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Dayalbagh Educational Institute Deemed University, Agra, Uttar Pradesh
Dayalbagh Educational Institute Deemed University, Agra, Uttar Pradesh
Agra (District Agra)
Uttar Pradesh, IndiaPin Code : 282110
Dayalbagh Educational Institute Deemed University, Agra Uttar Pradesh is a University recognised by UGC. Status: Deemed University.
Dayalbagh Educational Institute Deemed University, Agra Uttar Pradesh was established on / in 16.05.1981.
Dayalbagh Educational Institute Deemed University, Agra Uttar Pradesh is situated in Agra of Uttar Pradesh state (Province) in India. This data has been provided by www.punjabcolleges.com. Agra comes under Agra Tehsil, Agra District.
Fax # of Dayalbagh Educational Institute Deemed University, Agra Uttar Pradesh is 0562-2801226, 2351845.
Contact Person(s) of the Dayalbagh Educational Institute Deemed University, Agra Uttar Pradesh is (are): Prof. V.G. Das, Director.
email ID(s) is
Website of Dayalbagh Educational Institute Deemed University, Agra Uttar Pradesh is www.dei.ac.in/.
Chairman : Shri Prem Kumar (IAS Retired).
Vice Chancellor : 0562 2801545(O)2570760(R).
Registrar : Prof. Anand Mohan.
Contact Details of Dayalbagh Educational Institute Deemed University, Agra Uttar Pradesh are : Telephone: +91-562-2801545, 350026,340061
CoursesRegular Courses by Dayalbagh Educational Institute
Arts: B.A. (Hons)-Arts
Botany: B.Sc. (Hons.)-Botany, M.Sc.-Botany
Business Administration: M.B.A.-Business Administration
Business and Management: B.B.M.-Business Management
Business Economics: P.G. Diploma-Business Economics
Chemistry: B.Sc.( hons.)-Chemistry, M.Sc.-Chemistry
Commerce: B.Com. (Hons.)-Commerce, B.Com.-Commerce, M.Com. -Commerce
Computer Science: P.G. Diploma-Computer Science & Application
Economics: B.A. (Hons)-Economics
Engineering: B.Sc.-Electrical Engineering, B. Sc.-Mechanical Engineering, M.Tech-Engineering
English Language and Literature: B.A. (Hons)-English, M.A.-English
Fine Arts: B.A. (Hons)-Drawing & Painting, M.A.-Drawing& Painting
Hindi: B.A. (Hons)-Hindi, M.A.-Hindi
Home Science: B.A. (Hons)-Home Science, B.Sc.-HomeScience, M.Sc.-Home Science
Mathematics: B.Sc. ( hons.)-Mathematics, M.Sc. Computer Applications, P.G. Diploma Industrial Mathematics
Music & Dance: B.A. (Hons)-Music, M.A.-Music
Physics: B.Sc. ( hons.) -Physics, M.Sc.-Physics
Political Science: B.A. (Hons)-Political Science, Psychology, B.A. (Hons)-Psychology, M.A.-Psychology
Sanskrit: B.A. (Hons)-Sanskrit, M.A.-Sanskrit
Social Science: B.A-Social Science, M.A.-Social Science
Sociology: B.A. (Hons)-Sociology
Textile Designing & Printing: P.G. Diploma-Textile Designing & Printing
Zoology: B.Sc. (hons.)-Zoology, M.Sc.-Zoology
Part Time Courses by Dayalbagh Educational Institute
M. Tech - Engineering
* Faculty Of Arts
* Faculty Of Commerce
* Faculty Of Education
* Faculty Of Engineering
* Faculty Of Science
* Faculty Of Social Sciences
* Technical College
* Prem Vidyalaya Girls Intermediate College
Programmes of Study
* Ph.D. (in all Postgraduate subjects)
Profile of Dayalbagh Educational Institute Deemed UniversityAbout Us
Dayalbagh Educational Institute has a long drawn history before it finally became a deemed University. It began its journey from January 1st, 1917 as a coeducational Middle School, which was open to all. Within six months it became a High School and intermediate classes were started in 1922.
In the following years a host of other institutes were established namely in 1927, a technical school for imparting knowledge on automobile, electrical and mechanical engineering, 1930, Prem Vidalaya for the purpose of Women`s education (which is now an intermediate college) and also the Leather Working School. In 1947, it became a degree college, affiliated to the Agra University. Dayalbagh Educational Institute In 1973, Dayalbagh Educational Institute was established as a registered body, which brought under its wing all the educational institutions in Dayalbagh. The School of Comparative Study of Religion, the School of Languages and the School of Art and Culture were also incorporated in the institute. In the year, 1975, the Institute formulated a comprehensive programme of study, which was highly appreciated by the Government of Uttar Pradesh and the University Grants Commission. Following this, in 1981, the Ministry of Education, Government of India, conferred the status of a deemed University.
The Institute is located at Dayalbagh, which is at a distance of 2 kilometers from the city of Agra. The campus consists of well-equipped libraries, workshops and a computer lab. The Institute aims to excel in research and instruction within the fold of humanism, secularism and democracy. The institute imparts education in the fields of arts, commerce, engineering, science and social sciences. The institute academically and administratively controls the DEI Technical College, Dayalbagh, and the DEI Prem Vidyalaya Girls Intermediate College. Dayalbagh Educational Institute or D.E.I. is an educational institution located at Dayalbagh on the outskirts of the historic city of Agra, approximately 200 kilometers from New Delhi. The institute has been given the deemed university status by the University Grants Commission of India in 1981.
Soon after Dayalbagh was founded in 1915, the Radhasoami Satsang Sabha, in pursuance of the lofty ideals to evolve the superman of tomorrow, started the Radhasoami Educational Institute, as a co-educational Middle School, open to all, on January 1, 1917. Administered by a Managing Committee registered under the Societies Registration Act XXI of 1860, the Institute, since the very beginning, combined the pursuit of academic studies with sensibilities, moral and spiritual values. From the modest beginning, the nucleus not only grew and got divided but also spawned new institutions, as the needs of the society and the times demanded. Within six months, it was raised to the level of a High School; Intermediate classes were started in 1922; it became a Degree College in 1947, with the introduction of B.Com. classes affiliated to Agra University; B.Ed. (B.T.) classes were added in 1951 and the first batch of B.Sc. students was sent up for the final examination in 1955.
A Technical School, which later developed into a College, was started in 1927 for imparting training in automobile, electrical and mechanical engineering, leading to the award of diploma in the concerned branch of the Board of Technical Education, U.P. The Leather Working School, started in 1930, gives instructions in both theory and practice for manufacture of leather goods.
To further the cause of women's education, Prem Vidyalaya was started in 1930. It is now an Intermediate College. The Women's Training College was established in 1947 for B.A. and B.Ed. classes. M.Ed. classes were added in 1958. M.A. in Psychology, English and Hindi in 1969 and M.A. (Music) in 1976. It made phenomenal progress to become one of the premier women's colleges in the country.Engineering College, affiliated to Agra University, for the degree of B.Sc. (Engineering), was the latest (1950) addition to the chain of educational institutions in Dayalbagh. A new and significant development of far-reaching consequence, in the history of education at Dayalbagh, was the establishment of DAYALBAGH EDUCATIONAL INSTITUTE as a registered body in 1973, which integrated and brought under one umbrella all the educational institutions of Dayalbagh, including the School of Comparative Study of Religion, the School of Languages and the School of Art and Culture.
In 1975, it formulated an innovative and comprehensive programme of undergraduate studies which received approbation from the Government of Uttar Pradesh and the University Grants Commission, as a result of which in 1981 the Ministry of Education, Government of India, conferred the status of an institution deemed to be a University on the Dayalbagh Educational Institute, to implement the new scheme. Initially founded as a primary school in 1917 and then a technical college in 1927 for imparting training in automobile, electrical and mechanical engineering, it later developed into a Deemed University. Dr. M.B. Lal Sahab, a former Vice Chancellor of the Lucknow University, founded the institution was also a director of D.E.I.
The mission statement of the university is 'To establish a world renowned Institution and provide a broad-based, integrated, multifaceted, inter-disciplinary, value-based, well-rounded and world class education system with emphasis on: Academic Excellence and Holistic Development'. In the words of Revered Dr. M. B. Lal Sahab, Founder Director, D.E.I. 'It is not a big University or big building or larger number of teachers or larger number of departments which raises the status of a University. It is the quality of the work that makes a University great.'
'Persons, at the most, versed in the routine methods of working but lacking in the basic concept of human values, and in a comprehensive need-based orientation often find themselves badly geared to the socio-economic setup in the country. This growing crisis has to be averted. We should try to see that modern trends become only supplements and not substitutes of our basic concepts of education. We do not like to put the clock back but would certainly do well to introduce a more human and realistic approach in education to meet the present-day needs of our society.'
Revered Dr. M.B. Lal Sahab, Founder Director, D.E.I. (Eminent Educationist & Ex-Vice Chancellor, Lucknow University). The Foundation of D.E.I. goes back 10 1917, with the foundation of Radhasoami Educational Institute. The importance of Education is reflected in the following words of Revered Sir Anand Sarup Kt., August Founder of Dayalbagh Convocation Address, Agra University, 1935
'Education, more education, education made perfect is the only panacea for our country's ills and evils.. And when this is accomplished, religion, philosophy and science shall stand reconciled and the vast Universe, which now appears a great mystery, shall be recognized as the greatest 'Teaching University' and the forces of spirit, shall have good reason to rejoice and sing hallelujahs at this their greatest victory over the forces of matter. Men will then readily recognize one another as brothers, and communities will sink their differences and work for the common good. Mankind will then come to understand the proper use of the acquisitive impulse, and rancour and strife, distrust and jealously, that disfigure the human society of today, will cease to exist in the world.'
- Revered Sir Anand Sarup Kt., August Founder of Dayalbagh Convocation Address, Agra University, 1935
The objectives of Dayalbagh Educational Institute are to evolve a 'Complete Man', a Well Rounded Person whose hallmarks are:
* Intellectual strength
* Emotional Maturity
* General knowledge
* Sense of duty & Discharge of Obligation
* High moral character
* Simple living
* Inter discipline outlook & societal commitment
The Dayalbagh Educational Institute is located amidst the pristine environs of Dayalbagh (a self-contained colony well-known for its serene environment, secular establishments like the industries, the educational institutions, the agriculture farm etc. and the activities of its inmates who lead an active disciplined and co-operative community life, conforming to the high spiritual ideals of their faith ), on the outskirts of the historic city of Agra, approximately 200 kilometers from New Delhi.
The campus is situated in idyllic surroundings, away from the din and noise of the city, providing an excellent academic setting nestled between lush green fields, focusing on a simple, disciplined and scholarly life in harmony with nature.
Location and The Neighbourhood Community
The Institute is situated at DAYALBAGH, a self-contained colony well-known for its serene environment, secular establishments like the industries, the educational institutions, the agriculture farm etc. and the activities of its inmates who lead an active, disciplined and co-operative community life, conforming to the high spiritual ideals of their faith. It is situated at a distance of about two Km. from the city of Agra on its northern periphery. It is conveniently connected to the railway stations and bus-stands by the city bus, rickshaws, auto-rickshaws and taxies.
Dayalbagh Educational Institute has set forth a bold goal for itself: to become one of the top 20 educational institutions in the country by the year 2011. Keeping in line with the original philosophy of education at Dayalbagh, this goal set forth for the institute envisions making D.E.I. a top teaching-cum-research institute, leading others forward with the exemplary system of education that integrates (K-U) i.e. K through 12 through UG/PG to Ph.D. programmes. Education at DEI will reflect a rare combination of state-of-the-art knowledge woven into a fabric that inculcates dignity of labour, and stresses creative multi-disciplinary work experience, cultural and agricultural moorings, and basic values of humanism, secularism and democracy. In fact, Vision 2011 envisages that a major spin-off of DEI's effort to move into the top 20 institutions in India will be its recognition at international fronts for its excellence in instruction and research, within its special social, moral, and spiritual framework.
Dayalbagh Educational Institute was initially established in 1917 as a co-educational middle school and within six months it became a high school. The middle school had witnessed a host of other institutes which were established in the following years. Among them, a technical school for imparting knowledge on automobile, electrical and mechanical engineering in 1927, Prem Vidyalaya for the purpose of women's education in 1930 and also the Leather Working School are noteworthy. As a result, the middle school emerged as a degree college, affiliated to the Agra University.
In 1973, Dayalbagh Educational Institute was established as a registered body, which brought under its wing all the educational institutions in Dayalbagh. The School of Comparative Study of Religion, the School of Languages and the School of Art and Culture were also incorporated in the institute. Following all these, in 1981 the Ministry of Education, Government of India, conferred the status of a deemed University to the institution. The Institute is located at Dayalbagh, at a distance of 2 kilometers from the city of Agra. The institute imparts education in the fields of arts, commerce, engineering, science and social sciences, and humanities.
Message from the Director Professor V.G. Das
Professor V.G. Das heads the Dayalbagh Educational Institute. He oversees the working of all six faculties and the Technical College and Prem Vidyalaya, each of which is led by a Dean, or a Principal.
The Dayalbagh Educational Institute (D.E.I.) provides a comprehensive, multifaceted, inter-disciplinary, value-based and world-class education with special focus on academic excellence as well as holistic development. It provides a high degree of personalized education and supports the advancement and dissemination of knowledge through teaching, research and scholarly activities. The rigorous and state-of-the-art curriculum is regularly upgraded to keep pace with the requirements of the dynamic world. The highly dedicated faculty train and expose students to the most recent trends and practices in various disciplines.
From their experience at D.E.I., students learn to define problems, exercise judgment, make decisions, communicate effectively, and assume responsibility, while focusing on devising and implementing action plans. As the students move up their learning curve with their enhanced theoretical and practical skill set, articulate vision and relentless pursuit of excellence, they have much to offer in diverse professional domains. Furthermore, D.E.I.'s value-based education builds students' EQ and fosters attributes such as discipline, self-reliance, integrity, honesty, hard work, cooperative spirit and sincerity that are vital ingredients for success in today's dynamic working environment. A combination of our students, faculty and the way we teach makes D.E.I. home to some of the brightest minds in the country today.
The institute's innovative educational system derives from its mission objective: 'to evolve a complete man'. It is a system which imbibes academic excellence, high moral and spiritual values and social sensibilities. In accordance with these ideals, D.E.I. focuses on a comprehensive, integrated and inter-disciplinary education scheme, which affords the students an opportunity to get a first rate, broad-based education. The unique approach to education followed here enables the student to imbibe basic human values, a spirit of tolerance and respect for the religious faiths and beliefs of others. More importantly, D.E.I. believes in preparing its students for the service of mankind with devotion and dedication; thereby combining the much sought excellence with the much needed relevance of the day.
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NAAC report of Dayalbagh Educational Institute Deemed UniversitySection I: INTRODUCTION
The Department of Education of Dayalbagh Educational Institute DEI, (Deemed University), is located at Agra which is an important historical town. The visitors from the world over visit the monument of love, the Taj Mahal, built by Emperor Shah Jahan. It is at this place that Radhasoami Satsang Sabha established a Women's Training College, in 1947 that offered B.A. and B.Ed. programme affiliated to Agra University. The M.Ed. programme was introduced in 1958. Subsequently, M.A. in Psychology, Hindi and English were also started.
All the educational institutions of Dayalbagh were brought under one umbrella of DEI, a registered body in 1973. In 1975, a novel education policy of DEI was formulated with the aim of evolving a 'complete man'. To successfully implement the education policy UGC granted DEI the status of a Deemed University in May 1981 under Section 3 of the UGC Act. All the three erstwhile degree colleges viz. DEI Women's Training College, DEI REI Degree College and DEI Engineering College became part of the university known as Dayalbagh Educational Institute (DEI) Deemed University.
The National Council of Teacher Education gave its sanction for running B.Ed. course on 28th October, 1996 vide Reference No. F.3/UP-8/3827 while M.Ed. affiliation was sanctioned in July, 2000 vide Reference No. NRC/NCTE/UP-11/M.Ed./2000/3782/88. The total intake for B.Ed. course is 300 students whereas the intake for M.Ed. is 20.
The Campus of DEI is spread over 35 acres of land. It is located in semi-urban Area. Prior to 1981, the Women's' Training College and REI Degree College were grant-in-aid colleges of the U.P. Government. They were amalgamated into one Institution, namely DEI Deemed University. The Departments of Education of these colleges collectively gave birth to the Faculty of Education of DEI Deemed University. It continues to receive the grant from the State government even after it has got the status of University Department of Education, in addition to UGC Grant. The unit cost is Rs. 34,261 / (at University level).
Dayalbagh Educational Institute, Agra volunteered to get assessed its Faculty of Education by the National Assessment and Accreditation Council by submitting its Self-Study Report. National Assessment and Accreditation Council constituted an Expert Committee to visit the college and validate its report. The Peer Team comprises of Dr. H.S. Soch, Former Vice-Chancellor, Guru Nanak Dev University, Amritsar, as Chairperson and Prof. S.P. Malhotra, Dean Academic Affairs, Kurukshertra University, Kurukshetra, as Members. The Peer Team visited the institution for two days from 6th to 7th October, 2005. Dr. K.N. Madhusudanan Pillai, Academic Consultant, NAAC monitored the visit of Peer Team successfully.
The Peer Team carefully perused and analyzed the Self-study Report submitted by the institution. During the visit, Peer Team went through the relevant documents, visited the departments of the Faculty and two practicing schools. They interacted with the various constituents of the institutions. The academic, co-curricular, sports and other activities of the institution were looked into. The Peer Team interacted at length with the Director, the Dean of the Faculty of Education, the respective Heads of the Departments, the teaching faculty, students, non-teaching staff, parents and alumni of the institution.
Based on the above exercise, the inputs were obtained from the Departments. Keeping in view the criteria identified by the National Assessment and Accreditation Council, the Peer Team prepared the report for the purpose of institutional accreditation.
Section II, CRITERIONWISE ANALYSIS
Criterion I: Curriculum Design and Planning
The Department comes under purview of National Council for Teacher Education as far as compliance to the rules and regulations of starting B.Ed. and M.Ed. programme are concerned. This will cover the enrolment, number of teachers to be appointed, the duration of curriculum of the courses, infrastructure requirements, etc.
For developing a complete man, it is important to have an educational system which is integrated and inter-disciplinary. It has to be multi-faceted. It was heartening to see, accordingly, that there is a close interaction of this faculty with other disciplines and other faculties of DEI. The seminars, conferences are organized collectively, research is done collectively. Recently, they have organized a Symposium on Education for Better Worldliness. Essentially, the emphasis has been on the quality.
The B.Ed. programme is a 2-Semester Course. In the First Semester, the students read two compulsory papers, i.e. School Management and Fundamentals of Education and Information Technology. Every student takes up two teaching subjects and also does practice teaching in the same. The students are also required to take Scouting and Guiding, Educational Handwork, Comparative Study of Religion, Scientific Method, General Knowledge and Current Affairs. In the Second Semester, the students take up Fundamentals of Educational Theory, Educational Psychology, Educational and National Development. In addition, they take up an elective course, out of 15 papers. Work experience course is one subject. During this Semester, they are also involved with co-curricular activities and work with communities.
There is a set of core subjects with elective and half course to reinforce the broad based education. Core courses are meant to bring general awareness, scientific temperament, study of Comparative Study of Religion, general knowledge, rural development, etc. The undergraduate programme comprises of 14 full subjects that include subjects even like Fine Arts and Commerce. The practical training is given in every subject, communication skills are improved, and innovative teaching practices are taught. The university provides flexibility within the programme by giving them options for elective courses, work experience courses and co-curricular activities.
The department admits students to the various courses differently. For B.Ed. programme the students are admitted through entrance test, interview and scores obtained in the qualifying examination and other Board and university examinations. For admitting students to the M.Ed. course marks obtained in the qualifying examination are the basis for admission. In this way institute admits 300 students to the B.Ed. course, and 26 students to the M.Ed. course.
For various programmes, 25-30 teaching / instruction hours are offered. Teaching is scheduled for 6 days a week. The institute has been successful in meeting the norms of 180 teaching days by having 208 teaching days in an academic session and nearly 290 working days in a year. For the practice teaching, department has ascribed 45 days including 5 pre-practice preparation days and 40 practice teaching days. Though it is the requirement as per NCTE norms, still to be able to maintain the required number of teaching days is a Herculean task.
The department has decisive role in preparing and offering curricular activities being one of the faculties of the University. The theory and practical part of the course are run as per the norms of NCTE. Most of the time and efforts of the teaching are spent in pursuing the theoretical aspects of the prescribed courses.
Some activities are undertaken to supplement theory classes. Students are made to participate in group discussion, giving open seminars, declamations, workshops etc. Morning assembly is held daily to maintain cultural values and expose the students to various issues linked to teacher education programme in the country. Some emphasis is placed on the development of communicative skills in the students.
Within the B.Ed. programmes, 14 course options exist with respect to school teaching subjects and other skill development areas. However, all these options are in conformity with the University courses and syllabi.
The teaching faculty maintains good interaction with the leading schools of the city. The principals/heads of the schools are often consulted to improve upon practice teaching programme. Workshops are held with school teachers or heads to get regular feedback to improve upon the existing theory and practical aspects of the teacher education courses. It helps in planning more vigorous and action oriented research at M.Ed and Ph.D levels.
The M.Ed. programme is also a 2-Semester course. In the First Semester, the students read 3 compulsory papers, viz. Philosophical Foundations of Education, Psychology of Learning and Teaching and Research Methodology. They take up one elective course, out of six elective courses, i.e. Dissertation and Viva-Voce and comprehensive Viva-Voce. In the Second Semester also, there are 3 compulsory papers. In addition, they have to undergo a Dissertation and comprehensive Viva-Voce. It is thus easy to conclude that this programme indeed go a long way in developing a complete man and also in providing the required knowledge and skills so that they can compete in their respective professional areas.
In the last three years, two work experience courses were started, viz. Basic Mechanical and Fabrication Techniques; and secondly, TV and Radio Repair.
The university has established a Quality Improvement Programme Cell that looks to the academic standards of the institution. There is also Academic and Administrative Audit Committee having two external experts to visit the university every year, interact with the teaching faculty and the students so as to help improvement in the standards of teaching and other facilities. It strictly follows the academic calendar.
Another salient feature of the Department of Education is that feed back of the students and heads of the Practicing School is taken for re-formulating the courses.
Criterion II: Curriculum Transaction and Evaluation
The admission process starts on July 1 and completes by the first week of August. The classes start from July of every academic session. One appreciable aspect of the Faculty of Education is that after admission, the students are given orientation for one week to help the students get information about the nature and requirements of the teacher education programme. The students are provided remedial coaching as per their needs during the academic session.
The institution provides training to its students in using audio visual aids. The teacher-educators sometimes use various teaching aids to supplement their teaching. The teaching learning is being supplemented with discussions, seminar, assignments and workshops of short duration. Students' participation in the teaching learning process is encouraged by assignments and seminar papers. Brainstorming sessions are invariably held to have good interaction with the student and teachers.
Another good aspect of the department is arranging co-curricular activities as a part of the institutional programmes. Many co-curricular activities are organized as a regular feature of the departmental functioning. Institute has introduced one theory paper to develop the aspect of Community Service. Since students have to be trained in preparing teaching aids as per requirement of the NCTE norms, every effort is made by the department to provide opportunities to the students in developing required teaching and communication skills especially in simulation and microteaching.
Institute gives 75 per cent weightage to internal assessment system on the basis of Unit tests, quizzes, home and class assignments, session work etc. The ratio of external assessment and internal assessment is 25:75. Internal assessment is based on the scores obtained in two unit tests, one terminal test, three quizzes, home and class assignment, sessional work and participation in seminars, co-curricular activities etc. Terminal test is replica of external procedure with a view to orienting students to external evaluation system. Internal assessment scores are sent to the University directly.
The institute follows semester system in the courses organization. Credit hours have been ascribed for various course curricula. For evaluating students' achievement, grading system is followed. However, on the basis of institutional performance it can be said that there is mixture of grading system and conventional scoring (marks) system. Teachers do not plan their course work on their own to evaluate students on various aspects of evaluating students. However, every effort is made by the institute to bring in continuous comprehensive evaluation of the students.
The teachers so far recruited in the institute are well-qualified persons having contributed to the development of teaching profession. All the teachers in the institute possess doctorate degree and good teaching and research experience in the field. The teachers have been recognized for their contribution in the field of teacher education. Many senior teachers in the faculty have been members of various decision-making bodies of neighbouring universities and apex bodies like UGC, NCTE, and NCERT etc.
The teachers are encouraged to participate in the national and international seminars and conferences. Most of the teachers of the institute have participated in the seminars and conferences. The teachers have also been attending refresher courses regularly. One very good aspect of the institute is that institute itself organizes seminars for the benefit of the staff members and the teaching community. During the last few sessions the institute has organized various seminars and conferences. This shows the concern of the institute faculty and administration for the academic and professional development of the teaching staff.
The teacher evaluation is done by self-appraisal system. Appraisal forms are given to teachers at the end of the each session, though not frequently discussed among the members of the staff or management, feedback is provided to the teachers by the Head and Dean of the faculty. Another form of feedback to teachers is provided through comments received from the external examiners. Feedback through students has also been one of the parts of the teacher evaluation. The teachers obtain feedback from students in their individual capacity through interaction. Taking account this aspect, it may be remarked that, student evaluation of teachers is done by verbal discussion in addition to feedback on a prescribed proforma.
Practice teaching is one of the good components of the department. The students are well prepared for practice teaching before organization of practice teaching activities. During pre-practice teaching sessions the students are exposed to Lesson planning, observation of lessons, preparation of achievement tests, handling audio-visual aids, etc. Microteaching sessions are conducted as per NCTE norms. Students are trained in five micro skills. For practicing real teaching in the schools, the students are assigned in small groups of 14/15 to eleven different practice teaching schools. Students stay in the practice teaching schools till last period and learn various tasks of school functioning.
The Department of Education has established good linkage with various institutions at local, national and international levels. The linkage with other faculties or departments of the university exists with respect to pooling university resources and making use of expertise of teachers for teaching and research. In case of linkage with national and international agencies, consultancy is provided with respect to research. Teacher or student exchange programmes are not part of the consultancy.
In order to have good interaction with the students and to promote healthy competition, institute has organized Subject Associations. The associations are given the opportunities to handle various activities in the institute. The institute teaching staff encourages students to participate in these activities. Further, these activities being part of the NCTE curriculum, the institute is under obligation to follow all these. In spite of this, direct initiative of the teaching faculty to organize these activities deserves appreciation. The students can always be encouraged to participate in other competitions held by various organizations.
The teaching faculty and the student-teachers actively participate in community work and social service by organizing various activities like teaching children from underprivileged section of the society, and organizing adult literacy campaigns. The orientation to primary and secondary teachers of tribal areas is given during summer holidays. Another most appreciable feature of the Department is that teaching faculty and students spend some part of their daily time schedule on improving environment. Trees and plants are nurtured and cared. These are some of the appreciative features of the Faculty.
Criterion III: Research Development and Extension
It was heartening to see that the research climate exist in the Department of Education of the university. It has a Research Degree Committee comprising of some members of the Education faculty and outside experts. The internal members are Director, Dean, Head of the Department, the Supervisor of the candidate and two Subject Experts. This committee advises and monitors the research programme for each student.
There is a Research Advisory Committee which evaluates the suitability of research project before it is submitted for approval and for funding to the external agencies. Keeping in view the objective of higher education as creation of knowledge, the university has made a compulsory course on Research Methodology for all postgraduate students to initiate students to a well-defined course curriculum for this paper. Students are also encouraged to undertake group research projects.
The university is always ready to encourage teachers to go in for obtaining their research degrees. However, as things are on date, the entire faculty comprising of 31 teachers, is holding the degree of Ph.D. As such, there is hardly any need to make adjustments in their teaching schedule or giving them any seed money or granting them study leave.
There are six Ph.D. students working as full time scholars. This speaks of the intention of the university to maintain quality in research. The university is keen to provide financial support to the research scholars. There are two UGC minor research projects going on, each with a sanction of Rs. 10,000. One such project was completed in 1998-2001 with a sanction of Rs. 8,000. The teachers are actively involved in publication of research papers.
It is a matter of satisfaction to see that all of its teachers in the Departments of Foundation of Education and Department of Pedagogical Sciences are attending various seminars, workshops and conferences held in different parts of the country. Three of its teachers have attended international conferences. Nine teachers enjoyed membership of academic bodies, societies, etc.
The Department is offering consultancy services. The faculty is providing consultancy to DIETs, SIERT, etc. Basically, the consultancy is limited to the curriculum development of DEI, Prem Vidyalaya coaching of under-privileged children in Dayalbagh Day Boarding School, two new colleges of education to establish Labs, project development, etc.
The university being one of the pioneers in the country to adopt NSS as essential component of its first degree curriculum, has made the Faculty get involved in extension activities. One teacher is holding an additional charge of NSS activities. Broad areas in the extension activities are Community Development, working with school teachers, Adult Education and Literacy, Social Work, Population Education, Education of the street and school children, Health and Hygiene Awareness, Environment Education etc. The camps are organized for assessment of NSS volunteers on the basis of their performance and general activity for 240 hours and 2 routine quizzes. The NSS general activity is run throughout the session. Students are engaged into regular NSS activities at the rate of 2 hrs. per week. Department is actively involved in celebrating various days, like World Population Day, International Peace Day, International Women Day, Communal Harmony day, Human Rights Day, National Youth Day, Republic Day, and so on. The outreach programme 'Each One Teach One' is carried out under DEI Adult, Continuing and Extension Education programme.
Criterion IV: Infrastructure and Learning Resources
Department of Education is housed in good building with sound infrastructural facilities. It has its own independent building comprising of seven classrooms, rooms for the faculty members, well-equipped Laboratories (for psychology, sciences and audio-visual aids etc.) and departmental library. Good hostel facilities exist on the campus to accommodate 230 male and 190 female students. Provision of some indoor games is of great help to the hostlers. The hostels are clean and well maintained.
The university has its own majestic Convocation Hall. A two-storey central administrative office, non-residential Students' Centres, University Science and Instrumentation Centre (USIC) are also available as the central facility. The Department also has its independent Assembly Hall.
It has a Library with 18404 books in its stock. Last year, about 250 books were added and 7 journals were subscribed. The working days of the Library are 290. The library works from 8.30 a.m. to 5.30 p.m. It has the facilities of photo-copier, audio-visual cassettes, internet facility, and resource material on digital media, CD ROMS and micro-filming.
The available infrastructure is maintained through institute funds and the grants received from the UGC and other such bodies. The university has a 'Works Department' that looks after and maintains the infrastructure. The USIC also supports maintenance of equipment. Every effort is made by the department to maintain the building and other infrastructure through self-service. Apart from the employees engaged for the purpose, students' participation in maintenance activities are of great help in maintenance. It has helped the students a lot in developing desired values.
The students of this Faculty also have access to laboratory facilities in Home Science, Drawing and Painting and Laboratories of Science faculty. The efforts are made by the Department to keep the campus clean and maintain beauty of the campus. The lawns and plants are maintained by the Gardeners. The staff and students are permitted restricted use of vehicles. Plastic bags are prohibited. Students are not allowed to carry mobile phones on the campus. Authorities are very strict in enforcing garbage disposal. These are welcome steps in making the campus environment friendly.
The Faculty has Method Lab, Psychology Lab, Science Lab, Educational Psychology Lab, and Workshop for preparing teaching aids as per norms of NCTE. The students of the Department have access to e-journals through INFLIBNET facility. The globes, maps, charts models, musical instruments are available in the Department; various psychological tests are available in the Psychology Testing Lab. Science Lab has sufficient equipment that can help the students to prepare lessons. In the Technology Lab, there are four computers, Micro Phone, Printers, Scanners, Microsoft Windows, HP Software, Overhead Projectors. The Work Experience Lab, likewise, are well-equipped with agricultural tools, book binding, lamination machines, etc. The Language Lab has Camera, Mono Radio, Recorded Video Cassettes, Audio Cassettes, Walkman, CDs, etc.
The institute has good sports facilities for various types of sports along with sports stadium. Playgrounds are available for playing games like hockey, basketball and badminton. The physical education teacher motivates the students to participate in tournaments at various levels. Proficient students in sports are given extra weightage in scores earned during studies.
Criterion V: Students' Support and Progression
The university publishes its updated prospectus every year. It contains the details of the courses, rules and regulations of admissions, the details of the fee structure, the calendar of the year, the availability of scholarships, hostel rules and regulations, the various services available on the college campus and guidelines for admission. It is a quite comprehensive document which enlightens every student about the rules and regulations of the university life during the study programme. The details of the financial aids and concessions available to the OBCs/SC/ST students as per rules of the Central Government and State Government; and otherÂ¸ aids and facilities provided by the institution are mentioned. The scholarships are available to the students as per norms and policies of the State Government.
The financial assistance is given to the students as are available from the Central Government, State Government and by DEI. Every Research Scholar doing Ph.D. is given one-time grant for the preparation of thesis. Radhasoami Satsang Sabha, Dayalbagh also gives scholarships to the students of Weaker Sections. Last year, 29 students got Freeships and 26 got financial aid.
The students passing out of this institution find a good progression to employment and further studies. It has been observed that during last three years there has been progression to employment with B.Ed students ranging from 55% to 60%; whereas P.G. students were able to get jobs to the extent of 80% and above. All the research scholars got employment. As far as progression to further studies is concerned, 30% students approximately go to P.G. classes and 50% go for research degree programmes.
The Department alumni are well-constituted. Most of the alumni are working as Lecturer in different colleges of Education, Degree Colleges, Teachers' Training Colleges; whereas, a large number of students go for teaching in Secondary schools. Many of its alumni have excelled in their teaching profession and risen to eminent positions. The alumni of the Faculty meet and give their feed back about course curriculum, about every teacher, and also make suggestions for improvement of the Faculty. These recommendations are discussed by the Dean and Head of the Department and are forwarded to the Office of Director for information and further action as he may deem proper.
The Department provides guidance and counseling to the students through their interaction which goes round the year. The Placement Office arranges for their placement. Short-term courses for preparing them for interviews are also offered.
Many recreational and leisure time facilities are available to the students, like cultural activities, literary activities, audio-video facilities, Nature club, indoor and outdoor games, etc. Special coaching in Karate for women students is also provided. The students of the Faculty were members of the University team that had won National Youth Parliament Competition in 1998-99 and 2002-03.
A Grievance Committee was established in respect of harassment of women students at work place in the institution comprising of 15 members. However, subsequently, a 9-Member Committee has been substituted. This committee hears the grievances of the women students and then makes its recommendations to the Registrar of the University for Necessary Action.
Criterion VI: ORGANIZATION AND MANAGEMENT
The University has a well-made programme of organization and management. Dayalbagh Educational Institute is the nomenclature of the Society. There are seven members of the Board of Governors of the institutions. All the seven members are men of reputation, integrity and are persons of exceptional abilities in their areas. They hail from different organizations.
The Governing Body of the Institute comprises of 15 members where Director is the Chairman of this body. He is the principal executive and academic officer of the University who looks after the overall functioning of the University and presides over the meetings of the Governing Body, Academic Council, Finance Committee and Managing Council. The Registrar is the ex-officio Secretary of all Statutory Bodies and whole time officer to take care of the general administration of the University. The Treasurer is to provide general supervision and control over the funds of the University.
To improve the functioning and management of the organization, meetings of all the statutory bodies are held regularly; rules, byelaws and procedures are followed uniformly; and the administrative officers are sent for short term orientation courses on financial and administrative management.
Confidential reports of the administrative staff are maintained and remedial steps are taken, wherever necessary. The University has a policy to sponsor the administrative staff for short-term training programmes.
Out of the seven court cases related to administrative matters filed against the university, four cases have gone in favour of the university and three are still pending judgment.
The University follows a systematic procedure for purchase of major items. The accounts are audited by an independent auditor annually but there is no internal audit mechanism. There were no major comments raised by the auditors in the last year audit and minor factual comments were duly clarified.
The Dean, Faculty of Education looks after the routine administrative affairs of both the Departments namely, Department of Foundation of Education and Department of Pedagogy. He / she also coordinates the functions of both the Heads of the Departments. In addition, he / she chairs the academic sub-committees of the faculty.
Section III: Overall Analysis
The Women's Training College and REI Degree College which were established way back in 1947 and 1957 respectively, today can legitimately claim that it has blossomed into a full-fledged Education Faculty where there are more than 30 teachers, out of whom 10 are Professors, 11 Readers and 10 Lecturers; and all are permanent teachers holding the doctorate degree. It has undergraduate, postgraduate and research degree programmes available to the students with wide range of options available to them.
The main objectives of DEI to develop a pupil-teacher as Complete Man have been fairly met through its wide range of teaching subjects, work experience activities, skill learning, and so on.
The academic and research climate on the campus is very good. There are more than 200 teaching days right from the inception of the university. Student or employees unrest of any kind is unheard of in the institution. With the result that academic days are not lost. The academic calendar is strictly followed. The results are declared well within six weeks of the conduct of examination. The women students have drawn the maximum advantage of this campus. The future projections of the Department to introduce 4-Years General-cum-Professional course at pre-Primary; Elementary, Secondary and Teacher Education are commendable.
The Faculty of Education enjoys the centralized facilities of the university like Computer Centre Multimedia Lab., USIC, science laboratories of various university departments, facilities existing with the departments of Fine Arts, Drawing and Music etc. Internet facility created in the University Central library is well utilized by the students and teachers of the faculty.
The curriculum at the undergraduate level is sure to meet the standards that are best available in the country. The courses are updated every year. The curriculum is well designed and properly transacted. The system of evaluation is very satisfactory. The finance is not a hurdle in the development of academics and research.
The general impression, we gained after our visit, is that due to the conscious efforts on the part of the management and the staff, an academic and professional climate prevails, which helps in developing excellent human behaviour of pupil teachers for future growth and development. The discussion and external evaluation by the Peer Team clearly indicates that the institution has a band of dedicated workers fulfilling the vision of their founder bringing the uniqueness of this institution into light. In sum and substance, it can be safely said that a good quality teacher education is available at the undergraduate level and the institute operates on sound educational, professional and participatory management principles. The institution is rendering valuable service in the State of Uttar Pradesh. Many of its features are worth emulation by other teacher education institutions.
Teachers must be further encouraged to utilize multi-media and other latest pedagogical instruments for effective teaching. The teacher educators in the institute may make use of more teaching aids to strengthen their teaching in the classrooms. It will be appreciated if a central facility for various audio-visual aids, teaching instruments, etc. is made available to the teachers of the departments for supplementing their teaching.
In order to encourage the teachers it is suggested that the faculty members must get their articles published in refereed and international journals of repute.
With the existing facilities in the Department, the institute can easily take up the task of starting a research journal of their own so as to help the faculty in producing good research papers.
An independent Lab where audio-visuals, multi-media, OHP, teaching machines be placed for utilization of the students and the faculty members, in addition to the existing central facility.
Research projects may be under taken by the teachers in areas that provide empirical basis for institutional development.
Before exposing student teachers to real classroom teaching, a little more chiseling needs to be done by introducing more simulation exercises.
There is need to introduce internship programme for the students wherein they can be assigned to 4-5 centres and guidance could be provided by the Tutorial in-charges. During these days the students can also be trained in the process of interaction with the community.
There is scope to introduce various innovations and use these for the advantage of the teacher trainees. The Department could try the programmes like Zero-lecture method, models of teaching or other such innovations to strengthen the skills of student teachers.
The library system needs to be upgraded.
Helping the nation and the community surrounding the institution in achieving the mission of Sarva Shiksha Abhiyan, Health activities, etc. can be of great help.
The extension activities need not be confined to the NSS volunteers, rather teachers and students may be encouraged at the institution level to participate in socially relevant projects.
Educational technology laboratory of the Faculty of Education needs to be strengthened.
For the research purposes some statistical package may be added as facility for the teachers and researchers.
The members of the Peer Team would like to place on record their sincere thanks to the Director, the Head of the Department, faculty, the non-teaching staff, students, parents of the students and alumni for their unqualified support and assistance during the visit of NAAC Peer Team.
( H. S. SOCH )
( S.P. MALHOTRA )
(Prof. S.S. Bhojwani)
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