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Department of Education Meerut College (DEMC), Meerut, Uttar Pradesh


Department of Education Meerut College (DEMC), Meerut, Uttar Pradesh
Meerut (District Meerut)
Uttar Pradesh, India

Department of Education Meerut College (DEMC), Meerut Uttar Pradesh is a recognised institute / college. Department of Education Meerut College (DEMC), Meerut Uttar Pradesh was established on / in 1893.

Department of Education Meerut College (DEMC) is situated in Meerut of Uttar Pradesh state (Province) in India. This data has been provided by www.punjabcolleges.com. Meerut comes under Meerut Tehsil, Meerut District.

Contact Details of Department of Education Meerut College (DEMC), Meerut Uttar Pradesh are : Note: This college is different from Meerut College, though it might be functioning in the same premises and is to same group of colleges. It has separate NAAC accredition.


Department of Education Meerut College (DEMC), Meerut Uttar Pradesh runs course(s) in Education stream(s).

Approval details: Department of Education Meerut College (DEMC) is affiliated with Ch Charan Singh University, Meerut

Media coverage of Department of Education Meerut College (DEMC), Meerut Uttar Pradesh, Uttar Pradesh

NAAC report of Deparment of Education Meerut College (DEMC)

Department of Education, Meerut College, Meerut (DEMC) is an integral part of Meerut College which was established in Feb, 1892 by Meerut Collegiate Association, a society registered under Society's Registration Act, in 1892 and re-registered vide Registration No. 52-1873 on 10-10-2003. DEMC was established in 1950 on grant - in - aid basis. Initially DEMC offered the LT programme. The B. Ed. programme was started in 1960 in lieu of the LT programme and in 1962 the M.Ed. programme was also begun. Both the programmes, i.e. B. Ed. as well as M.Ed., were initially affiliated to Agra University which is now known as B.R. Ambedkar University. In 1973, with the establishment of Meerut University (now known as Choudhary Charan Singh University), both the programmes were affiliated to the newly established university. DEMC launched the Ph.D. programme in Education around 1975. At present DEMC offers B. Ed.; M. Ed.; and Ph.D. (Education) programmes and is affiliated, like its parent college, to Choudhary Charan Singh University, Meerut.

After the establishment of the National Council for Teacher Education (NCTE) in 1995, DEMC applied to it for recognition of its B. Ed. and M.Ed. programmes. NCTE recognized its programmes vide its order No. F-3/U.P./2000/3595 of 17/7/2000 and allotted an intake of 60 and 20 for B.Ed. and M.Ed. respectively. In June 2003, the Northern Regional Committee NCTE withdrew its recognition for B.Ed. due to some deficiencies and DEMC went in appeal. The appeal was allowed and status quo ante restored vide order no. F. No. 89/17/2003 Appeal. The M.Ed. programme of DEMC has the approval of the State Government also vide letter no. F-3/UP-27/M.Ed./2000/4447 of 27/07/2000 with an intake of 20 only. DEMC has 33 Ph.D. scholars on its rolls now. Besides, five Ph.D. Scholars have completed their work and degrees have been awarded to them.

DEMC is a non-minority teacher education institution (TEI). The parent institution has not sought autonomous status so far. Both B. Ed. and M.Ed. programmes are regular, face-to-face mode and of one-year duration each. DEMC has a total faculty of ten, all employed on permanent basis, and with teaching experience ranging between 2 years (+) and 23 years. Eight faculty members have the degree of M. Phil (Education) and eight have the degree of Ph.D. (Education). Two faculty member are at present working on their Ph.D. (Education). Besides, all faculty members have Master's degree in a discipline other than Education. Three faculty members are Readers and of the seven lecturers, four are lecturers in senior scale. Three faculty members have cleared UGC-NET as well. DEMC has non-teaching staff of three: admin staff, peon and sweeper (one each).

In 2002-2003, DEMC admitted 60 candidates. The annual result was 100% and 16 students obtained first division in theory as well as practical. In 2003-04, DEMC enrolled 70 students in the B. Ed. programme; of these 66 appeared in the final exam and all passed. 17 of these students secured first division in theory and 54 in practical; in all 17 secured first division in theory as well as practical. One student secured first rank in the University that year (i.e. 2004). In FY 2003-04, the total recurring expenditure of DEMC on all its programmes was Rs.23,31,508 and the non-recurring expenditure was Rs. 62,859. The combined unit cost for its three programmes was Rs. 25,342. The parent institution is located on a huge campus of 147 acres comprising the main campus, (100 acres approx.), Bhama Shah Park (32 acres) and Jafarwala Bagh (12 acres). The parent institution has all facilities ranging from workshop for work experience to indoor as well as outdoor sports. Its canteen is not functioning these days. The DEMC functioned from seven rooms located in two separate wings for three years. All facilities of the multi - faculty parent institution, i.e. Meerut College are jointly used by all departments including DEMC. These days DEMC functions from a separate building occupied by it. A small library and four labs have been set up there but space is a major constraint.

DEMC volunteered for assessment and accreditation by National Assessment and Accreditation Council (NAAC), Bangalore. Accordingly it developed its Self - Appraisal Report (SAR) through a two-member committee and sent it to NAAC. NAAC in turn constituted a two-member peer team for on-site validation of the SAR received from DEMC. The Peer Team consisted of Prof. V.K. Sabharwal, former Head and Dean, Education, Delhi University and Prof. N.S. Mavi, Professor of Education, Kurukshetra University. The visit was coordinated by Dr. K.N.M. Pillai from NAAC, Bangalore.

The Peer Team visited DEMC on the 8th and the 9th November, 2005. It saw all teaching - learning resources and facilities available at DEMC and the parent college and interacted with the faculty, the non - teaching staff, the students and the alumni. Besides, it examined and analyzed all relevant documents. Using all these inputs, the Peer Team developed its Draft Report which is in three sections. Section I provides an introduction to DEMC; Section II deals with criterion-based analysis of strengths and weakness of DEMC, while Section III gives an Overall Analysis and Suggestions for further improvement of the DEMC and its programmes and practices.

Criterion 1: Curricular Design and Planning
DEMC selects its students from amongst those who qualify themselves in the B. Ed. Entrance Test conducted by Chaudhary Charan Singh University, Meerut. After declaration of the results, the students are counseled but no interviews are conducted. The University adheres to the B. Ed. eligibility criteria laid down by the NCTE. The state government has reserved seats in the B. Ed. & M.Ed. programmes to the extent of 50% (S/C 21%; S/T 2% and OBC 27%) vide their Notice No. 1751/15-19-94-3-58/79 of 15th October, 1994. Session 2003-04 for B. Ed. students of DEMC started on 24th September, 2003. The last admission was made on 3rd October 2003 and the session ended on 10th October 2004. The session 2003-04 had 190 working days and 150 teaching days. 15 days were devoted to pre-practice preparation and another 5 to microteaching/simulated teaching. Practice teaching was conducted in one school only. DEMC does not have any formal mechanism for testing knowledge and skills of its students after admissions. Consequently it neither has any arrangement for remedial teaching nor any thematic scheme for challenging its advanced learners. DEMC follows the B. Ed. syllabi of CCS University which are unitized but which have neither programme objectives nor objectives for various papers. These syllabi were revised three years ago and made effective from session 2003-04. The faculty does not follow a teaching schedule different from the sequence of units given in the university syllabi. Students do not have any flexibility in the programme except for courses related to teaching subjects and the elective paper. DEMC does not have any specific mission and goals for its B. Ed. programme. Consequently it does not have any mechanism to assess how well it is succeeding in attaining its mission and goals. Even though DEMC organizes its practice teaching in one school for its students, it has not evolved any mechanism for eliciting feedback from school teachers and the school principal for improving its practice teaching or its B. Ed. programme. DEMC has not developed and introduced any new courses in the B. Ed. programme; however it has introduced computer literacy and Environmental Awareness programme as add-on features to its B. Ed. programme. The B. Ed. programme is essentially an inter-disciplinary programme. DEMC, however, needs to make its B. Ed. programme fully interdisciplinary in terms of transaction by using its on-campus faculty resources. DEMC faculty would do well to discuss how inclusive education can be integrated with its B. Ed. programme. DEMC organizes practice teaching for its students after University annual examinations. Practice teaching is organized in just one school and every student delivers twenty-five lessons in each teaching subject. DEMC does not have internship; however it has a strong programme of community work for its students. The department is also running M.Ed. programme of one year duration. Six faculty members also supervise doctoral level research.

Criterion 2: Curriculum Transaction and Evaluation
DEMC develops an academic calendar for its B. Ed. and M.Ed. programmes but it is not a proper academic calendar; it is calendar of activities, unit tests and vacations. Wholeclass lecture is the main technique of curriculum transaction and it is supplemented occasionally by interactive techniques like seminar, workshop, etc; DEMC faculty develops transparencies as presentation for classroom teaching. They faculty guides the students in preparing teaching aids. DEMC does not organize orientation to practice teaching including pedagogic content analysis. During practice teaching, each peer trainee observes 10 lessons of fellow trainees. Peer feedback for improving classroom teaching during practice teaching needs to be made more systematic and analyzed later on for improvement. Interaction with school community is by and large one-way, informal and inadequate. Since the University syllabus does not provide course objectives and also because DEMC has not formulated these, monitoring students' overall performance in terms of their attainment of course objectives becomes near impossible. DEMC uses faculty self-appraisal but the self-appraisal form does not have items on self-appraisal or strategies for improving teacher educator's classroom practices. DEMC does not have students' evaluation of faculty performance. DEMC has linkages with CCS University, and NCERT, NIEPA and SCERT. The faculty needs to examine as to how these linkages can be used to improve its programmes and enhance professional development of the faculty. It needs to strengthen its programme for inculcating value education. It should integrate environmental awareness and education in its B. Ed. programme. Besides it needs to focus on developing skills of 'learning to learn', and 'learning to work independently as well as together' among its students in a focused manner. The B. Ed. examination of CCS University carries an aggregate of 1000 marks (Theory 100 x7 = 700 marks and practical = 300 marks). Marks for practical are further divided into practice teaching (200), sessional work (5x10=50) and viva voce (50). Practice teaching is evaluated by a three - member board with two external members. Each member of the board evaluates out of 50 marks and then these are added to yield marks out of 150.

The M.Ed. curriculum has been updated. There are four compulsory and two optional papers besides dissertation, which is compulsory for all students. These carry 750 marks (600 theory + 150 dissertation). There is a provision for a comprehensive viva voce examination which carries 100 marks. All the M.Ed. students are required to make a seminar presentation and supervise lesson of B.Ed. students as part of their project work. The M.Ed. curriculum at is transacted quite effectively. Three M.Ed students of cleared their NET this year.

The faculty members have been active in attending orientation and refresher courses organised by U.G.C. through its ASCs. They have participated in regional, state and national level seminars, workshops and conferences. Three faculty members have contributed papers to research journals.

DEMC is a recognised study centre (No. 2728) of IGNOU for B.Ed. students. All the staff members work as counsellors at this centre.
Ph.D. research at present is being conducted in areas of Philosophy of Education, Experimental Education, Teacher Education and Educational Technology.

Criterion 3: Research, Development and Extension
DEMC has 33 research scholars working on their Ph.D. under the supervision of the senior faculty. B. Ed. students are not provided any research specific inputs to make them action research oriented. DEMC does not have a research committee; it depends instead on the Research Development Committee of the University. The faculty has not conducted any action research so far. None is a fellow of academic bodies and societies. None has been recognized or conferred awards for outstanding contribution to teacher education. Six Ph.D. scholars of DEMC have received their degrees during the last three years. No research project is in progress now. A faculty member has been given additional charge of Extension Services. DEMC conducts some of its extension activities with local NGOs.

DEMC regularly organises Pulse Polio programmes, physical check ups of childran, and eye care programmes. They also create awareness about rational use of plastic and polythene among people and impart knowledge about garbage management, organic farming and rain water harvesting. DEMC creates awareness about eye donation; and as a result 90 eye donors have enrolled themselves for eye donation.

Criterion 4: Infrastructure and Learning Resources
DEMC has a staff room, a small departmental library and five toilets. It has a room each for HOD and office in charge as well. It shared the multipurpose hall and also the resources of psychology lab, and labs of all departments under science faculty till 2003-2004. The campus is maintained by the parent college through its Engineering Department and the Campus-in-charge. DEMC has shortage of space; it organizes its co-curricular programmes either on the playground or in Mangal Pandey Hall. DEMC and the parent college do not allow other agencies the use of its premises. DEMC has a three-member library committee for its departmental library. Its central library and departmental library are not yet computerized; the library does not have inter-library loan service or book bank facility. The library subscribes to six educational journals / magazines. DEMC spent Rs. 19,000, Rs.17,500, and Rs. 20000/- during FY 2002-03, 2003-04 and 2004-05 on purchase of new library stock. DEMC does not have a photocopier and an internet connection though the parent college has both the facilities. It has and two computers in its staff room. DEMC library is open on just two days for two hours on each day. The central library is open 350 days a year from 0900 hours to 1800 hours. DEMC has not developed any CAL packages so far. The two computers in the DEMC are used for administrative as well as training for computer literacy. The central library has a total stock of 9880 books. DEMC library has 2480 books and subscribes to seven journals. DEMC has almost all resources for its B. Ed. programme. The classrooms are adequate, not very large, airy and well - maintained with area between 48.86 m2 and 67.45 m2. Physical and infrastructure facilities are more than adequate for its B. Ed. intake of 60. The parent institution offers incentives as well as support to its students for participation in games and sports. Meerut College has six hostels with one for girls only. There are 76 psychological tests in the DEMC library. There are 23 computers in the Computer Centre of the College, which are available for organising computer literacy class by the Department.

Criterion 5: Student Support and Progression
DEMC has a dropout of 5.7% to 6.6% for its B. Ed. programme. About 94% of enrolled B. Ed. students appear in the university annual exam Approximately. 15% to 20% of B. Ed. students proceed to further study while 78% to 80% take up employment. Alumni of DEMC have served as a vice-chancellor, professors, readers and IAS officers. DEMC collects feedback from its outgoing B. Ed. students informally. The parent institution publishes its prospectus every year. Scholarships are given to reserve category students as per the policy of the state government and with state funds made available for this purpose. In session 2002-03, 2003-04 and 2004-05, 34, 25 and 35 students respectively received these scholarships. One student received fee-concession in session 2003-04. DEMC supports its students in getting early placement in primary and secondary schools. The parent institution has a strong alumni association along with its Delhi chapter, which is quite active. DEMC has a representative student Association which serves as a bridge between students and faculty. Meerut College has adequate facilities for students' leisure time activities. DEMC does not bring out any separate annual magazine; it does not organize inter-house wall magazine competition.

Students from B.Ed. class participate in intera college sports tournaments e.g. kabbadi, table tannis, athletics, and cross-country races.

Every year, the DEMC organises a Boy Scouts and Girl Guide Camps of 10- day duration and imparts intensive training under the supervision of trained instructors.

Criterion 6: Organization and Management
The society and the principal coordinate monitoring of the functioning of the entire institution with assistance from heads of various departments. Academic calendar is by and large based on inputs from the university and the calendar of the previous year. Faculty recruitment is done through Director, Higher Education, Uttar Pradesh and by U.P. Higher Education Commission as per UGC / NCTE norms. During the last three years, two new faculty members joined DEMC, one from U.P. and the other from Madhya Pradesh. General category B. Ed. students pay Rs.1094 (girls Rs.878/-) as tuition and other fees while SC and ST students pay Rs.574 only. Boys and girls of NT staff pay Rs.616/- only. Annual hostel charges for boys are Rs.2525 (Rs.4425) for girls with a security deposit of Rs.400 for both. DEMC does not have any separate internal audit of income and expenditure. The internal audit of DEMC income-expenditure is part of the audit of parent college. However its accounts are audited by functionaries of the Directorate of Higher Education, U.P.. The management has provided facilities like on-campus residence to the faculty and the non-teaching staff and also use of computer and internet for those interested in these. The management has set up a Student Welfare Council, a Proctorial Board and a Women Cell. Faculty and non-teaching staff have the facility of loan from banks and cooperative society. These facilities are for the entire Meerut College and most of these are used by DEMC as well. DEMC does not have any academic audit or a worthwhile mechanism for quality checks. The DEMC faculty is quite aware of strategic planning and TQM but they are yet to use these for quality improvement of their programmes. DEMC does not have collaboration with apex national agencies in the field of teacher education. It does not have any twinning or exchange programme.

DEMC has been serving the state of Uttar Pradesh for the post 55 years. It is a part of Meerut College which enjoys a unique place in the educational history of western U.P. and the heart of the people here. Being a grant - in - aid institution, its administration is transparent and fair. Its management is supportive of its programmes. Some of its alumni are very well placed and dedicated to the progress of their alma mater. The faculty is well - qualified according to NCTE and UGC norms. The senior faculty is approved by the university as research guides for its Ph.D. (Education) programme. The students take pride in their institution. These are the strengths of DEMC. The Peer Team is of the view that DEMC has the potential to develop itself as a top - rung teacher education institution of the State and evolve teacher education programmes which are high in quality and are excellence-oriented. The Peer Team offers the following suggestions for DEMC for this purpose:

Practice teaching constitutes the heart of teacher education. DEMC students (N=60) go to just one school for practice teaching. The faculty may discuss how more schools including government schools under Sarve Shiksha Abhiyan can be involved in its practice teaching and B.Ed. students can be challenged to teach in different school environments. Not more than ten students should be sent to a practice teaching school. Practice teaching may be organized in three phases, the third phase should be of internship;

DEMC faculty needs to formulate programme objectives for its B.Ed. and M.Ed. programmes and course objectives for each course of the B.Ed. programme. It may organize a UGC-funded national seminar for this purpose and involve senior faculty from others TEIs affiliated to CCS University;

DEMC faculty may take lead in developed an improved version of the B.Ed. syllabus by integrating policy related issues like Inclusive Education, 'Learner -centred Pedagogy' and general transferable skills like 'self-directed learning', 'learning to learn' and 'learning to work independently as well as in groups' for its B.Ed. and M.Ed. programmes;

DEMC faculty has done well to develop a tool for 'Faculty Self-Appraisal', Now the faculty may refine the tool by including appraisal related items on classroom practices and procedures, programme related skills of planning, implementation, monitoring and assessing ones performance in the context of roles in further development of DEMC, self-reflection on one's professional roles and competencies. The last section of the tool should encourage each faculty member to plan strategies for further improvement of one's professional performance;

DEMC faculty may plan a variety of professional development activities for teachers in practice teaching schools and faculty in neighboring sister TEIs. HOD of DEMC may explore how faculty participation in and its contribution to professional development programmes can be enhanced;

DEMC may set up its Departmental Research Committee for its M.Ed. and Ph.D. scholars and initiate fortnightly research seminars to promote teacher education research. The faculty may discuss how future research can be made more application oriented;

The faculty is well qualified for supervising M.Ed. and doctoral research; it needs to take up and promote research by faculty. With this the faculty can lead by personal example and improve the quality of research among DEMC scholars. The faculty should publish its research work in Indian research journals;

DEMC library needs to be open for longer hours and on all working days. This may be jointly explored by DEMC faculty, the parent institution and the management. Since the management is supportive and has an adequate corpus of fund, ensuing greater use of library resources by DEMC faculty and students may become quite feasible;

The quality of lesson planning needs to be improved, features like pedagogic content analysis, behavioral objectives, listing books used for lesson planning along with citing specific pages, and providing space for promoting reflection on ones classroom performance and blackboard summary, may be introduced. The old format needs to be replaced during the next session itself;

The quality of supervision's feedback needs to be improved. The comment should be improvement-oriented, positive, customized and practicable; routine comments can not serve much purpose. The faculty may discuses how this shift can be achieved.
The labs have been newly set up but these need to be furnished and made more functional as labs. The faculty may exert itself in this direction and ensure that labs are transformed as effective learning resources.

The number of elective courses under B.Ed. and M.Ed. programmes may be increased in order to enhance within-the-programme flexibility for students;

The faculty may discuss how action research under sessional work can be started to provide cognitive challenge to the advanced learners in the B.Ed. programme;

DEMC needs to make its practice teaching schools partners in improving its practice teaching. Every year, practice teaching schools should be identified well in advance and a planning meeting organized by practice teaching committee and school principals should be invited to the meeting. Distribution of students for practice teaching should be based on needs of and resources available in school. Review meeting on practice teaching should be organized during the week following the end of practice teaching. Principals and Heads of departments in schools should be invited to the review meeting and its minutes, including suggestions for improvement recorded. Written feedback should supplement oral feedback. Practice teaching committee for the next session should implement major suggestions received for improving practice teaching. This should become a regular feature of practice teaching;

Since DEMC intake comprises 50% reserved category candidate whose content-related knowledge and skills, according to the school principals, are below average. DEMC faculty may discuss how subject-specific knowledge and skills of these students can be improved. Besides, the faculty needs to identify its advanced learners after admissions so that a richer and cognitively more challenging set of learning tasks may be developed for them and ths set may be expanded and improved every year;
B.Ed. students should be provided learning experiences that can enable them to develop ability level related differentiated learning tasks, including assignments, for students of practice teaching classes;

Academic calendar needs to be improved and made more detailed. The faculty may explore how later on academic calendars for every term can be developed from the annual academic calendar;

The faculty may discuss how detailed course outlines with updated content inputs can be developed and later on synopsis of lectures for use with OHP be prepared. This would ideally be a year-long feature of faculty contribution to programme improvement;

Community work needs to be made more participatory and the focus should be on working with the community. The students may be encouraged to develop insider's view of problems faced by the community and planning of community work based on this;

Feedback from students, mid-session as well as session-end, needs to be taken up for quality improvement. The feedback should be analyzed and selected major implications should be implemented;

It's good that DEMC has made arrangements for computer literacy classes for its students. The faculty should also develop skills for on-line learning and searching latest source material through websites for enriching their teaching. The faculty should now ensure that such computer based skills are developed in every B.Ed. students as would make his/her teaching more effective and help maintain children's interest. Arrangements may accordingly by made to ensure availability of computer lab. resources of parent institution to DEMC students for supporting their on-line learning and development of teaching aids for use in practice teaching;

The format of observation diaries is too analytical and the feedback is numeric and largely mechanical. The faculty may discuss how peer feedback can be made holistic, qualitative and improvement oriented. This changeover can promote thinking among B.Ed. Students;
DEMC should introduce Peer Appraisal of Faculty Performance next year and follow it up with Students Evaluation of Faculty Performance in 2007. Tools for these may be developed this year for Peer Appraisal and next year for Students Evaluation. DEMC may organize work shops for these so that other TEIs may also benefit;

Annual plans may be developed for Extension Services activities and community work before the start of the session. Files may be maintained and documentation of activities strengthened;

DEMC faculty is unable to undertake innovations and create alternatives 0where needed because of rigid stance of the affilationg University and especially because of the terribly skewed academic session. The University annual examms for B.Ed. session 2004-05 have been postponed almost six times and they are yet to start ! The talent of DEMC faculty can blossom a lot better if Meerut College including DEMC can become autonomous. The two can make a strong case for seeking autonomous status- and

Meerut College and DEMC should try to set up an Internal Quality Assurance Cell (IQAC) according to the revised guidelines developed by NAAC to institutionalize its thrust for quality and excellence. Later on, the institution can emerge as a nodal centre for supporting quality and excellence in educational institutions in this region.

The above suggestions provide a road-map for DEMC for future development and improvement. DEMC faculty and management may prioritize these and formulate annual targets for ensuring their implementation. The peer team visualizes DEMC to shape up as the leading TEI of western U.P. latest by 2010.

In the end, the peer team expresses its appreciation for all help received from all quarters in accomplishing its task and it wishes DEMC, the parent institution and the management all the best in transforming DEMC as a top-notch TEI of U.P. during the coming years.

Prof. V.K. Sabharwal

Prof. N.S. Mavi

Dr. (Mrs.) Neeraj Saxena,

Dr. S.K. Agarwala
Meerut College

Place: Meerut

Date: 9th November, 2005

Summary: Department of Education Meerut College (DEMC), Meerut Uttar Pradesh website, mobile, contact address and approval / recognition details.