. The Peer Team went around the institution, saw its support services and facilities and interacted with various stakeholder groups. The Peer Team analyzed documentary evidences too and on the basis of all these inputs, prepared a three â€“ section Draft Report. While the first section gives a brief introduction to the institution, the next two sections provide criterion-wise analysis and overall analysis and suggestions for further development of the institution.
Section II: Criterion-wise Analysis
Criterion 1: Curricular Design and Planning
PCEL admits students to its B.Ed. programme from amongst those who qualify themselves in the Entrance Test conducted by Punjab Government through one of its three Universities on rotation basis. The institution receives a list of these candidates from the university. The institution does not hold any interviews for admission to its B.Ed. programme. PCEL does not have any admission policy for foreigners as yet because this comes within purview of the state government and the university. B.Ed. session 2004-05 started on August 10, the last admission was made on August 25 and the session ended on May 11, 2005. This session had 221 working days and 191 teaching days. Fifteen days of this session were devoted to preparation for practice teaching and another 30 days to school â€“ based practice teaching in 12 local schools within a distance of six kms from the institution. PCEL does not have any formal mechanism for assessing its studentsâ€™ knowledge and skills immediately after their admission. As a result it does not provide any bridge / remedial courses to its educationally disadvantaged students or more challenging curriculum to its advanced learners. The institution encourages its faculty to develop course outlines.
The B.Ed. syllabus is unitized but not according to the teaching schedule. The institution does not have session-end review of the programme and mid-course corrections for ensuring better quality. The B.Ed. students have limited flexibility within the curriculum in their selection of optional papers only. However, the institution provides the necessary flexibility whenever needed. PCEL is yet to formulate its mission and goals for its B.Ed. programme. In fact the university syllabus also does not list the programme objectives; it of course has objectives for various papers i.e. courses. PCEL obtains feedback on its practice teaching programme from the principals of practice teaching schools in a meeting chaired by the District Education Officer before the start of the practice teaching programme. The last feedback meeting was held on 10/11/05. It would be far more effective to obtain this feedback immediately after the conclusion of each phase of practice teaching in a meeting of the principals of these schools only. The feedback needs to be improved qualitatively so that practice teaching can be made of better quality, more effective and innovative. New courses / programmes can be introduced only after the university approves them; the institution has not developed and introduced any new course so far. PCEL has facilities for teaching of English, Punjabi, social studies, physical science and life science while the university syllabus provides for teaching of 19 subjects under Papers VI and VII. The B.Ed. programme is essentially interdisciplinary. The management and the faculty may explore how curriculum transaction can be made more interdisciplinary. PCEL is yet to make its B.Ed. programme inclusive education â€“ oriented. It organizes practice teaching in two phases viz., during the months of November and May. The institution needs to make phase II of practice teaching proper â€˜internshipâ€™ and enrich its school experience component. PCEL has facilities for gardening, card-board modeling, computer craft, art and painting and interior decoration under the work experience component.
Criterion II: Curriculum Transaction and Evaluation
PCEL does not prepare an academic calendar. Lecture is the main curriculum transaction technique; occasionally it is supported by group/panel discussion. The faculty sometimes uses multimedia as well. Teaching of theory courses is according to the time allocated for each unit which is decided by the teacher concerned. Pedagogic â€“ content analysis (PCA) needs to be emphasized in lesson planning. As of now the focus is on content instead of PCA. Lesson planning is based on the model lesson plan presented by the concerned faculty member. Every student prepares thirty lesson plans in each subject and their teaching is supervised by the supervisor and informally by the concerned school teacher. Five core skills viz., Black-board writing, Introduction, questioning, use of Audio Visual Aids and explanation are developed through micro-teaching and each student observes at least 15 lessons of his/her peers in each teaching subject. Peer feedback is based on observed lessons. Reflection on onesâ€™ teaching is left to the student; it needs to be made formal and systematic. The institution needs to initiate a proper mechanism for monitoring studentsâ€™ overall performance and ensure how far the course objectives are attained by each student. Use of cumulative records alone for this purpose cannot provide this vital information. The faculty often participates in seminars and workshops, (this holds for the ad hoc faculty as well) and the institution supports by paying their registration fee and TA/DA. PCEL uses faculty self â€“ appraisal but the proforma needs considerable improvement. The institution uses a five â€“ point rating scale for faculty assessment by students. This scale is based on six criteria viz; subject knowledge, power of expression, accessibility for consultations, punctuality, regularity and role model image of the teacher. The documentary evidence in this regard revealed that ratings tend to become mechanical and thus hardly serve the purpose they are meant for. The institution has organized six seminars (one on innovations in teaching and five on socially relevant issues) and one workshop in the last three years; their duration ranged from one to two days. The principal has received seven awards from various bodies during the last two years. PCEL does not use any non-formal or distance â€“ education inputs for strengthening its academic programme. It provides informal inputs for imparting value â€“ based education and for inculcating civic responsibilities among its students but their impact has not be assessed so far. PCEL students visit community centres and welfare agencies and sometimes interact with community leaders. The institution does not have any formal programme for developing general / transferable skills among its students. The evaluation scheme for B.Ed. has been developed by the university. Part I of the evaluation scheme carries 500 marks; 100 marks each for five theory papers. Papers IV & V have two parts each. Under Papers V (B) a student has to offer one out of 14 optional papers. Methodology course (2 out of 19) have 200 marks in all; of these 10+10 marks are for internal evaluation Part II comprises practicum of 300 marks (external- 280, internal -20). Health and sports and co-curricular & community activities are evaluated internally out of 50 marks each and these are indicated on the detailed marks card. PCEL students are briefed about the B.Ed. evaluation scheme during orientation programme itself. PCEL faculty uses assignment, test and project work for internal evaluation of theory papers and observation of student class room teaching and discussion for student evaluation for practice teaching, co-curricular activities, W.E. and community work.
Criterion III: Research, Development and Extension
Action research is one of the four sub-units of a unit of Paper III; and also a practical under school teaching subjects. The institution claims that all students have to take at least five research projects. Analysis of these projects reveals that many of these do not belong to the category of action research proper. PCEL does not have a research committee. One faculty member has published three research papers during the last four years. The principal is a member of university bodies and life member of five professional / academic associations and institutions. One faculty member has started his doctoral research this year. Since PCEL is an undergraduate institution, it does not have any research scholars. The institution provides consultancy services on AIDS awareness, counseling on adolescence problems to schools. PCEL has given additional charge of extension services to a faculty member. Extension activities are mostly related to community service and community development. PCEL plans its extension activities along with GOs and NGOs viz., Rotary Club, Ludhiana, Guru Gobind Singh Study Circle, Punjab Cultural and Promotion Centre etc. It has NSS programme too. It has outreach services for literacy classes and free tuition work for poor students. The institution has not developed any instructional material (print or non-print) so far.
Criterion IV: Infrastructure & Learning Resources
The institution has well landscaped campus with excellent lawns and trees and play fields for outdoor games. The lawns and the greenery of PCEL could be the envy of any teacher education institution. The institution has a double â€“ storey L-shaped building. The ground floor has the library, science, psychology and computer labs, office, visitorsâ€™ room, the Principalâ€™s room, three 26 ft x24 ft classrooms and two 14 ft x26 ft classrooms. The staff room, the canteen, sports room and the generator room are also on the ground floor. The first floor has an art room, guidance and counseling cell, an auditorium, a multipurpose room, ET lab, AV room, music room and five 24 ft x26 ft and one 14 ftx26 ft classrooms. Two sets of toilets are on the first floor and one on the ground floor. The institution has enough space and infrastructure for further academic growth. The campus is maintained by a five- member maintenance committee, including two students. As on 10th July 2006, the library had a stock of 6637; most of these are multiple copies of prescribed course related books. During 2003-04, 2004-05 and 2005-06, 42, 143 & 303 books were added to the library. The institution subscribes to 15 journals, 10 magazines and 10 newspapers (English â€“ 4, Hindi and Panjabi â€“ 3 each). PCEL library is open from 0900 hrs to 1700 hrs on Monday through Saturday. On holidays, it functions between 0900 hrs and 1300 hrs. Before and during exams it is open up to 1900 hrs. The reading section in the library can seat 44 students and 4 faculty members. The management should increase the seating capacity of the reading room so that an entire section of 50 students and 5 faculty members can be accommodated there. At present a professional has been engaged to develop customized software for the Library. The library does not have a visitorâ€™s register. Issue and return of books needs to be improved because at present issue and return is neither student wise nor based on book cards.
The institution has a book bank of 509 books created through donations by well wishers of the institution and passing out students. The students can use it for reading purposes only. These books are not issued to them. Ideally the book bank should comprise of course-related books prescribed by the university and five to seven books should be issued to the students for the entire session. The book bank may be housed in the library. The institution has a computer lab with 12 stand-alone computers. Another 4 computers are outside the computer lab; one each in the Principalâ€™s office, the admin office and the library and E.T. lab. The institution has three printers, a dot matrix, an inkjet and a laser printer and also a multifunction reprographic apparatus in the office. PCEL has a functioning internet terminal in the Principalâ€™s office; however no logbook is being maintained for it; therefore it is difficult to judge how far it is being used by the students and to what purpose (s). The institution has not developed any CAL packages; however it has procured 35 CDs on educational topics. PCEL does not have any CDs on math, Punjabi, action research, physics or chemistry. Computers are used at PCEL for documentation, data processing, computer education practicum etc; Computers are maintained through AMC with a local firm. PCEL has labs as per NCTE norms. These labs needs to be equipped better and organized as proper labs. Integrated Science Lab should have a large work table for experiments and should be fitted with running water pipes and wash basins. The institution has arranged adequate health service facilities for its students and staff. It has arrangements for outdoor games viz; volley ball, kho-kho, badminton, basketball, handball, athletics and in-door game viz., table tennis and a well-equipped gymnasium. PCEL has facilities for 14 activities under work experience; it runs hobby classes too for its female students. The institution has an on â€“ campus hostel for 60 students on first floor; the number of students who seek hostel accommodation has decreased considerably during last three years.
Criterion V: Student Support and Progression
PCEL has excellent university results. The dropout rate for the past three years is near zero. The university gold and silver medals for B.Ed. session 2003-04 and the gold medal for session 2004-05 were taken by PCEL students. The institution does not collect feedback on the B.Ed, programme, learning resources and other facilities. PCEL publishes its prospectus every year. Meritorious students of PCEL receive merit scholarship (Rs 1210 p.a.) from the State Government. The institution gives fee concession and help in term of free books to its poor students. Seven students of session 2003-04 received merit scholarships, in 2004-05 and 2005-06, the number of such students was 7 and 6 respectively. The number of students who benefited from fee concession during the last two sessions was 5 and 1 respectively. The students in session 2005-06 were given a fee waiver of Rs. 15000. The institution provides quite satisfactory guidance and counseling services to its students and has engaged a professional counselor too for this purpose PCEL has created a placement cell but placement services are yet to commence. The institution needs to make it more systematic and functional. The institution set up its Alumni Association towards the end of session 2002-03; it has 200 members on its rolls. Its 5 office bearers were elected on September 9, 2005 and its last general body meeting was held on 11/02/2006. the constitution of the alumni association is quite sketchy it needs to be made more detailed. The institution may formally create a Student Council that can play a role in organizing various activities ranging from the maintenance of the campus to conduct of sports and cultural activities. The institution has adequate recreational and leisure time facilities for its students.
Criterion VI: Organization and Management
PCEL has a triangular arrangement for internal coordination and monitoring involving the management, the principal and the senior faculty. The institution has built additional classrooms for another intake of 100 students for B.Ed. The institution may develop its vision statement about teacher education based on its Philosophy and use it for developing and authentic academic calendar. Faculty recruitment is done according to the procedure laid down by the Panjab University with a representative of NCTE. The entire faculty has been recruited from within the State of Punjab. The institution has the resources to appoint temporary / ad hoc faculty. It invites eminent retired teacher educators for extramural talks. PCEL organized a professional development programme for its office staff, for lab attendant, for technical assistant and for its accounts personnel during the last three years. The fees prescribed by the affiliating university for B.Ed. are under three heads: (a) annual charges to be collected by the institution Rs.7676/- (b) Annual University charges Rs. 760/- and (c) monthly charges to be collected by the institution Rs.2047/- or annual Rs. 36564/- including tuition fee for Rs.97/- p.m. Hostel and mess charges are Rs. 1000/- each payable in two or three installments for 12 months. The University marginally revises University annual charges for B.Ed. students after two or three years; this increase is however very nominal. The annual charges for the institution and monthly charges including tuition fees have remained unchanged during the last three years. PCEL has had a surplus budget for the last four years. The management has made arrangements for internal as well as external audit of the institutionâ€™s accounts. The institution has initiated welfare measures for its staff (full fee concession for their wards, free medical checkup and loans as advance payment of salary to the needy) and the students viz., free hostel facilities for the poor, and free medical check ups. The institution has a five â€“ member grievance redressal committee (comprising the chairman, the finance secretary, the Principal and the vice â€“ principal and the hostel warden) for the faculty, other staff and the students. The institution has an informal grievance redressal committee which looks into the grievances of the faculty, other staff and the students whenever the need arises. The institution needs to create a formal grievance committee for this purpose. PCEL has created the endowment fund and the reserve fund as per NCTE norms and also as per Panjab University norms. The institution needs to create customized mechanism for internal academic audit or quality checks for improving its programme. The institution needs to adopt TQM. It would do well to strengthen its academic collaboration with apex bodies in the field of teacher education. The institution has a studentsâ€™ exchange programme with National Danish Gymnast Association of Denmark. Thirty-two Danish students visited PCEL during Feb â€“ March 2006 and participated in the sports meet of the college; PCEL students (approximately 15-20) may visit Denmark as part of exchange programme sometimes in session
2006-2007 under the auspices of Danish Festival of Sports and Culture.
Section III: Overall Analysis and Suggestions for Further Development
PCEL is completing six years of its existence as a teacher education institution; as an institution it is quite young and has a long way to go and during these six years it has already created creditable record of academic achievement. Its university results are considered exemplary and its students have captured top two to seven university positions during the last three years. Its management comprises seasoned academicians dedicated to the cause of education and social upliftment and transformation. Its dedicated faculty is led by an eminent teacher educator who has served for a number of years in apex national institutions. Because of its academic climate and community service programmes it has many support groups in the community. PCEL has been improving its classroom practices which need to be consolidated and institutionalized during the coming years. The management has laid the foundations of the institution on sound footing and is keen to see it grow academically during the coming years. While preparing its self-appraisal report and self-analysis, the management and faculty took a number of steps that can enhance the quality of its programme; the placement cell, the alumni association and student exchange programme are examples of these. The management is keen to promote academic exchange programme with European institutions and is at present negotiating with them. These are the strengths of the institution. The peer team is convinced that PCEL has the makings of a leading teacher education institution in the state. The following suggestions by the peer team are offered in this very context;
The university B.Ed. syllabus does not list its programme objectives. PCEL may take the lead and develop a set of programme objectives that could be adopted by the university and other sister teacher education institutions in the state. The institution may organize a two-day national seminar for this purpose in collaboration the NCTE and the Panjab University;
The institution would do well to prepare a proper academic calendar that reflects its philosophy and vision and is helpful in improving its academic programme year after year;
Research activity needs to be taken up as a priority area by the faculty. The faculty may lead its students by undertaking topical action research projects that can help it evolve better institutional practices and processes;
The University syllabus needs to be revised and made more contemporary by including current issues in teacher education. The institution may meanwhile promote issues like inclusive education, learner-centered pedagogy, self-directed learning and pedagogic content analysis as add-on features of the curriculum;
It is good the institution has introduced Faculty Self-appraisal as its annual practice. However, the present proforma does not have the self-appraisal component nor does it deal with classroom processes and practices. The institution may modify the proforma by providing space for self-assessment by the faculty on oneâ€™s academic performance during the session and also invite the faculty to describe how one would like to improve oneâ€™s performance during the next session. The proforma should also have a section on how the faculty member promoted the cause of institution and contributed to the attainment of institutional objectives related to the B.Ed. programme. The same holds good for studentsâ€™ assessment of the faculty. The faculty may discuss how the proforma can be improved so that it yields more meaningful improvement oriented feedback;
The institution may create a seminar room and institute monthly faculty seminar in which a faculty member briefs others about various professional programmes attended by him/her and also a critique/review of seminal teacher education literature read by the faculty recently;
The institution may create its staff council and involve it in a more participatory manner in day-to-day working of the institution and academic activities related to B.Ed. programme;
Practice teaching is the heart of any worthwhile teacher education programme. The faculty may discuss how pedagogic content analysis can be made a part of daily lesson planning and how space can be provided for self-reflection on oneâ€™s day-to-day performance by the teacher trainee. The students should be encouraged to plan and teach the complete variety of lessons related to the teaching of their school subjects. Supervisorâ€™s feedback on studentâ€™s teaching should be made more analytical and improvement-oriented. The faculty may check the studentsâ€™ lesson plans in the lesson plan register/file instead of checking these on loose sheets. This would save precious time of faculty and also encourage students to become more careful about planning their lessons. The faculty may also ask students to revise relatively more important concepts/procedures of a lesson in the lesson plan prepared for the following day. The students may also list the source books consulted in preparing the lesson plans at the end of the plan;
Language students need to be emphasized the use of dictionary and promote the development of studentsâ€™ dictionary skills. Students of English may highlight the new lexis, their pronunciation in International Phonetic Script and how their meaning and usage will be taught to the students;
The PCEL time-table lists two periods for library work and one tutorial period per week; these are usually the last periods of the day. The faculty may consider how these can be shifted to the middle periods so that the students go to the library and develop their self-learning skills; the faculty may allot different assignments to students according to their ability levels. Tutorials may be used by the faculty for promoting a deeper study in oneâ€™s preferred area of interest in teacher education by each student. Tutorial assignments may first be presented and discussed in the tutorial groups and the better ones be presented during the seminar;
The management may set up a library committee and give priority to the purchase of recent teacher education literature that can promote faculty development so that the faculty may participate in various seminars as resource persons and also conduct research;
The institution specially the management may discuss how the benefits of the programme of the institution can be made available to rural girls in spite of their educational disadvantages, if any. This may be taken up simultaneously with the Directorate of Higher Education and the Panjab University so that the rural communities around the institution are better served and their wards are enabled to fulfill their educational aspirations;
The institution has a portable language lab which is very positive because most teacher education institutions do not have this facility. The management may now ensure that a proper language lab is set up with this equipment in a soundproof room. The faculty concerned with language teaching may develop a variety of exercises so that their students can develop better command of spoken language and also develop language lab related skills by inviting students of practice teaching schools for spoken language activities in the laboratory;
The institution may make its alumni association more functional and undertake membership drives to enroll new members. The advisor to alumni association may ensure that general body meeting of the association is organized during the holidays so that larger number of alumni can participate in the meeting. The alumni association may be delegated a few responsibilities related to quality improvement of institution and its academic programme;
The institution may promote Total Quality Management and instill a sense of involvement and responsibility in all members of the institution so that they contribute to quality improvement of the institution, its academic climate and programmes in some
meaningful measure. The institution may also set up an Internal Quality Assurance Cell according to the guidelines developed by the NAAC and institutionalize quality improvement.
The above suggestions provide a roadmap to the institution for the next five years. The institution may discuss how these can be prioritized and implemented systematically every year. The peer team wishes the institution all luck in its further development in pursuit of quality and excellence in its teacher education programme. The institution is in all likelihood to start the elementary teacher education programme during the session 2006-07; its proposal for launching the M.Ed. programme is being processed by the university and the NCTE. It may constitute a think tank group including members of the B.Ed. and M.Ed. faculty as well as the E.T.E. faculty for implementing the above suggestions.
In the end the peer team would like to thank all members of the institution for the ready cooperation extended to it.
Prof. V.K. Sabharwal
Prof. Harish C.S. Rathore
Dr. (Mrs.) Shamim Bano
Dr. K.N. Madhusudanan Pillai
I have gone through the Draft Report and I agree with it.
Date: July 11, 2006
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