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Kamla Nehru Institute of Physical and Social Sciences (KNIPSS), Sultanpur, Uttar Pradesh
Kamla Nehru Institute of Physical and Social Sciences (KNIPSS), Sultanpur, Uttar Pradesh
Sultanpur (District Sultanpur)
Uttar Pradesh, IndiaPin Code : 228118
Kamla Nehru Institute of Physical and Social Sciences (KNIPSS), Sultanpur Uttar Pradesh is a recognised institute / college.
Kamla Nehru Institute of Physical and Social Sciences (KNIPSS), Sultanpur Uttar Pradesh is situated in Sultanpur of Uttar Pradesh state (Province) in India. This data has been provided by www.punjabcolleges.com. Sultanpur comes under Sultanpur Tehsil, Sultanpur District.
Fax # of Kamla Nehru Institute of Physical and Social Sciences (KNIPSS), Sultanpur Uttar Pradesh is 05362-240854.
Mobile No(s) of concerned persons at Kamla Nehru Institute of Physical and Social Sciences (KNIPSS), Sultanpur Uttar Pradesh are 9452328706.
email ID(s) is
Website of Kamla Nehru Institute of Physical and Social Sciences (KNIPSS), Sultanpur Uttar Pradesh is http://www.knmt.org/.
Contact Details of Kamla Nehru Institute of Physical and Social Sciences (KNIPSS), Sultanpur Uttar Pradesh are : Telephone: +91-5362-240248
Kamla Nehru Institute of Physical and Social Sciences (KNIPSS), Sultanpur Uttar Pradesh runs course(s) in Designing, Information Technology, Business Management, Science, Teacher Training and Education stream(s).
Kamla Nehru Institute of Physical and Social Sciences (KNIPSS) is affiliated with Gautam Buddh Technical University UPTU, Lucknow (Uttar Pradesh)
Media coverage of Kamla Nehru Institute of Physical and Social Sciences (KNIPSS), Sultanpur Uttar Pradesh, Uttar Pradesh
NAAC report of Kamla Nehru Institute of Physical and Social Sciences (KNIPSS)Introduction
Kamla Nehru Institute of Physical and Social Sciences (KNIPSS) was established in 1973 by Kamla Nehru Memorial trust a registered entity [Regn. No. 2760/1974-5 renewed No. 916 of 10/1/06 for five years] along with its Department of Education (DOE) on a 17.34 acre campus in a rural belt of district Sultanpur (UP).
The Department of Education initially offered a one-year regular face-to-face mode programme with an intake of 150. In 1977 the Department was upgraded and allowed to offer one-year face-to-face mode Master of Education programme by the State Government. with an intake of 20. The B.Ed. as well as the M.Ed. programmes of the Department of Education were initially affiliated to Gorakhpur University and later on to Ram Manohar Lohia Avadh University, Faizabad (UP).
In 1975, Permanent affiliation to the B.Ed. programme was sanctioned vide State Government letter No. 19322/GS of 18/10/75 and to the M.Ed. programme vide letter No. E-3035/GS of 19/6/84. The institution is a grant-in-aid institution and it was included in the list of colleges under section 2 (f) of the UGC Act in October 1985 and under section 12 (B) later on. The institution is co-educational. Even though the affiliated university has provision for granting autonomy to its affiliated institutions, KNIPSS has not applied for it. After the establishment of the National Council for Teacher Education in 1995, the institution applied for the recognition of its B.Ed. programme, the NCTE recognized its B.Ed. programme vide its Order No. F-3/UP-216/98/4843 of 05.02.98 and approved an intake of 90. Subsequently the institution applied to the NCTE for recognition of its M.Ed. programme; this was approved vide F-3/UP-23-M.Ed./2000/4723 of 25.07.2000 with an intake of 15. Since then the institution has been admitting students to both these programmes according to its approved intakes.
The dropout rate for B.Ed. for the last three sessions (2003-06) has been 1, 4, and 4 respectively while the annual pass percentage has been 95.5, 99 and 94.2; the figures for 2004-05 and 2005-06 session for the M.Ed. programme are 1 and zero for dropout rate and 93.5for session 2004-05; the result for session 2005-06 is yet to be declared. In 2003-04, 89 B.Ed. students appeared in the university exams and 85 passed, 8 in the first division in theory as well as practical. In session 2004-05, 86 appeared in the university exams, and 85 passed, none in first division in theory as well as practical; the figures for session 2005-06 are 86, 81 and 5 respectively. Session 2003-04 of M. Ed was declared as a zero session. In session 2004-05, 14 M.Ed. scholars appeared in the university exams, 13 passed and 11 were placed in the first division; the result for session 2005-06 is yet to be declared.
The institution has 89 (M=46, F=43) B.Ed. students for the current i.e. 2006-07 session; of these 19 (M=6, F=12) are from District Sultanpur and 67 (M=38, F=29) from other districts of Uttar Pradesh; four students (F=2, M=2) are from other states of India. In all, 36 B.Ed. students (M=22, F=14) have post-graduate qualifications. The Department does not have any overseas students. The unit cost for the B.Ed. and the M.Ed. programmes for session 2005-06 was Rs. 38,608.29 (with salary) and Rs. 2375.78 (without salary). According to the norms prescribed by the state government, 50% seats are reserved for S/C, S/T and OBC candidates for the B.Ed. and the M.Ed. programmes and another 5% for students from other states. The Department received a grant of Rs. 52,020 from the UGC under the 10th Five-Year Plan for library and journals but it has not been utilized till date. The income-expenditure account is maintained for the entire institution and not separately for the Department of Education. The income-expenditure account for sessions 2004-05 and 2005-06 had a surplus of Rs. 5,45,303 and Rs. 4,18,083 respectively.
The Department of Education has a faculty of 12 including the Reader Head of the Department against a sanctioned faculty of 14; all are employed on permanent basis; among these, 5 are Readers, 5 senior lecturers and 2 lecturers. Ten of the faculty members have the degree of Ph.D. in Education, three have the degree of M.Phil. in Education and one has cleared UGC NET. Two faculty positions become vacant in 2000 & 2001 and these have not been filled up yet in spite of repeated reminders by the institution to the concerned authorities. Another two posts are due to fall vacant in June this year consequent upon the retirement of two faculty members. The institution follows the annual scheme for its academic programmes. It offers Hindi as the medium of instruction.
The institution decided to apply for assessment and accreditation by the National Assessment and Accreditation Council (NAAC), Bangalore and developed a Self Study Report for its Department of Education and sent it to NAAC in January 2007. The NAAC in turn constituted a two-member Peer Team comprising Prof. V.K. Sabharwal, former Head & Dean, Education, University of Delhi and Prof. Jasraj Singh, Director, Academic Staff College, Laxmibai National Institute of Physical Education, Gwalior for on-site validation of the Self-Study Report submitted by the Institution.
The Peer Team visited the institution and the Department of Education on March 23-24, 2007. The Peer Team visited various support services and laboratories, held discussions with various stakeholder groups and analyzed relevant documents for generating necessary inputs for this Draft Report. This draft Peer Team Report in three sections concerns the Department of Education only.
Section II: Criterion - wise Analysis
Criterion 1: Curriculum Design and Planning
The Institution has a stated vision, a mission, a value and a set of four objectives though most faculty members and students are not conversant with these nor are these reflected in the B.Ed. and the M.Ed. curricula as adapted by the Department. The objectives need to be stated in operational terms, made more comprehensive, reviewed in terms of their attainment at the end of every session and revisited every five years in order to ensure their relevance to the changing socio-political context. The Department does not have any self-financed programmes in teacher education. The Department has a senior faculty member as the convener on the Board of Studies in Education of the affiliating university. The faculty is yet to prepare formal action plans for implementation of the curriculum; these need to be formulated on priority and should ideally be discussed and okayed in a staff council meeting. The Department obtains feedback from its students towards the end of the academic session but it needs to be analyzed systematically and used for improvement of the programme, learning resources, infrastructure and the ambience of the Department. The Department has not developed any new courses or programmes in teacher education so far. Normally it takes about three years to introduce a new academic programme or a paper within the existing programme. The university syllabi for the B.Ed. and the M.Ed. were last revised and implemented in July 2005 but these need to be updated further in order to make them responsive to contemporary challenges and policy issues. The Department does not have any provision for assessing its students' knowledge and skills immediately after their admission; consequently it does not identify its educationally deprived or advanced learners and does not make arrangements for providing differential learning experiences or cognitively more challenging learning routes to them.
Criterion 2: Curriculum Transaction and Evaluation
The Department admits students to its B.Ed. and M.Ed. programmes from amongst those who qualify themselves at the entrance test conducted by the State Government and whose names are sent to it. Fifty percent seats of the B.Ed. and the M.Ed. programmes are allocated to the reserve category students. In all 45 reserved category and 44 general category students have been admitted during the current B.Ed. session. The highest and the lowest ranks in the B.Ed. entrance test for B.Ed. for reserved category students for the current session are 2 and 415 and for general category students 2 and 866 respectively. For M.Ed., these figures are 115.67 and 107.75 for reserved category and 142.42 and 118.50 for general category. The admission criteria are based on the NCTE norms. The Department prepares its academic calendar but it needs to be considerably improved. B.Ed. session 2005-06 started on the 16th of July 2005; the last admission was made on 9/9/06 and teaching started on the 14th September. The session had 160 working days and 130 teaching days. The total working days and teaching days were below NCTE norms. In all 10 days were devoted to pre-practice preparations and during this period each student delivered 10 lessons. Practice teaching was organized for 15 days in two schools located with a radius of eight Kms. from the institution and each student delivered 15 lessons in each teaching subject. Evaluation scheme was explained to students (B.Ed. as well as M.Ed.) during the first week of teaching.
None of the faculty members has ICT related skills and consequently they do not use ICT enabled teaching-learning processes. The University B.Ed. and M.Ed. syllabi do not list programme objectives and objective of various papers. Curriculum transaction is through lecture; the faculty needs to use a variety of teaching-learning techniques and support active learning to enable students to promote in-depth learning. Besides the faculty needs to plan suitable learning experiences for students that would enable them to teach school students according to their diverse learning needs and preferred learning styles. The faculty further needs to use assessment and evaluation outcomes to make curriculum transaction more effective and improve student performance. Besides four core papers, the B.Ed. syllabus provides for 16 pedagogic courses viz,. Teaching of Hindi, English, Sanskrit, Urdu, Science, Commerce, Agriculture, Geography, History, Civics, Economics, Biology, Mathematics, Art, Home Science and Music while the institution offers teaching of Hindi, English, Sanskrit, Biology, Physical Science, Mathematics, Home Science, History, Civics, Economics, and Geography. Of these Hindi, History and Biology are the most popular. Under SUPW, the Department offers candle making, fruit preservation, chalk crayon making and making dusters. Under psychology tests, the Department offers four experiments, one each in the areas of testing achievement, intelligence, adjustment and interest; all these tests are of the paper-pencil variety. The M.Ed. syllabus lists three core and 12 optional papers while the Departments offers only 2 (Teacher Education and Educational Technology). The M.Ed. syllabus provides for dissertation work. Five members of the faculty have been approved by the University as supervisors for doctoral research in Education.
Criterion 3: Research, Development and Extension
Ten (85%) faculty members have the degree of Ph.D. in
Education; another 3 (25%) have the degree of M.Phil. in Education. The Department does not have any ongoing research projects. The management provides usual (non financial incentives) to motivate the faculty members to take up research in Education. The faculty has not published any research papers, articles or books. None of the faculty members have attended national seminars during the last three years. The Department is yet to start work on producing self-learning instructional materials and computer-based learning packages on learning/teaching of school subjects. The institution, being a multi-faculty postgraduate college, has NSS as well as NCC programmes but B.Ed. and M.Ed. students do not participate in these due to lack of time. The Department does not any conduct extension activities and it has yet to create an extension services cell. Faculty members do no provide consultancy to any teacher education institution or schools in the neighbourhood. The Department would do well to initiate action research by the faculty and to use its findings for improving its programmes and curriculum transaction. The Department does not have any research committee or a research seminar for its M.Ed. and Ph.D. scholars. The Department needs to build strong institution - school - community network and provide need-based service to the community through outreach programmes. The Department is yet to evolve collaborations / partnerships with other teacher education institutions and national agencies working in the area of teacher education.
Criterion 4: Infrastructure and Learning Resources
The Department is housed in an L-shaped block of 10 rooms adjacent to the Sultanpur - Faizabad railway line on leased reserve forest land.The lease expired in 2002. The institution has been trying hard to get the lease renewed. The building has asbestos sheets for roofing and cleanliness and general maintenance of the campus need considerable improvement. The built-up area of the Department of Education is 5732.5 ft2. It has three labs viz,. Science lab, Psychology-cum-Educational technology lab; these are housed in two rooms. The ET lab is poorly equipped and needs to be furnished according to NCTE norms. The labs are non-functional and no experiments are conducted there by the faculty or the students. The Psycho lab needs to be equipped with performance and culture-fair tests of intelligence and a variety of personality tests. All students have to attend a compulsory Computer Course in Krishi Vigyan Kendra for which they pay Rs. 1170/- as tution fee. Each student gets one-hour hands-on practice. Its course content would be functionally useful only if it is customized to meeting the needs and the job profile of school teachers. The Department has non-teaching staff of just one, a peon. Eleven faculty members are from the state of Uttar Pradesh. Teacher - pupil ratio for B.Ed. as well as M.Ed. is according the NCTE norms. The Department does not have a library committee. The Central library is open from 1000 hours to 1700 hours on working days and during exams. The Department library has open-shelf system; the library stock needs to properly stacked subject-wise/area-wise. The library does not have any catalogues, nor a visitors' register. The library does not have the necessary furniture and the reading room needs better furniture and better maintenance. It has 25 bound volumes of back numbers of University News and Journal of Indian Education but no research and reference section. The library has a carpet area of 1384.70 ft2 including the reading section. It does not provide the usual library services like circulation, clipping, bibliographic compilation, reference, information display and notification. The Department library is open on the afternoon on Thursdays. Average issue-return of books that day is very low. The students can be issued 2 books for 15 days; the faculty members get 25 books for 30 days. The Department non-salary budget for sessions 2003-04, 2004-05 and 2005-06 was Rs. 40,000, Rs. 45,000 and Rs. 50,000 but it has never been fully utilized. During 2002-03, 1018 books were purchased before the visit of the NCTE team; no stock has been purchased thereafter. Library purchase is done by the Central library under the guidance of the library advisory committee constituted by the institution. The books are entered in the accession register and later on are loaned to the Department library. There is a small set of books on teacher education under the reference section in the central library but its stock is woefully inadequate. The Department has subscribed for eight journals this year but only two are being received. No daily papers are received in the Department.
Criterion 5: Student Support and Progression
The dropout during 2003-06 for B.Ed. was between 1 and 4 for the intake of 90; for M.Ed. the dropout for 2003-05 was zero and for 2005-06 it was 2 for an intake of 15. The Department is yet to establish mentoring as an institutional practice. The Department does not provide remedial teaching or bridge courses to its students. The pass percentage for B.Ed. was 96.6, 94 and 92 for sessions 2003-04, 2004-05 and 2005-06 while first classes in theory as well as practical were 8, nil and 5 respectively. None received distinction or merit position. None of the M.Ed. students has cleared UGC - NET or SLET so far. The reserved category students receive scholarship from the State Govt., through the institution. During session 2005-06, a sum of Rs. 35640 was received by the institution and disbursed to these students. The institution does not provide hostel accommodation to its students or residential accommodation to its teaching and non-teaching staff. The B.Ed. students do not get time to participate in sports and cultural meets at the state, regional or national level. The Department does not have an alumni association or a placement cell. The institution has been publishing its updated prospectus since 2004; it publishes an annual magazine 'Vimarsh' too but the faculty or the students of the Department do not contribute to it.Every B.Ed. and M.Ed. student pays Rs. 30/- as the magazine fee. The Department does not have a student council nor does it maintain a record of how many of its students get placement and how many take up higher studies. The Department does not have a comprehensive mechanism for monitoring its students' academic performance and providing counseling to its students. The faculty needs to evolve a variety of learning experiences of all round development of its students and grooming their leadership potential. The faculty informally helps students get suitable placement whenever possible.
Criterion 6: Organization and Management
The institution is yet to put in place a functional 'Internal Quality Assurance Cell' (IQAC). During the session 2005-06, the Governing Body met once, on 30th October 2005 and in 2006-07 on 14th January 2007 and the Department staff council met five times. The minutes of the staff council need to be maintained better and the decisions taken highlighted. The Department does not have a staff secretary nor any committee for planning various activities that are essential for a quality teacher education programme. The permanent staff (teaching as well as non-teaching) can draw loan from their provident fund and have group insurance cover as provided by the state government (Rs 3 lac for a faculty member and Rs 50,000.00 for a non-teaching staff). The institution does not have any training programme for improving work efficiency or career development of its non-teaching staff. So far none of the faculty members have availed themselves of the UGC faculty improvement programme. The Department has neither sponsored any faculty member for off-campus professional development (PD) programme nor organized any on-campus PD programme during the last five years. The Department assesses the performance of the faculty and non-teaching staff through self-appraisal and assessment by students. The self-appraisal proforma needs considerable revision. During session 2005-06 the institution received Rs.3760810 as grant-in-aid, Rs.207537 as fees and Rs.52020 as UGC grant for purchase of books and journals by the Department, The institution gets its accounts audited locally; external auditing is done later on by the AGCR office. The Department is yet to introduce ICT-supported activities as learning experiences. Internal co-ordination and monitoring is conducted by an internal committee. The Department and the institution do not have the authority to appoint temporary, guest or ad hoc staff in the Department. The institution does not have a grievance redressal committee. The Department is yet to initiate internal academic audit and adopt TQM and institutional planning.
Section III: Overall Analysis and Suggestions for Further Development
The Department has been in existence for the past 34 years. It has been offering in the B.Ed. programme during all these years and the M.Ed. programme since 1975. It has served young men and women of district Sultanpur and from other districts of the state. It is no surprise that it has earned a place for itself in the heart of the people of this region. The management is very supportive of the Department. Though the expiry of the 30-year lease has come in the way of providing more and better infrastructure resources to the Department, the management is determined to do so as soon as the lease is renewed. Alternatively, they plan to shift the Department to a newly constructed building on their freehold campus, Due to this, the accommodation in which the Department started in 1973 has remained more or less unchanged. This has put the Department at a disadvantage vis-Ã -vis other Departments, specially those running self financed programmes. The Department does not generate revenue for the institute but it serves the people of the region in an enviable manner. Conscious of this, the management has always supported the Department, made funds available to it every year for purchase of books and lab equipment. The faculty is fully qualified and experienced though the average age of the faculty is on the higher side. The UGC has been making special grants available to the Department meant for its exclusive use because he parent institution is included in the list of colleges under sections 12(f) and 12(B) of the UGC Act. Lastly, the Department has been showing good results in spite of the limitations under which it functions. These are the strengths of the Department.
The shortcomings of the Department are quite a few, some of these are due to the functioning of the affiliating University and some due to its being a part of a grant-in-aid institution. The University B.Ed. session starts quite late, quite often in September/ October and the University authorities pressurize the institutions including this Department for conducting exams in the month of March / April. Because of this teacher education institutions affiliated to this university are not able to fulfill NCTE norms in respect of total working days and total teaching days. Other limitations are due to the difference between the sanctioned posts and the faculty and the non-teaching staff in position. Extraordinary delay in replacement of the retired faculty and inadequate funds other than salary grant have made the Department anemic and sapped the morale of the faculty. Besides there are factors within the Department that have come in the way of its improved functioning; chief among these are the lack of attention to quality of the programmes and absence of necessary initiatives for research and innovation. The Peer Team is of the firm view that the faculty can perform at a much higher level because of their maturity and rich experience. The Peer Team offers the following suggestions for further improvement of the Departmental functioning and enhancement of the quality of its programme in this perspective;
The Department has formulated a vision, a mission statement, values and objectives. The faculty may discuss how these can be made operational and what additional inputs need to be added to make them attainable;
The library stock, its use and library services can play a key role in any professional programme like teacher education. Teachers are basically thinkers and doers. Library-centered work can be done only if the library resources are rich, the library functions every day and offers the expected services to its users. As of now the library opens only on one afternoon in a week. Its stock needs to be enriched, properly organized and necessary services to its users made available. In the absence of these, self-directed learning assignments, small group library projects and development of skills like rapid reading, location of relevant material etc. are bound to suffer. The library stock hardly has any books that can help develop professional expertise of the faculty. The research section and the reference section are just not available. The management, the principal and the head of the department can develop a scheme for building up the library stock, procuring educational journals and providing necessary library services to promote a library-centred climate of learning including self-learning;
Research specially action research and publication activities by the faculty need to become a priority for the Department more so in view of its post-graduate programme in Education and University approval of some faculty members as research guide for doctoral research in education;
Professional development for the faculty may be promoted on priority basis through sponsoring the faculty to off-campus programmes, especially national seminars and annual conferences of national level teacher education associations. On-campus professional development activities may also be organized for the benefit of school teachers from practice teaching schools and other schools in the neighbourhood. Organizing and conducting these activities can develop academic as well as organizational skills of the faculty. The M.Ed. scholars may also be involved in on-campus professional development activities to enable them to develop these skills through participation;
School-Department collaboration may be promoted by involving the principals of the practice teaching schools in planning of practice teaching and also in securing feedback about practice teaching from concerned school teachers to improve this component during the next session. Ideally the school system and the teacher education institutions should work as partners towards quality oriented practice teaching because the schools would be the primary employers of the trainee-teachers;
Self-appraisal and student assessment of faculty performance proformas need to be improved in terms of the nature of their items i.e. student feedback form is a five-point rating scale on nine criteria i.e. subject knowledge, teaching ability, level of interaction, efforts to motivate on attending classes, percentage of syllabus coverage, efforts to motivate on extra-curricular activities, punctuality, efforts to motivate for coaching class (!) and efforts to motivate for participation in debate/ assignments/ seminar/ group discussions. In its present form the feedback responses are invariably limited to B (good) and A (excellent). The items may be reformulated to assess teacher performance in an indirect manner on classroom processes, quality of feedback through evaluation comments and discussion on evaluated student assignments and projects etc. The self appraisal for the faculty may be based on PD activities in which the faculty has participated, organized and conducted, classroom processes, self assessment of classroom teaching, publications and research conducted, seminal books studied and formulation of a tentative plan for improvement of one's performance in the next session and better contribution to improving the functioning of the Department and building collegiality and a climate of learning in the Department. The self appraisal data and the student assessment data may be properly analyzed and discussed with the concerned faculty member as an input to one's improvement;
The institution may set up a small academic think tank for initiating inter-faculty seminar for promoting professional development of all teachers cutting across the disciplines and thereby promoting their broader knowledge base and professionalism;
The University B.Ed. and M.Ed. syllabi do not have programme objectives and objectives related to various papers in these programmes. The Department faculty may organize a national seminar with funds from UGC/ NCTE on formulation of these objectives and thereby take a lead in improving these programmes for the Department and all sister teacher education institutions;
The University B.Ed. syllabus needs major revision to increase its social relevance. It does not address inclusive education, learner-centered pedagogy, self directed learning skills, learning to work together and by one self and development of ITC skills and communication skills. The Department may try to bring about the necessary changes by building a favorable climate for change;
The Department functioning is by and large centered around the head of the Department. The faculty may make the staff council the major forum for internal administration and organization and conduct of curricular and co-curricular activities. These measures can provide invaluable experiences of participatory management to all faculty members and also groom academic leadership;
The Department has just one (class IV) non-teaching staff in position which is a major limitation in the fuller functioning of the Department. The management may take up with the concerned authorities how the number of available non-teaching staff can be increased to fill up all sanctioned posts;
Practice teaching is a critical component in quality improvement of the B.Ed. programme and enhancing job proficiency of the students. Practice teaching may be conducted in 8 to 10 schools so that mentoring during practice teaching is strengthened. The lesson plan format may be suitably modified to provide for pedagogic content analysis, blackboard summary, listing references including chapters of books consulted for developing a lesson plan and providing exclusive space for self-assessment of one's classroom performance during the teaching of every lesson. These steps would ensure that every trainee is enabled to learn the first steps in becoming a true professional during the B.Ed. programme. Feedback by the faculty during practice teaching is routine; it needs to be made improvement oriented including its how-to-do-so component;
The faculty may formulate a number of assignments for average and above average ability level students for every theory paper so that these provide much needed variety as well as necessary cognitive challenge to the B.Ed. and the M.Ed. students;
The faculty may start a research seminar for its M.Ed. students and the Ph.D. scholars working under the guidance of the faculty members to build up the necessary research climate. The faculty members may use this forum for sharing the methodology, findings and implications of action research projects conducted by them;
The Department students are eager to improve their English. The Department Head and the Principal may tie up with the Department of English to organize 15 to 30 day intensive spoken programme to improve the oral skills of the students of the Department;
The Department may introduce the internship component as per NCTE norms;
The faculty members need to develop ITC skills at the earliest to enable them to use ITC equipment for effective classroom teaching. Through this, the faculty can lead the students by personal example and encourage them to use ITC resources to enrich their classroom teaching and making it more effective;
The Department needs to be provided at least five on-line computers systems to enable them to use these resources to update their academic expertise and to participate in teleconferences in their area of specialization;
The Department does not have alumni association but the institution has an alumni association as well as a placement cell. The Department may setup a separate alumni association and make it function at the earliest. The Department Head and the Principal may ensure that the existing placement cell is devoted to seeking suitable placements for the students of the professional programmes including teacher education programmes;
The faculty may increase the number of optional papers at the B.Ed. and the M.Ed. levels to increase flexibility available to the students within these programmes. At present 2 to 3 faculty members are involved in teaching each theory paper at the M.Ed. level. They may be encouraged to take up the teaching of other optional papers and also rotate these papers among themselves every third or fourth year;
The faculty may organize a University level seminar for discussing how to develop an authentic academic calendar which is a mix of calendar of events as well as academic and co-curricular activities located on a time scale for the session. Later on the faculty may develop the academic calendar for the Department and circulate it to sister teacher education institutions to motivate them to do the same.
Non-availability of a multi-purpose hall has adversely affected the organization and conduct of co-curricular activities as well as extra-mural programmes. The management may discuss how the existing institutional resources can be shared with the Department to promote all round personality development of the students through participation in theses activities and also enrich their academic development;
The management and the institution academic planning committee may discuss how an Internal Quality Assurance Cell (IQAC) can be set up at the earliest to institutionalize quality improvement of all on-campus academic programmes. The IQAC may be set up according to the revised guidelines developed by the NAAC for this purpose. Incidentally, this is an essential post- accreditation requirement for all institutions; and
The institution may constitute an Academic Planning Cell for inclusive development of all the departments through equitable sharing of revenues generated through self-financed programmes. This could be a major strategy for supplementing financial resources of grant-in-aid departments that have been functioning under severe financial constraints for their quality-oriented development.
The above suggestions provide a roadmap for quality improvement of the Department and its programmes over the next five years. The academic planning committee of the institution and the faculty of the Department may discuss and priorities these, fix annual targets and monitor progress through mid-session and end-session reviews. The Peer Team feels that these measures would enable the Department to significantly enhance the quality of its programmes as well as its functioning. The Peer Team expects the Department emerge as a first rate Department of Teacher Education of this region and a lead Department in the University. The Peer Team wishes the Department, the institution and the management all the best in this privileged endeavour.
In the end the Peer Team would like to place on record its appreciation for the ready co-operation extended to it by all concerned.
Prof. V. K. Sabarwal
Prof. Jasraj Singh
Dr. Gunraj Prasad
Kamla Nehru Institute of Physical and Social Sciences
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