SSR 2016

*Yatna to Dev Janava*
Shri Pandurang Shikshan Parasark Mandal, Pandhapur
UMA SHIKSHANSHASTRA MAHAVIDYALAYA

(B. Ed.) PANDHARPUR DIST-SOLAPUR
(Maharashtra)
Email: umabed1@rediffmail.com
Website : umabed.weebly.com
A SELF STUDY REPORT

NAAC, BangAlore
FOR
ACCREDITATION
Dr.Smt. Pandhare V.D.
2015-2016
Uma B.Ed.
Page 1
(A)
PREFACE
I am elated to present Accreditation Report of our Uma Shikshanshastra

Mahavidyalaya, (B.Ed.) Pandharpur National and Accreditation Council (NAAC) for
Assessment and Accreditation.
We have tried to prepare the Accreditation Report with profound sincerity
and candour. It is our can did endeavour to present the same in accordance with the
guidelines formulated by the august body i.e. NAAC.
In the rapid changing scenario, the excellence in higher education has become
a watchword. It is inevitable and indispensable. It is indeed, a matter of pride, privilege
and laurel for our college to get accredited by the esteemed, august and autonomous
body like NAAC. While highlighting our strength, we have not winked at the lacunae
in us. I have not an iota of doubt that NAAC is an apt podium of veracious
accreditation and assessment and will ceaselessly play its pivotal role of a light house to
guide and boost the innumerable educational institutions like us.
We express our solemn commitment to persevere in materializing the motto
of our institution meaning Work is Worship.
The Internal Quality Assurance Cell and the Management implemented
various activities to address quality reported issues during the last more than three
years. Our efforts are to reach excellence in Higher Education by improvising our
innate qualities and adopting innovative ideas.
By virtue of integrated efforts and positive approach, we are steadily
proceeding towards bringing in the expected total quality management. The same report
is a synergic outcome of relentless and ceaseless efforts taken by all the Honourable
Members of the Management. I also express my sincere thankfulness to the
Co-ordinator, Asst. Prof. S.A. Pujari, all the members of IQAC, and the teaching and
non-teaching staff for their sincere efforts in materializing this report.
We assure you of our religious & dedicated efforts to come up to the
expectations of the NAAC.
Place: Pandharpur
Date:13/04/2016
Uma B.Ed.
Dr. V.D. Pandhare

Principal
Page 2
-NAAC SSR Preparation Steering CommitteeAll the members of the steering committee are involved in the careful
preparation of this Self Study Report. The Steering Committee constituted by the
Principal includes all the teaching staff & a member of non-teaching staff. Our team
efforts
resulted in the successful preparation of this self study report (SSR) for final
submission.
We hope that we have taken maximum efforts to focus on almost all the aspects
of institutional progress during last three years.
Steering Committee:
Sr. No.
Name
Dept.
Dr. D.S. Paricharak
Dr. Smt. V. D. Pandhare
Karyavah, Uma Shikshan

Sankul, Pandharpur
Principal
Asst. Prof. Smt. S. A. Pujari
Coordinator
Asst. Prof. V. B. Bandgar
Member
Asst. Prof. J.S. Bagwan
Member
Asst. Prof. S.S. Dudhabhate
Member
Shri V.N. Waghmare
Non- Teaching member
Uma B.Ed.
Page 3
INDEX
Sr. No.
Criteria
Page No.
Part I : Institutional Data
Profile of the Institution
Criterion-wise Inputs
6 to 9
10 to 41
Part II : Evaluative Report

42 to 44
1
Executive Summary
Criterion wise analysis
I- Curricular Aspects
45 to 57
II- Teaching-Learning and Evaluation
58 to 76
III- Research, Consultancy and Extension
77 to 91
IV- Infrastructure and Learning Resources
92 to 103
V- Student Support and Progression
104 to 115
VI- Governance and Leadership
116 to 132
VII- Innovative Practices
133 to 140
Mapping of Academic Activities of the Institution
141
Declaration by the Head of the Institution
142
Uma B.Ed.
Page 4
Sr.
No.
1
2
3
4
5
8
9
Part III : Appendices (Details)

Appendices
Institution Supporting Document
UGC Recognition Letter
The Master Plan of the Building
Budget Statement (2014-15) B.Ed., D.S.M.(YCMOU)
The List of the AV Material
The institutional three years (2012-13, 2013-14, 2014-15)
Audit Statement B.Ed., D.S.M. (YCMOU)
Sample feedback questionnaires from pupil teacher,
faculty alumni, heads of practice teaching schools,
employers.
Format of evaluation of teacher educator by students.
Event Photographs
Uma B.Ed.
Page 5
Part I Institutional Data
A.
1.
Name and address of the institution:

Uma Shikshanshastra Mahavidyalaya, (B.Ed.)
Pandharpur Dist. Solapur
2.
Website URL :
www.umabed.weebly.com
3.
For communication:
02186 - 225500
Office
Name
Principal- Dr. Pandhare
V.D.
Self appraisal Co-ordinator
Smt. Pujari S. A.
Self - appraisal
Co-ordinators
Mr. Bandgar V.B.
Mr. Bagwan J.S.
Telephone
Number with
STD Code
9421040273
9960012625
Fax No
02186-229000 vidyulata1@gmail.com
--
9860845730
9890843549
E-Mail Address
gavadesulabha@gmail.com
vilasbandagr@gmail.com
-jakir.bagwan@yahoo.in
Residence
Principal- Dr. Pandhare V.D.
Telephone
Number
02186-225500
Mobile
Number
9421040273
Self appraisal Co-ordinator Smt. Pujari S. A.
02186-225500
9960012625
Name
Self - appraisal
Co-ordinators
Mr. Bandgar V.B.
Mr. Bagwan J.S.
Uma B.Ed.
9860845730
02186-225500
9890843549
Page 6
4.
Location of the Institution:

Urban
Semi-urban
Rural
Tribal
Any other (specify and indicate)

01
5.
Campus area in acres:
6.
Is it a recognized minority institution?
7.
Date of establishment of the institution:
Yes
Month & Year
No
MM
YYYY
07
2008
8. University to which the institution is affiliate

Solapur University, Solapur
9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act.
Month & Year
2f
MM
YYYY
---
---
Month & Year

12B
10.
MM
YYYY
---
---
Type of Institution
a. By funding
i. Government
ii. Grant-in-aid
iii. Constituent
Uma B.Ed.
Page 7
iv. Self-financed
v. Any other (specify and indicate)

b. By Gender i. Only for Men
ii. Only for Women
iii. Co-education
c. By Nature
i. University Dept.
ii. IASE
iii. Autonomous College
iv. Affiliated College

v. Constituent College
vi. Dept. of Education of Composite College
vii. CTE
Viii. Any other (specify and indicate)
11.
Does the University / State Education Act have provision for autonomy?
Yes
If yes, has the institution applied for autonomy?
Uma B.Ed.
Yes
No
No
Page 8
12.
Details of Teacher Education programmes offered by the institution:

Sl.
No.
Level
PrograEntry
mme/ Qualificatio
Course
n
Nature of
Award
Dura-tion
Medium
of
instructi
on
2 Years
Marathi
Certificate
i)
Pre-primary
ii)
Primary/
Elementary
iii)
Secondary/
Sr.
secondary
iv.
Diploma
Degree
Certificate
Diploma
Degree
Certificate
B.Ed.
Graduate
Diploma
Degree
Certificate
Post Graduate
v.
Other
(specify)
Diploma
Degree
D.S.M.
Teacher
Diploma
1 Year
Marathi
Degree
(Additional rows may be inserted as per requirement)

13.
Give details of NCTE recognition

(for each programme mentioned in Q.12 above)
Level
Progra
mme
Order No. &

Date
Valid up
to
Sanctioned
Intake
B.Ed.
WRC/56/98th/2008/304
25
dt.01.03.2008
APW
03726/123426
Continue
50
Pre-primary
Primary/Elementary
Secondary/ Sr.
secondary
Post Graduate
Other (specify)
Uma B.Ed.
Page 9
Criterion I: Curricular Aspects
B) Criterion-wise inputs
1.
2.
Does the Institution have a stated

Vision
Yes
No
Mission
Yes
No
Values
Yes
No
Objectives
Yes
No
Yes
No
a) Does the institution offer self-financed

programme(s)? If yes,
01
a) How many programmes?

b) Fee charged per programme
3.
4.
Rs. 31365/-
Are there programmes with semester system
Yes
Is the institution representing/participating in the curriculum development/

revision processes of the regulatory bodies?
Yes
No
If yes, how many faculties are on the various curriculum development/vision

committees/boards of universities/regulating authority.
5.
Number of methods/elective options (programme wise)

B.Ed.
Yes
2
7 methods/2elective
--M.Ed. (Full Time)

--M.Ed. (Part Time)
--Any other (specify and indicate)
Uma B.Ed.
Page 10

6.
Are there Programmers offered in modular form

Yes
7.
No
Number
--Are there Programmers where assessment of teachers by the
students has been introduced
Yes
No
Number
8.
Two
Are there Programmes with faculty exchange/visiting faculty

Yes
No
Number
---
9. Is there any mechanism to obtain feedback on the

Curricular aspects from the
10.
Heads of practice teaching schools
Academic peers
Yes
No
Alumni
Yes
No
Students
Yes
No
Employers
Yes
No
Yes
How long does it take for the institution to introduce a

new programme within the existing system?
11.
No
Has the institution introduced any new courses in teacher

education during the last three years?
12.
No
Yes
No
Number
---
Are there courses in which major syllabus revision was

done during the last five years?
Uma B.Ed.
Yes
Number
No
02
Page 11
13.
Does the institution develop and deploy action plans for effective
implementation of the curriculum?
Yes
14.
No
Does the institution encourage the faculty to prepare course outlines?

Yes
Uma B.Ed.
No
Page 12
Criterion II: Teaching-Learning and Evaluation
1.
How are students selected for admission into various

courses?
a) Through an entrance test developed by the institution
b) Common entrance test conducted by the
University/Government
c) Through an interview
d) Entrance test and interview
e) Merit at the qualifying examination
f) Any other (specify and indicate)
(If more than one method is followed, kindly specify the

weightages)
Uma B.Ed.
Page 13
2.
Furnish the following information (for the previous
academic year)
Academic Year : 2014-15
a) Date of start of the academic year
1.07.2014
b) Date of last admission
30.08.2014
c) Date of closing of the academic year
14.05.2014
d) Total teaching days
200
e) Total working days
200
Uma B.Ed.
Page 14
3.
Total number of students admitted (2014 15)

Programme
Number of students
Reserved
Open
Total
Total
Total
31
53
84
24
15
39
16
29
45
D.Ed.
B.Ed.
M.Ed.
(Full Time)
M.Ed.
(Part Time)
4.
Are there any overseas students?
Yes
No
If yes, how many?
5.
--
What is the unit cost of teacher education programme? (Unit cost = total
annual recurring expenditure divided by the number of students/ trainees
enrolled).
a) Unit cost excluding salary component
14695/-
b) Unit cost including salary component
65982/-
(Please provide the unit cost for each of the programme offered by the
institution as detailed at Question 12 of profile of the institution)
Uma B.Ed.
Page 15

6.
Highest and Lowest percentage of marks at the qualifying examination
considered for admission during the previous academic session.2014-15

Programmes
Open
Reserved
Highest
Lowest
Highest
Lowest
(%)
(%)
(%)
(%)
70.82
47.34
68.84
47.50
D.Ed.
B.Ed.
M.Ed. (Part Time)

7.
Is there a provision for assessing students knowledge and skills for the
programme (after admission)?
Yes
No
8.
Does the institution develop its academic calendar?
Yes
No
9.
Time allotted (in percentage)

Programmes
Theory
Practice Teaching
Practicum
50%
8.5%
41.5%
D.Ed.
B.Ed.
M.Ed. (Full Time)
M.Ed. (Part Time)
10.
Pre-practice teaching at the institution

a) Number of pre-practice teaching days
b) Minimum number of pre-practice teaching
Number
14
Number
06
lessons given by each student
Uma B.Ed.
Page 16
11.
Practice Teaching at School

a) Number of schools identified for practice teaching
b) Total number of practice teaching days
Numbe
rr
25
Number
20
c) Minimum number of practice teaching

lessons given by each student
12.
Number
24
How many lessons are given by the student teachers in simulation and
pre-practice teaching in classroom situations?
No. of Lessons In
simulation
13.
No. --
No. of Lessons Pre-practice

teaching
No. 11
Is the scheme of evaluation made known to students at the

beginning of the academic session?
Yes
No
14.
Does the institution provide for continuous evaluation?

Yes
No
15.
Weightage (in percentage) given to internal and external evaluation

Programmes
Internal
External
66.67%
33.33%
D.Ed.
B.Ed.
M.Ed. (Full Time)
M.Ed. (Part Time)
Uma B.Ed.
Page 17

16.
Examinations
a) Number of sessional tests held for each paper
02
b) Number of assignments for each paper

17.
02
Access to ICT (Information and Communication Technology) and

technology.
Yes
No
Computers
Intranet
Internet
Software / courseware (CDs)

Audio resources
Video resources
Teaching Aids and other related

materials
Any other (sp

ecify and indicate)
Electronic Media,
OHP, LCD Projector,
Laptop, Printer, T.V., r,
Tape recorder, Public
Address system
18.Are there courses with ICT enabled teaching-learning process?
Yes
No
Number
19.
00
Does the institution offer computer science as a subject?

Yes
No
If yes, is it offered as a compulsory or optional paper?

Compulsory
--
Optional
Uma B.Ed.
Page 18
Criterion III: Research, Consultancy and Extension

1.
Number of teachers with Ph. D and their percentage to the total faculty
strength.
2.
01
Number
10%
Does the Institution have ongoing research projects?

Yes
No
If yes, provide the following details on the ongoing research projects.

Funding agency
Amount
(Rs)
Duration (years)
Collaboration,
if any
Self-finance
--
--
---
Pune University &

----Institute
(Additional rows/columns may be inserted as per the requirement)
3.
Number of completed research projects during last three years.

00
4.
How does the institution motivate its teachers to take up research in

education? (Mark for positive response and X for negative response)
5.
Teachers are given study leave
Teachers are provided with seed money
Adjustment in teaching schedule
Providing secretarial support and other facilities
Any other specify and indicate

Does the institution provide financial support to research scholars?
Yes
6.
No
Number of research degrees awarded during the last 5 years.

a) Ph.D.
b) M.Phil.
Uma B.Ed.
0
1
0
Page 19
7.
Does the institution support student research projects (UG & PG)?
Yes
8.
No
Details of the Publications by the faculty (Last five years)

Yes
International journals
National journals referred papers
No
Number
----
----
--
----
----
----
Non referred papers

Academic articles in reputed
magazines/news papers
Books
Paper published in book : Gender and
Development
(Vol. Gender and Empowerment series 12)
9.
Are there awards, recognition, patents etc received by the faculty?
10.
No
`
Number
1
Number of papers presented by the faculty and students (during last five
Yes
years):
Faculty
National seminars
40
International seminars
14
--
Any other academic forum

11.
Students
What types of instructional materials have been developed by the

institution?
(Mark ` for yes and `X for No.)
Uma B.Ed.
Page 20

Self-instructional materials
Print materials
Non-print materials (e.g. Teaching

Aids/audio-visual, multimedia, etc.)
Digitalized (Computer aided instructional materials)
Question bank

12.
Does the institution have a designated person for extension activities?

Yes
No
If yes, indicate the nature of the post.

Full-time
13.
Part-time
Additional charge
Are there NSS and NCC programmes in the institution?

Yes
14.
Are there any other outreach programmes provided by the institution?
No
Number of other curricular/co-curricular meets organized by other

academic agencies/NGOs on Campus.
16.
No
Yes
15.
Does the institution provide consultancy services?

Yes
No
In case of paid consultancy what is the net amount generated during last three
years.
Uma B.Ed.
NIL
Page 21
17.
Does the institution have networking/linkage with other institutions/

organizations?
Uma B.Ed.
Local level
State level
MSSTEA
National level
--
International level
--
Page 22
Criterion IV: Infrastructure and Learning Resources

1.
Built-up Area (in sq. mts.)

3520 Sq. Mts.
2.
Are the following laboratories been established as per NCTE Norms?

a) Methods lab
Yes
No
b) Psychology lab
Yes
No
c) Science Lab(s)
Yes
No
d) Education Technology lab
Yes
No
e) Computer lab
Yes
No
f) Workshop for preparing
Yes
No
teaching aids
3.
How many Computer terminals are available with the institution?

15
4.
What is the Budget allotted for computers (purchase and maintenance)

during the previous academic year?
6570
5.
What is the Amount spent on maintenance of computer facilities during the

previous academic year?
6570
6.
What is the Amount spent on maintenance and upgrading of laboratory

facilities during the previous academic year?
10,000/-
Uma B.Ed.
Page 23
7.
What is the Budget allocated for campus expansion (building) and upkeep
for the current academic session/financial year?
--
8.
Has the institution developed computer-aided learning packages?

Yes
9.
10.
No
Total number of posts sanctioned
Open
M
Teaching
--
--
Non-teaching
--
--
--
Total number of posts vacant
Open
M
11.
Reserved
Teaching
03
Non-teachin
02
a. Number of regular and permanent teachers
Reserved
F
-1
--
--
--
02
--
Open
M
Reserved
F
--
--
Asso.Prof.
--
--
--
--
Professors
--
--
(Gender-wise)
03
Assit.Prof.
b. Number of temporary/ad-hoc/part-time teachers (Gender-wise)

Open
M
-Uma B.Ed.
Reserved
F
--
M
--
F
-Page 24

Lecturers
Readers
Professors
c. Number of teachers from
--
--
--
--
--
--
--
--
Same state
Other states
12.
Teacher student ratio
Programme
13.
D.Ed.
----
B.Ed.
1 : 14
M.Ed. (Full Time)
---
M.Ed. (Part Time)
---
a. Non-teaching staff
Open
Permanent
Temporary
b. Technical Assistants
Permanent
Temporary
14.
--
Teacher student ratio (program-wise)
Reserved
--
--
--
--
--
--
--
--
--
--
01
--
--
--
Ratio of Teaching non-teaching staff

09 :09
15.
Amount spent on the salaries of teaching faculty during the previous

academic session (% of total expenditure)
16.
Is there an advisory committee for the library?
Uma B.Ed.
43.20%
Yes
s
No
Page 25
17.
Working hours of the Library

On working days
On holidays
10
During examinations
12
18.
Does the library have an Open access facility
19.
Total collection of the following in the library
No
a. Books
3970
- Textbooks
2424
- Reference books
2424
b. Magazines
12
e. Journals subscribed
00
- Indian journals
- Foreign journals
06
NIL
f. Peer reviewed journals
00
g. Back volumes of journals
00
h. E-information resources
No
- Online journals/e-journals
00
- CDs/ DVDs
55
- Databases
20.
Yes
NIL
- Video Cassettes
00
- Audio Cassettes
05
Mention the
359.92
Uma B.Ed.
Page 26
Total carpet area of the Library (in sq. mts.)
seating capacity of the Reading room

21.
40
Status of automation of Library

-
Yet to intimate
Partially automated
Fully automated
22.
Which of the following services/facilities are provided in the library?
Circulation
Clipping
Bibliographic compilation
Reference
Information display and notification
Book Bank
Photocopying
Computer and Printer
Internet
Online access facility
Inter-library borrowing
Power back up
User orientation /information literacy

Any other (please specify and indicate)
23.
Are students allowed to retain books for examinations?

Yes
24.
No
Furnish information on the following
Uma B.Ed.
Page 27
50-60
Average number of books issued/returned per day

Maximum number of days books are permitted to be retained
by students
07
by faculty
90
Maximum number of books permitted for issue

for students
06-08
for faculty
8-10
Average number of users who visited/consulted per month
500
Ratio of library books (excluding textbooks and book bank
1 : 10
facility) to the number of students enrolled
25.
What is the percentage of library budget in relation to total budget of the

institution.
26.
01%
Provide the number of books/ journals/ periodicals that have been added to
the library during the last three years and their cost. As per academic year.
I(2014-15)
No.
Text books
Other books ref.
Journals/
Periodicals
Any others specify
and indicate lit.
II(2013-14)
Total cost
Total cost
No.
(in Rs.)
(in Rs.)
III(2012-13)
Total cost
(in Rs.)
48
6044
No.
152
00
27053
00
102
00
21965
00
00
00
15
2955
12
3205
12
2505
00
00
00
00
00
00
(Additional rows/columns may be inserted as per requirement)
Uma B.Ed.
Page 28
Criterion V: Student Support and Progression

1.
Programme wise dropout rate for the last three batches.

Programmes
I(2014-15)
II(2013-14)
III(2012-13)
D.Ed.
----
----
----
B.Ed.
02
03
01
M.Ed. (Full Time)
----
----
----
M.Ed. (Part Time)
2.
---------Does the Institution have the tutor-ward/or any similar mentoring system?
Yes
No
13
If yes, how many students are under the care of a mentor/tutor?

3.
Does the institution offer Remedial instruction?
4.
Does the institution offer Bridge courses?
5.
Examination Results during past three years (provide year wise data)
III(2014-15)
I
Pass percentage
II
III
Yes
Yes
No
No
III(2013-14)
III(2012-13)
II
III
II
III
94.20
93.44
86.52
Number of first lasses
50
26.22
39.28
Number of distinctions
--
--
--
Exemplary
performances (Gold
Medal and university
ranks)
6.
Number of students who have passed competitive examinations during the

last three years (provide year wise data)
2014-15
2013-14
--
2012-13
--
---
--
--
---
--
---
NET
SLET/SET
Any other (specifies and indicates)Bank : Competitive Examinations 01

Uma B.Ed.
Page 29
7.
Mention the number of students who have received financial aid during the
past three years.
Financial Aid
2014-15
2013-14 2012-13
Merit Scholarship(SC)
----
----
----
Merit-cum-means scholarship
----
----
----
Fee concession
---
----
----
Loan facilities
----
----
----
----
----
Any other specify and indicate
Medical help
Blood donation

8.
Is there a Health Centre available in the campus of the institution?

Yes
9.
10.
No
Does the institution provide Residential accommodation for:

Faculty
Yes
No
Non-teaching staff
Yes
No
Does the institution provide Hostel facility for its students?

Yes
No
If yes, number of students residing in hostels

Provision is made for 30
Men
Women
11.
0
0
Does the institution provide indoor and outdoor sports facilities?

Sports fields
Indoor sports facilities
Uma B.Ed.
Yes
No
Yes
No
Page 30
Gymnasium
Yes
No
12.
Availability of rest rooms for Women
Yes
No
13.
Availability of rest rooms for men
Yes
No
14.
Is there transport facility available?
15.
Does the Institution obtain feedback from students on their campus
Yes
Yes
experience?
16.
No
No
Give information on the Cultural Events (Last year data) in which the
institution participated/organized.
----
----
----
Participated
Yes
No
Number
---05
---01
----
----
----
----
-----(Excluding college day celebration)
---
Inter-collegiate
Inter-university
National
Yes
--
Organized
No
Number
-----
Any other
17.
---
----
----
----
---
Give details of the participation of students during the past year at the
university, state, regional, national and international sports meets.
Participation of students
(Numbers)
Outcome
(Medal achievers)
01
NIL
Regional
NIL
NIL
National
01
NIL
NIL
NIL
State
International
18.
Does the institution have an active Alumni Association?
If yes, give the year of establishment

Uma B.Ed.
Yes
No
02-10-2011
Page 31
19.
Does the institution have a Student Association/Council?

Yes
20.
No
Does the institution publish its updated prospectus annually?

Yes
22.
No
Does the institution regularly publish a college magazine?

Yes
21.
No
Give the details on the progression of the students to employment/further

study (Give percentage) for last three years
Higher studies
Employment (Total)
Teaching
2014-15
2013-14
2012-13
(%)
(%)
(%)
38.57
52.17
32.14
00
00
00
17.14
23.18
29.76
Non teaching
23.
Is there a placement cell in the institution?

Yes
No
If yes, how many students were employed through placement cell during the
past three years.
Uma B.Ed.
13
10
07
Page 32
24.
Does the institution provide the following guidance and counseling services
to students?
Yes
Uma B.Ed.
Academic guidance and Counseling
Personal Counseling
Career Counseling
No
Page 33
Criterion VI: Governance and Leadership

1.
Does the institution have a functional Internal Quality Assurance Cell

(IQAC) or any other similar body/committee(IQAC is replaced by
planning and action committee)
Yes
2.
No
Frequency of Meetings of Academic and Administrative Bodies: (last year)
Bodies
Dates
Local Managing Committee
24/12/2014
06/07/2015
IQAC
12/12/2014
02/07/2015
Admission Committee
26/08/2015
Library Committee
24/12/2014
12/03/2015
24/09/2015
BC Cell Committee
03/01/2015
03/09/2015
Women Harassment Prohibition Committee
17/10/2015
27/10/2015
18/12/2015
3.
What are the Welfare Schemes available for the teaching and non-teaching
staff of the institution?
Uma B.Ed.
Loan facility
Yes
No
Medical assistance
Yes
No
Insurance
Yes
No
Other (specify and indicate)
Yes
No
Page 34
4.
Number of career development programmes made available for nonteaching staff during the last three years.
5.
Yes
Furnish the following details for the past three years.

a. Number of teachers who have availed the Faculty Improvement Program of
the UGC/NCTE or any other recognized
01
organization
b. Number of teachers who were sponsored for professional development

programmes by the institution
National
Yes
International
No
c. Number of faculty development programmes organized by the Institution:

d. Number of Seminars/ workshops/symposia on Curricular development,
No
Teaching- learning, Assessment, etc. organized by the institution
No
0
0
e. Research development programmes attended by the faculty
f. Invited/endowment lectures at the institution
No
No
No
Any other area (National Seminar on Human Right)
6.
How does the institution monitor the performance of the teaching and nonteaching staff?
Yes
No
a. Self-appraisal
Uma B.Ed.
Page 35
0
2
7.
b. Student assessment of faculty performance
Yes
No
c. Expert assessment of faculty performance
Yes
No
d. Combination of one or more of the above
Yes
No
e. Any other (Assessment by Principal)
Yes
No
Are the faculty assigned additional administrative work?

No
Yes
If yes, give the number of hours spent by the faculty per week
00
8.
Provide the income received under various heads of the account by the
institution for previous academic session
Grant-in-aid
----
Fees
Rs. 31,365
Donation
----
Self-funded courses
-----

9.
-----
Expenditure statement (for last two years)
Total Sanctioned Budget

% spent on the salary of faculty
% spent on the salary of non-teaching
employees
% spent on books and journals
% spent on developmental activities
(expansion of building)
Uma B.Ed.
Year 1
Year2
2013-14
2014-15
4044488
5045820
72.66
68.49
14.62
21.60
0.88
0.54
---
--Page 36

% spent on telephone, electricity and water
0.31
0.26
1.22
0.092
0.24
0.99
--
--
0.74
0.54
9.33%
7.48%
46.48Lack
47.82 Lack
% spent on maintenance of building, sports

facilities, hostels, residential complex and
student
amenities, etc.
% spent on maintenance of equipment,

teaching aids, contingency etc.
% spent on research and scholarship
(seminars,
conferences, faculty development programs,
faculty exchange, etc.)
% spent on travel
Total expenditure incurred
10
Specify the institutions surplus/deficit budget during the last three

years? (Specify the amount in the applicable boxes given below)
Year
Surplus in Rs.
2012 - 13
---
2013 - 14
---
Is there an internal financial audit mechanism?
No
Is there an external financial audit mechanism?

Yes
13.
603874/-
263556
Yes
12.
------
2014 - 15
11.
Deficit in Rs.
No
ICT/Technology supported activities/units of the institution:
Uma B.Ed.
Administration
Yes
No
Finance
Yes
No
Page 37
Student Records
Yes
No
Career Counseling
Yes
No
Aptitude Testing
Yes
Examinations/Evaluation/
Yes
No
Assessment
Yes
No
Does the institution have an efficient internal co-ordinating and monitoring

mechanism?
15.
No
Yes

14.
No
Yes
No
Does the institution have an inbuilt mechanism to check the work efficiency
of the non-teaching staff?
Yes
16.
No
Are all the decisions taken by the institution during the last three years
approved by a competent authority?
Yes
17.
No
Does the institution have the freedom and the resources to appoint and pay
temporary/ ad hoc / guest teaching staff?
Yes
18.
No
Is a grievance redressal mechanism in vogue in the institution?

a) for teachers
b) for students
c) for non - teaching staff

Uma B.Ed.
Page 38

19.
Are there any ongoing legal disputes pertaining to the institution?

Yes
20.
Has the institution adopted any mechanism/process for internal academic

audit/quality checks?
21.
No
Yes
No
Is the institution sensitised to modern managerial concepts such as

strategic planning, teamwork, decision-making, computerisation and
TQM?
Yes
Uma B.Ed.
No
Page 39
Criterion VII: Innovative Practices

1.
Does the institution has an established Internal Quality Assurance

Mechanisms? Replaced by planning and action committee.
Yes
2.
Do students participate in the Quality Enhancement of the Institution?
Yes
3.
No
No
What is the percentage of the following student categories in the

institution?(We follow Govt. Reservation Policy)
B.Ed. : 2015- 16
Category
Men
Women
SC
05
5.95
08
9.52
ST
00
00
OBC
06
7.14
11
13.09
Physically challenged
01
1.19
---
---
General Category
16
19.04
29
34.52
Rural
30
35.71
22
26.19
Urban
03
3.57
29
34.52
Any other (NT)

04
4.76
5.95
SBC
4.
What is the percentage of the staff in the following category?
SC
Teaching
staff
1
ST
---
---
---
---
OBC
14.28
22
Category
Uma B.Ed.
14.28
Non-teaching
staff
0
%
0
Page 40

d
Women
Physically
57.12
---
---
---
---
challenged
5.
General Category
14.28
Any other (NT)
57.12
What is the percentage incremental academic growth of the students for the
last two batches?
Category
SC
ST
At Admission
Batch I
Batch II
2013-14 2014-15
09
13
-----
On completion of the course

Batch I
Batch II
2013-14
2014-15
08
12
-----
OBC
17
25
15
20
Physically challenged
--
01
--
01
General Category
38
46
36
42
Rural
35
46
32
36
Urban
29
---
38
---
28
---
34
---
Any other
Uma B.Ed.
Page 41
Executive Summary
PART-II: EVALUATIVE REPORT
A. The Executive Summary and SWOC Analysis of the Institution :

Shri Pandurang Shikshan Prasarak Mandal, Pandharpur is the name of
our esteemed Management. Our beloved institution has quite effective and
efficient coordinating and monitoring mechanism. The same is the Governing
Body that controls administration, approves the schemes of developments and
augmentation of the various activities of the college. The Governing Body
consists of the Honble President, Vice President, Secretary and the other
members. In addition Local Managing Committee, Students Council and
various committees meet very often and plan the working. The Management is
like a light house that plays a pivotal role in encouraging and bolstering each
and every staff members to flourish and attain academic excellence. By virtue
of its magnanimous and humanitarian view, the Management has literary made
every staff member feel at home and has in real sense, formed and emotional
bond. The Principal enjoys total liberty in the development plan.
Uma Shikshanshastra Mahavidyalaya, (B.Ed.) Pandharpur July 2008
established. The Institution imports today quality education in B.Ed. and D.S.M.
courses. The institution has all the necessary infrastructural facilities. There are
separate guidance rooms, class rooms, IT,ET, Psychology. Science laboratories,
Library, Office, Reading rooms, ladies common room, Staff room, Gymkhana
room, Play ground etc. The information and communication technology is
utilized for the academic and administrative transactions. The students are
provided with parking, canteen, telephone facility. The maintenance of the
infrastructural facilities is carried out by specially appointed staff by the
Management.
Uma B.Ed.
Page 42
Executive Summary
The B.Ed. curriculum is developed by Solapur University, Solapur. The
institution is bond and very active for quality implementation of curriculum.
The institute is very keen towards teaching learning practices. Institute
stresses the innovative practices in teaching, use of information communication
technology in teaching and evaluation process and other mechanism to monitor
the quality of teaching and learning.
Institute believes that all research and extension activities have a lot of
importance for quality enhancement. Institute provides all the facilities required
for research and extension.
The institute has sustainable good practices which effectively support
and facilities optimal progression, benefits obtain the assurance of quality
results.
The Governance and leadership helps to gather data pertaining to the
institutional planning, financial management and performance appraisal.
Internal quality assurance cell (IQAC) has been established to develop a
quality system for conscious, consistent programmed action to improve the
academic and administrative performance of the institute. The institute is
equipped with the best physical resources. The institute is also set with fully
qualified, enthusiastic human resources of teaching, non-teaching staff.
Uma B.Ed.
Page 43
SWOC ANALYSIS OF THE INSTITUTION

Strength:i.
ii.
iii.
iv.
v.
vi.
vii.
Discipline
Computerization of office and library.
Enhancement of Infrastructure.
Students Participation in administration through Student Council.
Strong Cultural Department.
Well-equipped Gymkhana.
Teaching aids and models and equipments in Science lab, Psychology
lab, Technology lab.
viii. Result 80 to 90 % or more
ix.
Action Research proposal Presentation an innovative practice.
x.
Personal mentoring by teachers to students in Diary Cell.
xi.
Blood Donation, Hemoglobin Testing, Medical Checkup etc.
activities organized in school experience.
xii.
More than 20 Practicing Schools available for practice teaching and
internship.
xiii. Book Bank facility.
xiv. College Diary maintained by the students.
xv.
Not a single case of ragging or women sexual harassment recorded.
xvi. Competent experienced, highly qualified dedicated permanent teaching
staff .
xvii. Provision of LMC, BC Cell, Prohibition of Women Sexual Harassment,
Student Council
xviii. Distance Education course of YCMOU such as D.S.M. for in service
teachers supporting our Mission, Vision and Objectives and extending
association with teachers and Head Masters in the society.
Weaknesses :i) Playground :ii) No MOUs (but working in collaboration with many agencies )
Opportunities:i) To obtain the status of 2F / 12B form UGC
ii) NAAC highest grade and highest CGPA score among all colleges and
all universities in India.
iii) Furthering MOUs (with schools/society/other agencies at National and
International level)
iv) Music, Fine Arts and Courses on Acting, establishment of a media lab.
v) Library sharing for non-students and external researches.
Challenges:i) Employability and more Employment opportunities for student.
ii) To establish more linkages at National-International level.
iii) Enhance library resources.
iv) Availability of school time for practice teaching, late admissions,
unmatched holidays of college and practicing schools.
v) To improve English language proficiency of staff including some of the
teachers.
vi) Gap between intake capacity and actual admission for B.Ed. Class.
Uma B.Ed.
Page 44
PART-II: CRITERION : WISE EVALUATIVE REPORT

CRITERION I: CURRICULAR ASPECTS
1.1 Curricular Design and Development
1.1.1 State the objectives of the institution and the major considerations
addressed by them? (Intellectual, Academic, Training, Access to the
Disadvantaged, Equity, Self development, Community and National
Development, Issue of ecology and environment, Value Orientation,
Employment, Global trends and demands, etc.)
The institution cherishes the following Vision, Mission and objectives.
Our Vision:*
To cater to the needs of increasing population to provide adequate
educational
opportunities to the desirous students.
* To make students aware of the social need of excellence in Higher
Education &
pursue the same.
Our Mission :* To provide adequate educational opportunities to the desirous students.

* To strive hard to inculcate in the minds of the pupils, The basic values of
life and enable them to imbibe the spirit of service and sacrifice, truth,
honesty, character, love of social service.
* To encourage the students in the field of various games.
* To enrich the library for the entire development and personality of
students.
Objectives :* To impart education at the Primary, Secondary, Higher secondary, Higher

Education level.
* To provide excellent academic atmosphere and enhance quality education.
We have been trying to shape the all-round personality of our students
through extra curricular activities and co-curricular activities. We are trying
to equip our students with basic skills so that they will have bright future. In
addition to this we make efforts to develop such a habits and inculcate
virtues as to help them to become responsible citizens. Curricula decided by
Uma B.Ed.
Page 45
the University B.O.S. By means of the same curricula, the sincere efforts are
made as per the college mission and goals, to strive hard to inculcate in the
minds of the pupils the basic values of life and enable them to imbibe the
spirit of service and sacrifice, truth, honesty, character and love of social
service.
The Vision, Mission and the Objectives are displayed in the Principal Cabin
as well as in the porch. The same is communicated to the various
stakeholders of the college through the college prospectus.
Academic :The institute is running 02 courses (B.Ed.UG, & DIPLOMA IN SCHOOL

MANAGEMENT (D.S.M.) ).
Training and Self- Development :-
1) Our faculty members have also worked in the syllabus formation workshops of
Solapur University, Solapur.
2) The Non-Teaching staff is encouraged to participate in short term training
programmes on ICT.
3) Our College Principal and one staff member have completed orientation
programme.
* Access and Equity:During the admission process, to B.Ed. course reservation to all the
disadvantaged group SC, ST, OBC, Women etc. are adopted as per
Government norms.
* Community and national Development, Environment and Value
Orientation:The institute organizes social service camp, special lecturers, workshops, rallies,
street plays and other social awareness and value orientation activities,
including EPC (NCTE New Norms)
ICT introduction:The institution has promoted the ICT activity by providing the following
activities:
1) Provision of Computer education, Internet, Usage of ICT tools in TeachingLearning and evaluation works.
2) In new B.Ed. curriculum ICT programme is including under EPC.
3) C.D. ROM, and other ICT facilities are available in the library.
4) The institution has provided 15 computers for academic and practical works.
Uma B.Ed.
Page 46
Global Demands:Our institution is a Teacher Education institution. In this academic

programme we try to achieve the objectives like intellectual, academic, training
etc. Which are the part of institutional goals.
For self development of the student teacher, we give the value-oriented
education through various activities.
In order to face the global demands and create competent teachers, we give the
ICT education.
In order to develop as a socially aware citizen, we take a regular activities like
clean campus, paripath, celebration on Birth and Death Anniversaries of
National leaders, SUPW, creativity and personality development programme
etc.
In extension activities, institution takes following programmesBlood Donation camp, AIDS Awareness Programme, Village Survey,
Women Harassment Prohibition, tree plantation, medical checkup camp etc.
1.1.2 Specify the various steps in the curricular development processes. (Need
assessment, development of information database pertaining to the
feedback from faculty, students, alumni, employers and academic experts,
and formalizing the decisions in statutory academic bodies.)
The institution implements B.Ed. and DSM programmes. The entire
curriculum is developed by the regulating bodies and assigned to the institution.
The hierarchy of the regulating bodies is given below.
The college is affiliated to Solapur University, Solapur and revisions in
curriculum are followed as per the University status time to time. It is further
developed and implemented by following steps.
1) As per the guidelines and norms given by the regulating bodies, the
curriculum is implemented in the educational colleges.
2) The University initiates the process by seeking feedback from faculties,
students, experts for modification of curricular, syllabus of courses.
3) Various stakeholders suggest changes and expectations.
4) Curriculum frame work of NCTE taken into account.
5) The decision in this regard are the first discussed in BOS taken and are
approved through Academic Council.
Uma B.Ed.
Page 47
The Institution implements the curriculum by providing learning

experiences through teaching, practice lesson, practicum and co-curriculum
activities in this manner, the institution contributes indirectly in the curriculum
development process.
* Feedback on Curriculum taken from Faculty:i) At the end of each Semester by using the questionnaire we take the feedback
on curriculum, from all the staff members.
ii) Feedback on curriculum taken from student- At the end of each semester by
using the questionnaire. We take the feedback on curriculum from B.Ed.
student.
iii) Feedback on curriculum taken from Alumni at the time of alumni meet the
questionnaire is given to the alumni and the feedback on curriculum, from all
the alumni is taken.
1.1.3 How are the global trends in teacher education reflected in the curriculum
and existing courses modified to meet the emerging needs?
The global trends are reflected in the new B.Ed. Curriculum.
1) The ICT based education is introduced in New B.Ed. course.
2) Environment Education is introduced in B.Ed. Course.
3) Value Education is introduced in New B.Ed. Course.
4) The global trends are reflected in EPC Programmes like Yoga Education,
SWOT, Analysis, Social-Service, Innovative organization visit etc.
1.1.4 How does institution ensure that the curriculum bears some thrust on
national issues like environment, value education and ICT?
Thrust on National issues:The National issues are adequately represented and reflected in the B.Ed.
curriculum.
Course No. 2:- contemporary India and Education includes three sub units viz.
National Goals of Education as stated in the Indian constitution modern Aims of
Education. These subunits provide and insight in to the Educational culture
nation.
Various National Issues find their legitimate position in the teaching learning of core elements and values in the syllabus of special methods such as
History Education, Science Education and Geography Education.
Uma B.Ed.
Page 48
Core elements and values have been included in the syllabus. The teacher
trainees are required to study them, Undertake pertinent activities in workshops
and practice them in classroom teaching.
The B.Ed. curriculum incorporates the following core elements and
values.
Core Elements:1) History of Indias freedom movement.
2) Constitutional obligations.
3) Content essentials to nature national identity.
4) Indias common cultural heritage.
5) Protection of environment.
6) Equity of sexes.
7) Removal Social Barriers.
8) Egalitarism, Democracy and secularism.
9) Observance of small family norms.
10) Inculcation of scientific temper.
Values:1) National Integration.
2) Patriotism
3) Tolerance to words all revisions
4) Generate equality
5) Dignity of labor
6) Scientific Attitude
7) Modesty
8) Sensitivity
9) Punctuality
10) Neatness
These values essential for character formation. They reflect Indias aspiration
to provide a healthy and joyful life, promote, interallectual and aesthetic
pursuits and elevate moral culture spiritual/fulfillment.
In addition to this, our institution conduct the social service programme. In
the social service programme. Teacher trainees are divided in to the
following:Uma B.Ed.
Page 49
1) Environment Education
2) School Health Services
3) Cultural Activities
All these group present street plays to create awareness and a serve is also
undertaken to find out the attitude, awareness and interest in relation to the
above topics. In addition to this, every teacher trainee as to conduct two lesson
on environment Education, Value Education and ICt based lesson in the
internship programme. We have also divided the teacher trainees into study
groups as follows:
1) Environment study group.
2) Social Science study group.
3) Language study group.
The groups organize many activities like lectures teaching aids workshops and
debates
that focus on the current national issues.
1.1.5 Does the institution make use of ICT for curricular planning & If yes, give
details.
Yes, the institution makes use of ICT for curricular planning which is as follows.
1) Referring syllabus on Internet.
2) Time table, Workshop time table
3) Day-to-Day use teaching (PPT)
4) Calendar activities.
5) Use of MS-Excel, Power Point, MS-Word for release and data
analysis.
6) Uploading information on college websites for reference.
1.2 Academic Flexibility:1.2.1 How does the institution attempt to provide experiences to the students so
that teaching becomes a reflective practice?
In order to teaching becomes a reflective practice we following
experiences.
1) CPD programme
2) During Internship Presentation.
3) During Tutorials.
4) Feedback sharing and guidance after Practice Lesson. Group
discussion, Debate Brain storming etc.
5) Reflective thinking and sharing during and after students seminar.
Uma B.Ed.
Page 50
1.2.2 How does the institution provide for adequate flexibility and scope in the
operational curriculum for providing varied learning experiences to the
students both in the campus and in the field?
This is done through:- Organizing Practice lesson at various schools.
- Using different teaching methods.
- Activities under subject clubs (History, Geography)
- Elective subjects (Value Education, Environment Education,
Educational Technology and Educational Management etc.)
- Options in practical work.
- Field experience using internship.
- Choice of roles in planning Activities.
- Co- Curricular Activities.
1.2.3 What value added courses have been introduced by the institution during
the last three years which would for example : Develop Communication
skills (verbal & written) ICT skills, Life skills, Community orientation,
Social responsibility etc.
Mock Viva-voce
Various day celebration (Independence Day, Science Day, Geography Day

etc.)
Birth and Death Day Anniversaries of National leaders and Characters.
Social Service Camp.(Three level)
SUPW
Weekly Paripath
Poster exhibition
Guidance through Counseling Cell
1.2.4 How does the institution ensure the inclusion of the following aspects in the
curriculum?
1) Interdisciplinary / Multidisciplinary:Topics and issues in Psychology, Sociology, History, Philosophy,
Science, Management, Computer Project, by students on historical spots
such as Vithoba Temple, Various Maths (Gopalpur Temple) Pandharpur
spots.
Uma B.Ed.
Page 51
2) Multi Skill Development:ICT skill use and orientation, microteaching classroom teaching, role
playing, personality development & special day and subject day
celebration.
3) Inclusive Education :In the admission process of the B.Ed., there is 2% reservation for
disabled and challenged students. We give admission as per Government
norms.
4) Practice teaching :Micro teaching workshops, Planning of practice lessons, guidance for
observation of lessons for B.Ed. students.
5) School experience / internship:Guidance for planning of practice teaching, internship, bulletin hours,
organization of cultural programmes during internship, reports writing,
keeping records, study of facilities in schools, interviewing, head
masters, experienced teachers, interaction with office staff, execution of
psychological tests and data analysis.
6) Work Experience /SUPW :Introduction in indication programme, demo lectures and preparation of
various articles such as sky lamps, pockets, Book Binding etc.
7) Any other (specify and give details) :i) Physical education & physical efficiency test (B.Ed.)
ii) Social Service (B.Ed.)
iii) Visit to innovative Institutions (B.Ed.)
iv) Tour (B.Ed.)
v) Workshop on Constructivism
vi) Action Research
vii) Teaching Aids Workshops
Uma B.Ed.
Page 52
1.3
Feedback on Curriculum
1.3.1 How does the institution encourage feedback and communication from the
students, Alumni, Employers, Community, Academic peers and other
stakeholders with reference to the curriculum?
The institution encourage feedback and communication from the
students, alumni, employs committee, academic peers and other stake holders
with reference to curriculum is as follows:
1. From Student: At the end of each and every semester and after completion
of B.Ed course a questionnaire based on the curriculum is given to students to
fill up on the basis of their experience, the give appropriate score mentioning
their views such a questionnaire is collected by the college evaluation is done
by team of teacher educators. The discussions are held in staff meeting and
necessary action is taken.
Institution has prepared questionnaire regarding teaching, learning and
evaluation and distribute it to students at the end of each and every semester for
getting feedback.
A suggestion Box is kept is in the institution, which is checked regularly.
Students complains, suggestion are invited through h this. If there are any
suggestions from them, they are taken in to consideration after discussion in the
staff meeting.
2. Alumni: The college has the develop Alumni Association. Institution
conducts twice a year meeting of alumni association. One off the agenda of this
meeting is curriculum discussion. Oral feedback is taken and is consideration
for improvement.
3. Community: Regarding curriculum and its coverage, if there are suggestions
from parents of students they are discussed in parent teacher education meeting.
This is held twice a year. The necessary action is taken accordingly.
4. Academic peer and other stake holders: Meeting of staff members and
class representative in the form of student council are arranged from time to
time to discuss on syllabus and implementation.
5. School Teacher and Head Master: During practice of teaching lessons and
internship programme verbal informal discussion take place amongst faculty
members, school teachers and head masters which help to understand their
views.
Uma B.Ed.
Page 53
6. From Faculty: In the same manner as above, after completion of course,

feedback in the form of suggestion to improve course content is taken from
faculty.
7. from Management: During the meeting of local management committee,
suggestions about curriculum from management are taken.
1.3.2 Is there a mechanism for analysis and use of the outcome from the
feedback to review and identify areas for improvement and the changes to
be brought in the curriculum? If yes, give details on the same.
Yes, there is mechanism for analysis and use of out come from the
feedback to review and identify areas for improvement and the changes to be
brought in the curriculum .The details are as under.
Our college is affiliated to Solapur University, Solapur. Curriculum of
B.Ed is framed by university as per guidelines of NCTE and UGC. After every
three years there is change in syllabus as per requirement and contemporary
issues. Teaching faculty of all the colleges of education. Give their feedback
regarding the syllabus. There suggestions are conveyed to syllabus reform
committee and BOS of University .University authorities take note of it and
make the necessary changes required
1.3.3 What are the contributions of the institution to curriculum development?
(Member of BOS/ sending timely suggestions, feedback etc.)
The contribution of the institution to curriculum development is as follows:
- Our teachers have been participating in various workshops on curriculum
designing and curriculum reconstruction organized by other colleges (College
of Education in Barshi. and other colleges organize the University and State
level workshop.)
- The B.Ed. curriculum through structurally changed annual pattern to semester
pattern from July 2010 , the curriculum have been revised three times in last
four years and also recently from June 2015 for NCTE new norms. .
-Teachers have been participating in curriculum framing/syllabus reconstruction
of our teaching staff in developing, reconstructing curricular / syllabus is quite
significant.
Uma B.Ed.
Page 54
1.3
Curriculum Update:
1.4.1 Which courses have undergone a major curriculum revision during the last
five years? How did these changes contribute to quality improvement and
student satisfaction? (Provide details of only the major changes in the
content that have been made)
The curricular of the B.Ed. & DSM courses were freshly accepted
thoroughly revised from June -2015.
- The curricular are updated almost every year and additions and supporting
changes are suggested even for 2013-14, 2014-15 before the commencements of
the academic years by the University.
* Details of the major changes:- Up to the last year B.Ed. syllabus is one year but now the NCTE has changed
frame work of syllabus, NCTE converted syllabus in Two years. Many new /
additional concepts such as education for peace, Constructivism, Emotional &
Multiple Intelligence, concept of life skills, Action Research, Teaching Aid
workshop, EPC etc. have been prominently introduced in the new curriculum
making it and keeping pace with the developments in academic and social,
National & International contexts.
- In previous pattern, students had to undertake 24 lessons in the academic year
(apart from Micro-Teaching lessons) this number now has been gone up to 30.
- Continuous and comprehensive Evaluation has been strengthened to move in
the previous one.
- In previous pattern, B.Ed. students had to choose one of the options Paper ICT
and Environment Education. But now days a full paper on ICT has been
compulsory in first term, while environmental Education Paper has been one of
the electives for second semester. But now a days in this year ICT is not
compulsory paper ICT included under the EPC and environment Education
optional paper for fourth semester.
- In earlier pattern 50 Marks were reserved for Micro-teachings skill but now 75
Marks are meant for Micro-Teaching skills, this has given due to weightage to
core training programme which is important for developing teaching skills.
- In earlier pattern we cover 50 Marks within 15 Days internship but now new
syllabus weightage given to internship to 200 Marks.
- In this year EPC programme has been added in new B.Ed. curriculum.
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1.4.2 What are the strategies adopted by the institution for curriculum revision
and update? (Need assessment, student input, feedback from practicing
schools etc.)
The strategies are
- As the curriculum is designed by the university. But teacher suggested
changes in meeting organized at Dayanand College of education,Solapur,
College of Education, Barshi during 2009,2013,2015 and thereafter in other
colleges in our University in various syllabus reconstruction / reform meeting
organized by the University level workshop.
- Feedback of teacher, student, external members/ Faculty experts from other
Universities is consider or taken in to consideration in BOS / Faculty meeting
and decisions in these matters are first Finalized under BOS, Faculty and
Finally in Academic Council.
- Feedback from practicing school about curriculum is so far not acknowledged
in this context.
1.5
Best Practices in Curricular Aspects :
1.5.1 What is the quality sustenance and quality enhancement measures

Undertaken by the institution during the last five years in curricular
Aspects?
- Re-identifying Mission, Vision and Objectives of the College.
- Preparing and updating vision 2020 document and referring it timely to check
whether college developments are taking place coherently and timely with the
vision statement
- Updating science, psychology IT & Educational Technology Labs.
- Promoting teachers to participate in conferences, workshops, seminars and to
publish paper.
- Purchase of teaching aids for Hindi, Geography, Mathematics, Science,
English charts and models as aids for practice teaching.
- College of annual magazine.
- Improving Psychology lab with tests and material.
- Publication of reference books and articles and through online Journals by the
Staff.
- Participation of staff in Seminar, Conferences. And Workshops, Orientation
programme etc.
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- Participation in Maharashtra Governments Jagar Janivancha Abhiyan.

- Counseling on personal problems and for disputing students problems.
1.5.2 What innovations / best practices in Curricular Aspects have been
planned / implemented by the institution?
- Tutorial method & conducting tutorials and innovative practices.
- Our institution organizes regularly remedial teaching for poor learner.
- Our institute provides special coaching for student to achieve above 75%
Marks.
- Our institution organize preliminary examination.
- Question Bank has been prepare by college students on the revised syllabus
2015.
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CRITERION: II TEACHING LEARNING & EVALUATION

2.1 Admission Process and Student Profile
2.1.1 Give details of the admission processes and admission policy (Criteria of
admission, adherence to the decisions of the regulatory bodies, equity, access
transparency etc.) of the institution?
1. B.Ed. admission process is centralized at state level.
2. The B.Ed. centralized admission process (CAP) is an online process governed
by the Director of Higher Education in co-ordination with the Maharashtra
Knowledge Corporation Limited (MKCL).
* As the B.Ed. admission process, CAP is online; it is more transparent and
convenient to the teacher trainees of the state.
* In the month of March or April of every year, B.Ed. CAP begins with the
advertisement in the newspaper.
* The advertisement is followed by Common Entrance Test (CET). The
candidates, who are seeking admission in English medium, have to undergo
English language proficiency test immediately after the General CET exam.
* 50% Weightage is given to CET Score & 50% weightage is given to the
graduation.
* The list of admitted teacher trainees is prepared after the verification of
relevant document by the authorized admission Committee.
* All the rules of state Government regarding reservation policy are strictly
followed.
A. Admission Policy:The general policy of reservation as given the state government is as follows.
Sr. No.
Uma B.Ed.
Category
Reservation
Open
50%
S.C.
13%
S.T.
07%
N.T.
08%
OBC/SBC
19%
VJNT/ DT
03%
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* The intake capacity for B.Ed. programme in the institution is 50 per year.
* Minimum qualification for B.Ed. admission is as Sr.No. Programme
Minimum
Marks
Qualification
B.Ed.
Graduation
of
any
Open
SC / ST
NT /OBC
49.50%
44.50%
44.50%
University
B. D.S.M. Admission Process:* From the academic year 2009-10 our institution started D.S.M. of
Y.C.M.O.U., Nashik.
* The experienced teachers are eligible for this.*YCMOU governs the D.S.M.
admission.
Sr. No.
2
Programme
D.S.M.
Minimum Qualification
Marks
B.Ed. / Any graduation degree &
55%
teaching Experience.
2.1.2 How are the programmes advertised? What information is provided to

prospective students about the programmes through the advertisement and
prospectus or other similar material of the institution?
* Advertisement for the programmes:- B.Ed. admission is centralized (100%) & governed by state Government of
Maharashtra through Director of Higher Education, Maharashtra State. (B.Ed.
Admission CAP)
- In the month of March/April of every year the advertisement for B.Ed.
admission is published by the above authority in local as well as state level
newspaper.
- The centralized Admission Process (CAP) is online and supported by
Maharashtra Knowledge Corporation Ltd. (MKCL) on their Website.
- On the institutional Website- (www.umabed.weebly.com)
Information regarding location of the Campus infrastructure, various facilities,
qualifications of the staff, previous years co-curricular activities, workshops,
guest lectures, different programmes, organized by the college. B.Ed. syllabus
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& evaluation updated. Admission policies are widely published in the leading
news papers.
- In this the planning for admission of upcoming year is done in advance. For
that every member of faculty makes direct contact with prospective student. We
provide them various information about admission process, fee structure,
infrastructure as well as we publish advertisement in popular news papers. The
facility for submitting form is provided by the college. The faculty also visits
more than ten academic senior colleges to
give information about B.ed.course and our college, for taking admission.
Prospectus:The teacher trainees are provided the prospectus of the institution along with
the admission form.
* Information about our parent institution.
* Information about the institution.
* Infrastructure facilities.
* Eligibility criterion.
* Fee Structure
All the above information is provided in prospectus.
* Syllabus
D.S.M.
Generally in the month of May / June the advertisement for D.S.M. is
published by Yashvantrao Chavan Maharashtra Open University, Nashik. .
* The admission is totally governed by the YCMOU, Nashik. The
advertisements generally provide the following information.
* Course & its duration.
* Admission Process.
* Dates of receiving & submitting admission.
* Contact Number, Address, Website etc.
2.1.3
How does the institution monitor admission decision to ensure that the
determined admission criteria are equitably applied to all application?
After entrance test results are declared and centralized admission list is
executed by Director of Higher Education. After 3 or 4 rounds of admission
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region wise spot admission is conducted. All these processes are transparent &
executed under Govt. rules.
* Verification & Scrutiny of all the testimonials is done by the office & teaching
staff.i.e. by admission committee.
* Confirmation of admission only after fulfilling the necessary requirement
within the stipulated date by regulating body.
* College sends daily update report of admitted candidates directly to Director
of Higher Education through online.
* D.S.M. admissions are controlled by YCMOU Nashik. The documents of
admitted teacher trainees are verified by the authorities of the institution.
* Thus the institution monitors admission decisions & ensures that the
admission criteria are equitably applied to all applicants.
2.1.4
Specify the strategies if only, adopted the institution to retain the diverse
student Population admitted to the institution. (e.g. individuals of diverse
economic, cultural religion, gender, linguistic, backgrounds & physically
challenge.)
* Strategies for retention of diverse teacher trainee population.
The teacher trainees are admitted to the institution through the central
admission process. These teacher trainees are from diverse group regarding
their economy, culture, religion, gender, linguistic background & challenged
with special need.
To retain all these diverse teacher trainees in the institution, we adopt the
following strategies according to their needs.
* Various Scholarships and Free ships are provided to the economically
backward teacher trainees as per the rules & norms of the Govt. fee facility in 34 installments.
* For cultural & religions diversified group the institution has adopted secular
approach in all the practices. All the festivals of different culture and religions
are celebrated in the institution. Teacher trainees sing a secular prayer daily. All
the teacher trainees are equally treated irrespective of their caste, creed, culture,
religion, language, economy, abilities & gender in the institution.
* The institution is a co-educational. There is an increase in female teacher
trainees taking admission for this course. Separate ladies room, parking, is
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provided for girls. The problems of girls are discussed with the female faculty &
solved. The Women Harassment Prohibited Committee is also formed.
* For linguistically divert students necessary reference books are provided.
* Physically challenged students are given extra facilities as per their needs.
We also have a separate mechanism to take care of diverse teacher
trainees through diary cell. There are special meetings of each diary cell along
with the cell members & parent teacher, where all the problems are discussed &
solved. The problems which are not solved at the Diary Cell meetings are
forwarded by the in-charge professor to the Principal for solution.
Thus the institution tries to retain the diverse teacher trainee population
very effectively.
2.1.5. Is there a provision for assessing students knowledge / needs & skills before
the commencement of teaching programmes? If yes, give details on the same.
The teacher trainees are admitted through CAP in which Common
Entrance Test (CET) is conducted. This CET is based on teaching aptitude
intelligence & general knowledge of the candidate. In this way, there is a
provision of assessing not only the knowledge & intelligence of the teacher
trainees, but also their teaching aptitude before commencement of the course.
* Also after admission there is a provision of self introduction & talent search
programme.
* During the interview & talent search programme, the teacher in charge asks
the students to perform some activities on individual basis. The faculty
members act as mentors & assess their strong points & week points & make the
confidential record.
* Orientations are organized in the class to give details of programme and
subjects according their needs.
* In Enriching teaching skill the skills before training is checked.
* Also in knowledge constructivism the knowledge / skills are checked.
2.2 Catering to Diverse Needs.

2.2.1 Describe how the institution works towards creating an over all environment
Conductive to learning & development of the students?
* The Principal address all the newcomers on the orientation day and explains
the academic programmes of the year. This programme gives an opportunity to
the students to ask thought provoking questions & clear the doubts.
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- The institution prepares the academic calendar well in advance before the
commencement of the session. This goes long way in planning the classroom
sessions & other activities of the college.
* Different curricular & co-curricular activities, competitions, youth festival,
book review, Physical Education, SUPW, orientation of these programmes.
* Students are allotted various duties such as stage decoration, arrangement of
sound system, preparing invitation cards for the guests etc.
* Students Council is formed by conducting elections so as to inculcate
leadership qualities & problem solving skills.
* Students are encouraged to ask their doubts & discuss their problems freely
with the staff.
* Activities like Science Club, Cultural Committee, Geography Club, History
Club, Library Committee are taken over by the students with the help of mentor
teachers.
* The college organizes its own student development programmes from time to
time consisting of seminars, workshop, and guest lecture etc.Tutorials are held
in various papers, where the students are given an opportunity to solve
questions & engage in group discussion or with faculty.
* The institution adheres to the examination system of its affiliating University
by holding various tests such as class test, practice test, project work, internal
assessment & semester work.
2.2.2 How does the institution cater to the diverse learning needs of the students?
The institution takes care of the teacher trainees with diverse learning
needs such as gifted teacher trainees, academically weak teacher trainees,
Physically challenged teacher trainees, socially & Economically backward
teacher trainees, the rural & tribal teacher trainees by using the various
strategies like remedial teaching for weak teacher trainees, extra practice /
coaching classes for gifted teacher trainees.
* Most of the teacher trainees admitted in the institution are economically &
socially deprived. The faculty identifies such teacher trainees & provides
guidance & counseling so that they cope with the institution & learn efficiently
to overcome their inferiority complex.
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* A group of 10 teacher trainees are handed over each teacher educator at the
commencement of the academic year in the diary cell. The cell group in charge
interacts with these teacher trainees.
* Also the Grievance Committee takes care for the different problems or needs
of teacher trainees.
* Health Education including Yoga, Asana, Pranayam.
* Lectures on Stress Management by experts.
* Lectures by eminent persons on various topics are organized.
* Workshops and Seminars on current topics.
* Library facility special books are provided for linguistically diverse students.
2.2.3 What are the activities envisioned in the curriculum for student teachers to
understand the role of diversity and equity in teaching learning process?
* The theory as well as practical course includes various topics that help to
understand the role of diversity.
* Conduct lessons based on 10 core elements & values incorporated in the
curriculum.
* Psychological experiments.
* Teaching aid workshop, internship programme.
* Lessons based on technology, constructivism.
* Action-research project.
* Social service, cultural programme, book review, physical education.
* All students are instructed to participate in college level educational activities
like seminar, personality development programme, as equally irrespective of
their gender, caste, colour, creed or class.
* The EPC Programme includes Paripath, Yoga, SWOT Analysis, Value
Education etc.
2.2.4 How does the institution ensure that the teacher educators are
knowledgeable & sensitive to cater to the diverse student needs?
* The teacher educators are ensured while appointing, that they are well
qualified. Knowledgeable, techno savvy with communication skill & higher
competence to teach.
* At the time of recruitment the preference is given to those candidates who
fulfill the UGC criteria to meet the diverse student need.
* Lesson observation by Principal.
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* Feedback from the students, teachers & Principals of practicing schools.

* Allotment of various duties to the teachers in order to evaluate the
competencies.
* Teachers are encouraged to attend seminar, workshop.
* The institution provides books as per requirement of teachers.
* Teachers are sent for orientation programme.
2.2.5 What are the various practices that help student teachers develop
knowledge and skills related to diversity & inclusion & apply them
effectively in classroom situations?
* Lessons based on the latest theories and models of teaching such as
construction, concept attainment model etc. Knowledge Constructivism.
* Team-teaching, work experience, Social service, Competition.
* Day & Festival Celebration.
* Cultural and internship programme.
* The teacher educators develop the skills of teacher trainees regarding the
diversity & inclusion through live demonstration during their teaching sessions,
Micro-Teaching/Enriching Teaching Skills with teacher trainees & teacher
trainees.
* Action research.
2.3.1 How does the institution engage teacher trainees in Active-Learning? (
Use of learning resources such as library, Website, Focus group, individual
Projects, simulation, peer teaching, role playing, internships, Practicum
etc.)
The curriculum of B.Ed. Programme of University of Solapur is designed in
such a way that the teacher trainees should remain engaged in active learning.
Our efforts are there to transact this curriculum effectively by implementing the
following activities to engage teacher trainees through active learning.
1) Theory Courses- While teaching the theory courses along with lecture
method, our faculty uses various interactive teaching strategies like group
discussion, role playing, co-operative learning, and using models of teaching,
seminar & lectures followed.
2) Practical related to theory courses-Teacher trainees have to complete1/2
practical per theory course per semester. These practicals are in the form of
individual project, where teacher trainees remain engaged in active-learning.
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3) Core-training programme includes enriching teaching skill, integration

lesson, to be conducted by each teacher trainee.
4) Special training programme includes total 30 practice lessons of two school
subjects to be completed by each teacher trainee in 2 year course.
5) Internship in school.
6) Course related to practical work provides an exposure to social institutions &
people in the community e.g. interview with the teacher, students etc.
7The students are encouraged to participate in various activities conducted by
university of Solapur like Yuva Mahostav, elocution competition etc.
8) Library period is assigned in time table.
9)The co-curricular activities include celebration of various important days,
elocutions, debates, essay writing, poster presentations, street plays, article
writing, exhibitions, workshops, acts, plays, drama. At the end of the year, all
these co-curricular activities conclude with the annual social gathering.
10) Assessment tests are conducted that provide immediate feedback.
2.3.2 How is learning made student centered? Give a list of the participatory
learning activities adopted by the institution and those, which contributed
to self Management of knowledge & skill development by the student.
* Learning is mainly teacher-trainee centered. The learning activities are as
follows.
* Seminars- students are allotted a few topics from the syllabus that they study
on their own & give presentation in class using OHP, LCD etc.
* Projects-subject, method & optional paper.
* Tutorials.
* Various competitions -Debate, elocution, essay writing, speech, slogan.
* Action Research.
* Different EPC programmes like Yoga, Paripath.
* Physical Education.
* Visit to an innovative institution.
* Social-Service.
* Knowledge-constructivism.
* Enriching teaching skills.
* Day & festival celebration.
*Annual cultural programme.
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2.3.3 What are the instructional approaches (various models of teaching used)
and experiences provided for ensuring effective learning? Detail any innovative
approach/method developed &used?
* Teachers conduct at least two lessons based on models of teaching.
* Teachers use OHP in daily teaching.
* Teachers conduct team-teaching sessions for selected topics.
* The teachers are using various models of teaching such as CAM, Role
Playing, Advance Organizer, and Inductive-Deductive Method.
* Experimental.
* Discussion, Debate.
*Seminar is taken.
2.3.4 Does the institution have a provision for additional training in models of
teaching? If yes, provide details on the models of teaching? & No. of lesson
given by each student?
* Four days workshop on models of teaching.
* Each student has to conduct two lessons during internship based on the
models of teaching. Every student prepares four lesson notes under the guidance
of method teachers on models of teaching. Viz Concept Attainment, Advance
Organizer, Inquiry Training, Inductive Thinking etc. The students take lessons
with the use of models of teaching. The students are given spoke for using new
models of teaching in practice teaching lessons in school experience week.
2.3.5 Does the student teacher use micro-teaching technique for developing
teaching skills? If yes, list the skills practiced & No. of lessons given by
each student per skill.
From the year 2015 the training of Micro-teaching skill is given under the
practical Enriching Teaching skill. During this training every-trainee is required
to conduct lessons for the development of teaching skills.
The following skills are practiced by teacher trainees.
1. Set-induction
2. Explanation
3. Questioning
4. Stimulus-verification
5. Black board writing.
There are two Lessons given by each student per skill& two bridge lessons.
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2.3.6 Detail the process of practice teaching in schools (Lessons a student gives
per day. lessons observed by the teacher educators, peers / school teachers,
feedback Mechanism, Monitoring Mechanism of lesson plans etc.)
* Each student conducts total 30 practice teaching lessons based on any two
school subjects.
* School teachers specify the teaching units based on which the pupil-teachers
prepare lesson plan.
* Each student conducts only 1 or 2 lessons /day.
* Method in charge gives guidance to the students allotted to him.
* Lesson plans are revised & lessons are conducted in the schools by the pupil
teachers.
* No. of the lessons observed by each teacher is 06 per day.
* Positive remarks & suggestive remarks are written by the observer on lesson
plans & discussed with the student after the lesson if necessary.
* Peer students also observe lesson & give remark.
* Timely records are kept regarding lessons.
* Observations by school teachers.
2.3.7 Describe the process of Block-Teaching / internship of students in Vogue.
In B.Ed. course, a lot of weightage is given for internship program in term
of marks & time period. The time period for internship is totally of 11 weeks.
The semester wise time period is as given.
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Sr.
Semester
No.
Duration of
Practical under Internship
Marks
Internship
I) Interview of experienced teacher
50
ii) Making profile of student

1
1 Week
iii) Information about infrastructure of

school.
iv) Understanding actual work in
school
I) Total 8 Lessons.
100
ii) 2 lessons of value education &

2
II
3 Weeks
teaching aid.
iii) co-curricular activities including
psychology
education,
Value
education, Paripath.
I) 18 Lessons
250
ii) Social work /service.

3
III
6 Weeks
iii) Psychological test.

iv) Case study of one student.
v) Other co-curricular activity.
I) 4 Lessons
IV
1 Week
50
ii) Study of mid-day meal.

iii) Craft.
2.3.8 Are the Practice teaching sessions / plans developed in partnership, Cooperatively involving the school staff & mentor teachers? If yes, give details
on the same.
Yes,
* The schools staff is involved in preparing the time table or schedule of
practice teaching lesson in their schools.
The school staff is also requested to supervise the lessons when the teacher
mentor supervises the lessons.
* The teacher mentor allots the periods, the class & the sections, to the student
teacher after consultation with school staff.
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* Lesson plans are developed as directed by subject teacher of the school &
topic / content are selected as per their syllabus & need of the students.
* In the Semester 1st under the school internship the students got guidance about
lesson planning, time table, teaching methods, skills from the school staff &
mentor teachers.
2.3.9 How do you prepare the student teachers for managing the diverse
learning needs of students in schools?
It is necessary for a trainee teacher to be exposed to the diverse
learning needs of Student in schools.
In Course no.1, the unit Individual Differences Among Learners
includes the information about diverse learning needs. This enables the teacher
trainees to get an idea about inclusion of students with special needs, their
characteristics types & modifications that are necessary to be made for students
in the inclusive set up. Hence they are oriented & prepared to teach each
student.
* Also practically we give personal guidance for using teaching methods,
teaching aid, evaluation techniques according to the needs of students.
* Planning varied learning experiences according to diversified needs of the
students.
* Use of teaching aid, maps, tape-recorder.
2.3.10 What are the major initiatives for encouraging student teachers to use /
adopt technology in practice teaching?
* Faculty is instructed to use technological aspects in their teaching learning
process. To motivate & imitating the practices by students.
* They have to prepare teaching aid, use of innovative & Non-conventional
teaching methodologies & the technologies to be used in their teaching-learning
process.
* During models lesson the teacher educators ask to use technology available in
the school. This encourages students-teachers to use & adopt technology in
practice teaching.
* University added a workshop on teaching aid from the year 2015-16.
* The college has OHP, Computer, CD, Tape-recorder, and CD-Player which is
easily made available to student teachers.
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2.4 Teachers Quality :2.4.1
Are the practice teaching plans developed in partnership, co-operatively

involving the school staff and mentor teachers? If yes, give details.
Yes,
* The schools staff is involved in preparing the time table or schedule of
practice teaching lesson in their schools.
The school staff is also requested to supervise the lessons when the teacher
mentor supervises the lessons.
* The teacher mentor allots the periods, the class & the sections, to the student
teacher after consultation with school staff.
* Lesson plans are developed as directed by subject teacher of the school &
topic / content are selected as per their syllabus & need of the students.
* In the 1st Semester under the school internship the students got guidance about
lesson planning, time table, teaching methods, skills from the school staff &
mentor teachers.
2.4.2
What is the ratio of students to identified practice teaching schools? Give

the details on what basis the decision has been taken?
* The institution has identified about 20 schools. Thus the ratio of teacher
trainees to identified practice teaching is 1:10.
* No. of students allotted to the selected school depends on the No. of divisions
& classes (5th to 9th) in the school.
2.4.3
Describe the mechanism of giving feedback to the students & how it is used
for performance improvement.
* All faculty members are persuaded to give feedback on students performance
in various activities time to time.
* They are also given feedback on their performance.
* After every programme, faculty / Principal gives immediate feedback on their
performance.
* Lesson observer observes the lesson as per the marking scheme given in the
prescribed format by the University.
* Descriptive positive & suggestive remarks are given.
* Oral feedback is given to the student-teacher after the lesson.
* Pupil-teacher is given the guidance in order overcome the drawback.
* Peer student also has written feedback in observation book.
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2.4.4 How does the institution ensure that the student teachers are updated on the
Policy directions & educational needs of the schools?
* Practice teaching forms the core curriculum of the B.Ed. programme. The
institution conducts this in collaboration with schools. The institution makes
every effort to comply with the policy directions of the schools in which
practice teaching is conducted. The schools convey their policy directions &
needs to the institution regarding practice teaching.
* Sometimes, the teachers from schools are engaged in orientation programmes
& express the need for practice lessons to be conducted. At such times, the
institution co-operates & co-ordinance with the school to fulfill the needs & also
ensure that the teacher trainees are updated on the policy directions & cocurricular activities in the school during internship.
* Organization of co-curricular activities in the school during internship.
* Demonstration of science experiments in the school.
* The student teachers are sent for supervisions of different examinations held
in schools like drawing, MTS.
2.4.5 How do the students and faculty keep pace with the recent developments in
the school subjects and teaching methodologies?
It is necessary for the institution to make practice teaching consistent and
relevant
With the school curriculum & the new methodology advocated in the revised
curriculum of the school. The teacher trainees & faculty keep pace with the
recent developments in the school subjects & teaching methodologies through
the content cum methodology workshops. The teacher trainees get the required
inputs in recent developments in the school subjects & teaching methodologies.
The following activities are undertaken and completed by the teacher
trainees for both the school subjects selected as special methods.
1) Developing the structure of the subject.
2) Critical study of the curriculum & syllabus.
3) Comparison of the syllabus & the text book.
4) Critical study of the text book.
5) Analysis of content & one unit.
6) Teaching methodology.
7) Preparation & conducting lessons based on various types of teaching.
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8) The content cum methodology workshops have proved to be useful to teacher

trainees before they embark on practice teaching in schools.
9) The practical of knowledge constructivism is also helpful for this.
2.4.6 What are the major initiatives of the institution for ensuring personal &
professional / career development of the teaching staff of the institution
(training, organizing and sponsoring professional development activities,
promotional policies etc?)
* The institution organizes various workshops and seminars.
* Faculty members are appointed as paper setter for the university
examinations.
*Institution provides seminar information to faculty members.
* Leave for seminar, workshops is sanctioned.
* The institution encourages faculty for advanced study leading to M.Phil. &
Ph.D.
* The institution gives opportunity to participate and represent in various
workshops, seminars and conferences at Local, State, National & International
levels.
* The institution gives permission for orientation programme.
* Faculty is appointed as external examiner.
*Faculty participated in CAP programme.
2.4.7 Does the institution have any mechanism to reward and motivate staff
members for good performance? If yes, give details.
Yes,
* Positively reinforcement from the Principal.
* Reward for good performance is given by the institution at the time of annual
cultural programme.
2.5 Evaluation Process and Reforms:2.5.1 How are the barriers to student learning identified, Communicated and
addressed? (Conductive environment, infrastructure, access to technology,
teacher quality, etc.)
* Students feedback.
* Grievance Redressal Cell.
* Conductive barriers are communicated to the Principal .
Uma B.Ed.
Page 73
* Infrastructure and environmental barriers are communicated through

Grievance Redressal Cell.
* Students are persuaded to communicate their difficulties, if any, to the teacher
mentor, or the in charge of the diary group or the subject in charges.
* They are given the feedback and remedial guidance; their suggestions are
welcomed and implemented.
2.5.2 Provide details of various assessment /evaluation processes (internal
assessment, mid term assessment, term end evaluations, external
evaluation) used for assessing student learning?
* The B.Ed. course is structured into theory as well as practical part.
Part-I Written examination is conducted by University of Solapur.
Part-II is related to practicum.
All types of lessons and practical are evaluated through observation tools &
evaluation charts developed by the institution as per the guidance given by the
University of Solapur For internal assessment.
* The B.Ed. course has a provision for continuous feedback. In each & every
activity, teacher trainee receives feedback immediately for the following
practicals.
- Tutorials
- Workshop (CCM, Micro, Models of teaching, Enriching Teaching Skill)
- Tutorials
- Internship Programme.
- Subject Practical
- Practice teaching
Core training programme.
a) Enriching Teaching Skill
b) Integration
Special Training Programme
a) Practice Lesson
b) Internship Programme
Course related practical work.
Uma B.Ed.
Page 74
2.5.3 How are the assessment / evaluation outcomes communicated and used in
improving the performance of the students and curriculum transaction?
* Giving prompt and immediate feedback is one of the best ways to
communicate the performance, achievements.
Answer sheets of internal examination are shown to the teacher trainees &
written remarks are given on the answer paper if required. This is supplemented
with oral feedback to the teacher trainees for further improvement in the
examination.
* Depending upon the problems communicated by the teacher trainees, different
strategies & teaching methods are adopted for curriculum transaction.
* Tutorial mark records are displayed on bulletin board immediately after
checking Tutorial.
* During Enriching teaching skill workshop instant feedback is given to the
teacher trainees through teacher and peer group observations. The low achievers
are oriented and guided on proper techniques and study skills to improve the
performance. The high achievers are motivated by appreciating their
performance.
* Direct Feedback.
* Retest is conducted for those who fall in Tutorials.
* Personal Counseling.
* Discussion on model answer paper in the class room.
2.5.4 How is ICT used in assessment and evaluative processes?
Use of ICT in assessment and evaluation processes:ICT is used for the assessment and evaluation as follows:* Preparing all instructions related to assessment.
* Typing question papers.
* Typing assessment schemes.
*Typing evaluation charts for various activities.
* Recording marks secured by all teacher trainees.
* Analysis of result.
* ICT is also used for communication regarding B.Ed. admissions, and other
major events are done through online to MKCL & central Admission Govt.
Maharashtra.
Uma B.Ed.
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2.6 Best Practices in Teaching-Learning and Evaluation Process:2.6.1 Details on any significant innovations in teaching / learning / evaluation
introduced by the Institution?
* The teacher educators themselves use technology in teaching-learning
process.
* The teacher educator suggest questions topic wise & as per University pattern.
For drill & practice students are suggested to solve the questions in the class.
* In order to make teaching learning process innovative the following activities
are conducted. Demonstration lessons based on micro, enriching Skills by
subject expert followed by open discussion.
* Conducting lectures based on different models of teaching.
* Use of ICT in teaching.
*Group-discussion.
*Provision of guest lecture.
2.6.2 How does the institution reflect on the best practice in the delivery of
instruction, including use of technology?
* The teacher educators are asked to use innovative method other than lecture
method. They are also asked to use teaching aids and technology based
instructions like computer, OHP, transparencies etc.
Provision of using electronic media for teaching as well as taking practice
lessons in school.
Uma B.Ed.
Page 76
CRITERION III: RESEARCH, CONSULTANCY AND EXTENSION.
3.1 Promotion of Research.

3.1.1 How does the institution motivate its teachers to take up research in
education ?
Motivation to Teachers for Research:The institution has formed a Research Committee with an objective
to formulate the research and development activities in the institution for the
academic progress.
The institute always encourages and gives full support to the teachers
for doing researches as a result our three staff members are pursuing their Ph.D.
Composition of Research Committee.
1) Prin. Dr. Smt.V.D. Pandhare
2) Asst. Prof. V.B. Bandgar
3) Asst .Prof. J.S Bagwan
4) Asst. Prof. S.B. Randive
Following staff member secured their research degree after -2010

Ph.D.
M.Phil.
Prin. Dr. Smt. V.D. Pandhare
Asst. Prof.Smt. S. A. Pujari
Following staff members are pursuing their research of studies.

Ph.D.
Asst. Prof. S. B. Randive
Asst. Prof. J. S. Bagwan
3.1.2 What are the thrust areas of Research prioritized by the institution?
The Major thrust areas where the various research activities are conducted
are enlisted below.
-Effectiveness of ICT.
-Psychology.
-Teacher education.
Uma B.Ed.
Page 77
3.1.3 Does the institution encourage action research? If yes give details on some of
the major outcomes and the impact.
The institution promotes and encourages the faculty members and
community teachers to undertake action research through DSM course.
The institution runs diploma in school management course [DSM] of
Y.C.M.O. University, Nashik for school teachers. As a part of the course, every
teacher undertakes action research, and the required guidance is provided by the
institutions faculty members from time to time.
3.1.4 Give details of the Conferences / Seminars/Workshops attended and
/Organized by the faculty members in last five year.
The following table depicts the details about Seminars/Conference
/Workshops organized by our college.
Sr.
No.
1
Title of
Seminar/Conference/Workshops
Sanvidhanatil Shikshan vishayak
Tartudi
Financial
Assistance
Date
19,20
Jan.2013
Self
Level
State
The faculty members are actively involved in organizing, conducting and

participating in various Conferences, Seminars and Workshops.
The Particulars of the same for the last five years are as appended below.
Sr.
No.
1
2
3
4
5
6
Name of Teacher
Prin.Dr.SmtV.D.Pandhare
Asst. Prof.Smt. S.A. Pujari
Asst. Prof. V.B. Bandgar
Asst. Prof. J.S. Bagwan
Asst.Prof.Smt.S.S.Dudhabhate
Asst. Prof. S.B. Randive
International
3
1
4
3
3
-
National
Other
Total
10
6
25
8
9
12
3
5
4
3
4
12
16
12
33
14
16
24
3.2 Research and Publication output.

3.2.1 Give details of instructional and other materials developed including
teaching aids and /or used by the institution for enhancing the quality of teaching
during the last three years.
Most of the faculty members have developed their own teaching material
for teaching the curricular courses and subjects .
Transparencies and power point presentation are regularly used for day to
day teaching of B.Ed class .
Uma B.Ed.
Page 78
Faculty members develop and use their own teaching aids in the form of
pictures, charts, maps, puzzles and models which are used for the micro lessons,
bridge lessons and practice lessons in school while conducting practice
lessons in their respective subjects.
Following instructional and other material have been developed by the
institution.
Teaching Aids
1) Charts. - 35
2) Models. - 15
3) Transparencies. - 80
4) CD/DVD - 35
5) PPT 35
3.2.2 Give details on facilitates available with the institution for developing
instructional material?
A] A library with more than 3500 books, encyclopedia, volumes etc.
B] Well furnished computer lab with internet facility and print.
C] Education technology lab.
D] Psychology lab.
E] Chart papers, stationary, transparencies, compact disc ,internet facility are
made available to the faculty to develop instructional material.
3.2.3 Did the institution develop any ICT/technology related Instructional
materials
during the last five years? give details.
The faculty of the college has developed power point presentation and
transparencies.
Downloaded and prepared E-resource material of different subject for library.
ICT related material has been developed by the faculty and teacher trainees
in the institution.
Uma B.Ed.
Page 79
Year
Transparencies
PPT
2010-11
10
05
2011-12
10
05
2012-13
20
15
2013-14
30
15
2014-15
30
15
3.2.4 Give details on various training programs and/or workshops on material

development [both instructional and other materials]
A-Organized by the institution :The college has organized teaching aid training programme.
Work experience programme for greeting card making , book binding.
B- Attended by the staff:-Nil
C- Training provided to the staff:-Nil
3.2.5 List the journals in which the faculty members have published papers
in the last five years.
Number of journals in which papers have been published
By the faculty in the last five year from 2009 onwards.
Uma B.Ed.
Page 80
1)Prin. Dr. Smt. V.D. Pandhare

Sr. No
Title of the paper /Article
Journal name
Publication
Date
Page
No.
A study of impact of D.T.Ed.

Teachers Trainees on supervised
study & Project writing.
Indian Streams Research

Journal
ISSN- 2230-7850
31/03/2012
88
Role of teacher using advanced

Teaching Strategies.
31/12/2011
81
Using of Collaborative learning

Strategies in Teachers Education.
API A Effective Assessment

approach.
A Critical Study of ten

fundamental components & their
Teaching of higher Secondary
Hindi Text Book.
A Study of information
communication Technology
habits in secondary teachers.
New Teaching strategies.
Golden Research
Thought
ISSN- 2231-5063
Golden Research
Thought
ISSN- 2231-5063
Higher Education
Challenges and security
ISBN 978-81-9209728-2
Shikshan Tarang ISSN0976-0636
05/01/2012
--
Bhartiya shikshan ISSN2231-6493
Feb.2012
26
8
9
10
Development of women
Education.
Contribution of literature of Sant
Kabir in Higher Secondary level.
Human right Education & women
development.
Uma B.Ed.
--
--
Indian Streams Research

Journal
ISSN- 2230-7850
Shikshan Tarang ISSN0976-0636
Dayanidhi ISBN- 819036-03-7-X
Social Science Reporter
volume-8 ISSN
- 2231-0789
--
April -2012
8
95
19/03/2012
Page 81
--
2. Asst. Prof. Smt. S. A. Pujari

Sr.
No
1

Eayatta Navavichy Vargavar
paryavarnacha samandhit
ghatkachya Adhypanasathi dnyan
vavyasthapan karyaniticha vapar.
Mulymapanatil Aadhunik Pravaha
Nivad Aadharit Shreyank
Muluymapan Padhati .
Paryavarn Shikshanachya
Parinamkark Aadhyan
Aadhyapnasathi Janiv Jagruti
Prashikshan Pratimanachya
Parinamkarktecha Aabhyas.
Shikshanshastra Mahavidyalaytil
Shikshak Prashikshanarthya
madhe Shantanta Nirman Karnari
Mullye Samavanya Sathi
Rabavilya Janarya Saha Shaleya
Karyakramachi Parinamkarkta
Tapasane.
Uma B.Ed.
Publication
Date
Current issues in 25, 26 May
education of social 2013
sciences ISBN- 97893-80039-06-0
Challenges in Higher 14/03/2013
Education
ISBN978-93-83192-37-3
Naac & Teacher 23/03/2013
Education
ISSN2230-7850Journal name
Page
No.
38
87
24
New
Trends
In 2013
Education
ISBN978-81-927211-1-8
78
Page 82
3.
Sr.
No
1
3
4

Impact of Sugar Factory on the
socio Economic Life of Sugarcane
Growers Shri Shiddheshwar
Sahakari sakhar karkhana Ltd.
Kumate, Solapur.
Role of Sugar Factory in rural
Development a case study of shri
Vitthal Shakari Sakhar Karkhana
Venunagar, Pandharpur.
Awareness of Parents towards
devolvement of children.
Migration & growth of slum
population in pandharpur city of
Maharashtra.
Solapur Zillyatil Usa Shetichya
Samasya ani tyavr Upayayojana.
Nature of ISBN.
Shikshanshastra Mahavidyalayatil
Varg Aadhypantil Mahiti
tantradnyanachya Suvidha
vapracha chikistak Aabhyas.
Developing Creativity Based
programme for among B.Ed.
Student Teacher.
Teaching & Learning Strategies in
21st Century.
10
11
12
13
Vdhyarthi Shikshya Udyojak
Shamata viksanamadhe
shikshakachi Bhumika.
Eayatta Navavichy Vargavar
paryavarnacha samandhit
ghatkachya Adhypanasathi dnyan
Vavyasthapan karyaniticha vapar.
Paryavaran Shikshanachya
Parinmkarak Aadhyan
Aadhyapanasathi Janiv Jagruti
Prashikshan Partimanacha
Parinamkarktecha Aabhyas.
Human right Education for
empowering women.
Uma B.Ed.
Journal name
Young Research
ISSN 2277-7911
Publication
Date
April-2013
Page
No.
85
Young Research
ISSN 2277-7911
Oct. 2012
Young Research
ISSN 2277-7911
Indian Stream
Research Journal
ISSN- 2230-7850
Golden Research
Thought ISSN2231-5063
Indian Stream
Research Journal
ISSN- 2230-7850
Teacher Education in
Modern Era ISBN978-93-83993-84-0
Jully-2013
69
May 2013
38-44
Jan. 2013
75-77
24 Feb. 2013
37-41
08 Feb. 2014
47-52
NAAC & Teacher

Education ISSN2230- 7850
Adult & Continuing
ISBN- 978-938611212-5
The Emerging issues
in Teacher Education
ISSN- 2231-5063
23 March 2013
43-45
19 & 20 Feb.
2014
37-39
24 , 25 Aug. 2013
17-21
Current issues in 25,26 may 2013

education of social
sciences ISBN- 97893-80039-06-0
Indian Stream
23 March 2013
Research Journal
ISSN- 2230-7850
Indian Stream
Research Journal
ISSN- 2230-7850
38
39-41
9 March 2014
11-13
Page 83
4) Asst. Prof. Smt. S. S. Dudhabhate
Sr.
No
1
Journal name
Education of children with special

Needs.
Current issues in
Education & Social
Sciences ISBN-97893-80039-06-0
Current issues in
Education & Social
Sciences ISBN-97893-80039-08-4
Challenges in Higher
Education. ISBN978-93-83192-37-3
Qulity Teacher
Education in Modern
Era. ISBN- 978-9383993-84-0
Higher Education
Challenges &
Security ISBN- 97881-920-972-8-2
New format of
Teacher Education
ISBN- 978-81921232-2-6
Marathyachya
Itihasatil Nivdak
Sandharbh ISBN864-92-80314-03-2
New Trends in
Education ISBN978-81-927211-1-8
Multimedia an effective tool for

teaching Geography concepts at
school level.
Blended Learning Concept
Mahiti Sampreshan TantraDnyanatil Navin Pravah.
Uccha Shikshanatil Naitik va

samajik Mulya gunvatta vikas ek
Avahan.
Vidhyarti shikshakanchya Santulit
Vaktimatava sathi Vipashanya
tanrracha Wapar.
Marathyanchya Itihasatil sandesh
vahan yantrana .
Shikshanshastra Mahavidyalyatil
Vidhyarthi Shikshkana Aadhyan
Kartana Yenara Aabyasacha Tan
Kami Karnya Sathi Tan Rahit
aadhyan Ukti Pruyuktinchi
parinamkarkta tapasne .
Uma B.Ed.
Publication
Date
25,26 May 2013
Page
No.
463
10,11 May 2014
102
14 Mar.2014
85
8,9 Feb. 2014
139
25,26 Feb. 2012
165
15 March 2015
40
8,9 Feb.2013
146
Jun.2013
12
Page 84
5) Asst. Prof. S. B. Randive

Sr.
No
1

Aadhunik Mahiti Sampreshan
Tanravidnyan ani shikshak
prashikshan.
Satra parikshya va credit system .
Shikshanatun Udyogakatecha
vikas.
Mahiti Sampreshan Tanravidnyan

ani shikshak prashikshan.
Shaleya Vavasthapan Padvikes

kruti Sanshodhant yenarya
samasyancha aabhyas.
3.2.6
Journal name
Quality Teacher
Education in modern
Era. ISBN- 978-9383993-84-0
Indian Stream
Research Journal
ISSN- 2230-7850
The Emerging issues
& Challenges In
teacher Education
ISSN2231-5063
Use of ICT for
Teacher Education
Programme ISSN2230-7850
National Seminar on
challenges in Higher
Education ISBN978-93-83192-37-2
Publication
Date
8, 9 Feb 2014
Page
No.
134,
135
31 March 2012
24
16, 17 Aug. 2013
64
11,12 Aug.2012
14
14 March 2014
89
Give details of the awards, honour and patents received by the faculty
members in last five years.
Aadarsh shikshak puraskar 2015-16 from Manavseva foundation
Amarawati to Asst. Prof. Sanjay Randive
Z Marathi Puraskar for co-operation 2015-2016 from Z Marathi network to
Asst Prof.Sanjay Randive .
3.2.7 Give details of the Minor /Major research projects completed by staff
members of the institution in last five year.
Nil
3.3 Consultancy.
3.3.1 Did the institution provide consultancy services in last five years? If yes
give details.
Yes the institution has provided consultancy in the following subjects /area.
Parvatibai Tad B.Ed college curriculum guidance to staff.
Expertise provided by our staff to DIET department workshop.
Academic guidance to student to get admission in the B.Ed. and DSM course.
Guidance on dissertation for DSM student.
Guidance & counseling to poor student and on their personal problems.
Uma B.Ed.
Page 85
3.3.2 Are faculty/staff members of the institute competent to undertake

consultancy ?If yes, list the areas of competency of staff members and steps
initiated by the institution to publicize the available expertise.
The institution has a very competent and well qualified faculty. The
areas of consultancy of the staff are.
Research including action research.
Educational Psychology
School Management
Information Technology
3.3.3 How much revenue has been generated through consultancy in the last five
years? How is the revenue generated shared among the concerned staff
members and institution ?
The consultancy services are provided at free of cost.
3.3.4 How does the institution use revenue generated through consultancy?
No revenue is generated at all by expertise through the consultancy.
3.4 Extension Activities.

3.4.1 How has the local community benefited from institution ?
(contribution of the institution through various extension activities, outreach
programmes. partnering with NGOs and GOs)
Several faculty members have collaborated with non government
organizations to conduct extension activities.
Prof. V.B.Bandgar
Trustee, Phoenix education society.
Prof.Mrs. S.S.Dudhabhate
Trustee, Phoenix education society.
Prof.S.B.Randive
Editor in Chief
B. News Pandharpur.
Organizing in association with NGOs the following programme was
benefitted for the community.
-Blood donation camp.
-Poster exhibition on status of women and population education.
-Social service camp.
-General physical check up
-family survey.
- Service of the teachers is provided to the Department of the Education to
Zilla Parishad.
Uma B.Ed.
Page 86
3.4.2 How has the institution benefited from the community ? Community
participation in institutional development institution community
networking, institution school networking ,etc.
Smt. Sunita Patil is Legal advisors on our committee for prohibition of sexual
harassment of woman.
There are more than 20 schools with which we are associated. We can not
conduct practice lessons and internship without their co-operation .
-Some times doctors provide free of cost service to college students and also
for medical check up.
-Blood group testing camp.
-Sane Guruji kathamala ,Solapur. They provide training to student on
construction and narration of stories(katha)
-Local police station invites our teacher trainees to take training for police
Mitra.
3.4.3 What are the future plans and major activities the institution would like to
take up for providing community orientation to students?
The institution future plans and major activities for providing community
orientation to the teacher trainees are as follows.
-Organize environmental awareness programme.
-Organize international seminar /conference.
-Plantation of trees.
-Organization of rallies social issue to create awareness.
-By organizing rallies on various issue.
-We have been associated with schools wherein we want to provide our
expertise for hand writing improvement, SUPW, preparation of teaching aids
etc.
Uma B.Ed.
Page 87
3.4.4 Is there any project completed by the institution relating to the

community development in the last five years? If yes ,give details.
Yet No Specific project was undertaken, but college organized various
community development programmes as follows.
-Environmental awareness camp.
-Rallies on abolition of female child mortality.
-Poster Exhibition on Status of women.
-Social Service camp.
3.4.5 How does the institution develop social and citizenship values and skills
among the students?
The college develops social and citizenship values and skills among the
students
- By organizing social service camp .
- Celebrating various festivals/Days and Co-curricular activities.
- Enabling students to organize functions in the college .
-We organize various programmes while internship.
3.5 Collaborations:
3.5.1 Name the national level organizations, if any ,with which the Institution has
established linkages in the last five years .Details the benefits resulted out of
such linkages.
The college established linkages with the national level organizations like.
NCTE,
N.C.E.R.T
SCERT
UGC, through their newsletters and journals.
YCMO University, Nashik.
Solapur University, Solapur.
Uma B.Ed.
Page 88
3.5.2 Name the international organizations, with which the institution has
established any linkage in the last five years. Details the benefits resulted
out of such linkages.
No International organization is directly linked to the institute.
3.5.3 How did the linkages if any contribute to the following?
Curriculum Development
Teaching
Training
Practice teaching
Research
Consultancy
Extension
Publication
Student Placement.
Curriculum Development;The staff members always contribute in curriculum development process

of Solapur University, Solapur.
Training:Faculty members work resource in in-service teacher training programmes

conducted by DIET.
Practice Teaching :The institute has linkage with schools in Pandharpur city
for
practice teaching . The school management makes the schools available for
the practice teaching , internship programmes of B.ED courses.
Consultancy:The institution provides expert guidance to the pupil-teachers for

their carrier & professional development. The staff members work as subject
experts at the time of filling vacancies of teachers education institutions.
Student Placement :The students get trained with hands on experience in relevant
schools due to internship during their project work /field work.
The institution has established a Placement Cell in order to cater
to the needs of the students and better placement of our students.
Uma B.Ed.
Page 89
3.5.4 What are the linkages of the institutions with the school
sector?(Institute school community networking)
The college has linkage with more than 20 schools all of which are
affiliated to state board of Maharashtra .
The institution offers DSM course for the Head Masters, Supervisors
of various schools.
Every year about 60 school teachers take admission to this course
.Our teachers work as Resource Person in the in-service training programme of
DIET, all these activities make a strong relationship with various schools.
3.5.5 Are the faculty actively engaged in schools and with teachers and other and
school personnel to design evaluate and deliver practice teaching. If yes
give details.
Yes,
The faculty is actively engaged in the schools and with teachers and other
school personnel by the following ways.
1) By developing of schedule for practice teaching as per availability of
periods.
2) In designing of lesson plans according to school formats
3) By evaluating the lessons delivered by student teachers.
4) Experts for observation of final lesson examination by schools teacher.
5) Guidance to student teachers after practice teaching in schools.
3.5.6 How does the faculty collaborate with school and other college or
university faculty?
The faculty collaborates in a very cordial and good way with the schools
during teaching practice.
-Guidance to school teachers for action research.
-Working in
association
with
university / other
teacher educations for
different activities like syllabus formation, paper assessment, paper setting,

members of university examination squad, External Examiner for university
examinations.
Uma B.Ed.
Page 90
3.6 Best Practices in Research, Consultancy and Extension.

3.6.1 What are the major measures adopted by the institution to enhance the
quality of research consultancy and extension activities during the last
five years?
-The college subscribed 10 educational journals as well as research journals
and asks faculty members to subscribe any new journals if needed or demanded
by the faculty.
-The college offers to purchase and provide any psychology test/Scientific
experiment kit, tools and apparatus demanded by faculty members.
-The college offers faculty to purchase any new books dictionaries,
reference books and periodicals to enhance grade of library.
-The college provides duty leave , T.A/D.A. and delegation fee for attending
seminar and presenting papers or attending conferences of research.
-Consultation to schools & school teachers.
-Under extension activities we organize women empowerment, family surveys,
3.6.2 What are significant innovations /good practices in Research, Consultancy
and Extension activities of the institution?
During the last five years more than 350 DSM students have completed
their action research under the guidance of our faculty members.
Our three faculty members have been pursuing Ph.D. in Solapur University,
Solapur.
The institute gives full support to faculty members for library facility .
Uma B.Ed.
Page 91
Criterion IV : Infrastructure And Learning Resource
4.1 Physical Facilities

4.1.1 Does the institution have the physical infrastructure as per NCTE norms?
If yes, Specify the facilities and the amount invested for developing the
Infrastructure. Enclose the master plan of the building.
* Physical Infrastructure
The institute has in necessary infrastructure as per NCTE Norms the various
facilities are appended below.
The main campus is spread 3520 Sq. mater of land
Institute has separate wing The institution is provided with equate number of
class rooms well equipped laboratories (psychology, Educational Technology
,Seminar hall, science and technology lab) And cubicles for teacher, Discussion
room.
The library has adequate space with Sufficient number of books and journal
and support facilities
The institution has a Computer Center (IT Lab)
The institution has canteen facility with serve food and refreshment.
The master plan of building is enclosed.(enclosure No.04)
Class room Facilities:Institution has 21 rooms

One multipurpose hall
B.Ed Class room, Method rooms, various lab room, Library/ Reading room,
Ladies room .
Water Supply:There is water supply of Pandharpur Municipal Corporation for drinking
water. The institution depend on ground water supply through out bore wells
purifier for drinking .
Power Supply
The institution also has a back up facilities with UPS.
Transport FacilitiesAuto Rickshaws are available from the bus stop near the institution campus at
regular frequency. State Transport is also available
Uma B.Ed.
Page 92
Specification of rooms of other infrastructural facilities

Ground floor
Sr.
Description
Room No
No
Length in
Breadth
Carpeted
meter
meter
area in Sq
Meter
Gymkhana
5.49 X 7.32
40.18
432.40
Gymkhana
5.49 X 7.32
40.18
432.40
First floor
Sr.
Description
Room No
No
Length in
Breadth
Carpeted
meter
meter
area in Sq
Meter
Class room
5.49X7.32
40.18
432.40
Class room
5.49X7.32
40.18
432.40
Computer Lab
7.92 X11.58
91.71
986.83
Multipurpose Hall
139.68
1503.05
Second floor
Sr.
Description
No
Room
Length in
Breadth
Carpeted
No
meter
meter
area in Sq
Meter
Principal Room
Office
7.92 X 11.58
91.71
986.83
Lecture Hall
7.92 X 11.58
91.71
986.83
Method No 1
7.92 X 05.49
43.48
467.84
Method No 2
7.92 X 05.49
43.48
467.84
Method No 3
7.92 X 05.49
43.48
467.84
Teacher Room(Male)
7.92 X 05.49
43.48
467.84
Teacher Room(Female)
7.92 X 05.49
43.48
467.84
Library
4.57X 7.32
33.45
359.92
Uma B.Ed.
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Reading Room
5.49X 7.32
40.18
432.33
10
Educational technology
5.49X 7.32
40.18
432.33
Room
11
Psychology Lab
5.49X 7.32
40.18
432.33
12
Curriculum lab
5.49X 7.32
40.18
432.33
13
NAAC room
5.49X 7.32
40.18
432.33
14
Ladies Room
5.49X 7.32
40.18
432.33
15
Gents Wash room
3.5X 6.85
23.97
257.97
4.1.2
How does the Institution plan to meet the need for augmenting the
Infrastructure to keep pace with the academic growth?
* Infrastructure is so as to keep with academic growth:-
To keep pace with the need and requirements as separate wing has been allotted
to our Institution .The Institution has a lot of scope for augmenting in the
future.
4.1.3 List the infrastructure facilities available for co- curricular activities and
extra curricular including. games and sports?
Physical infrastructural for academic co- curricular and game /sports Activity
Particulars
Details
Campus area in Sq meter
3520 Sq. meter
Buildings and structures on
1525 Sq. meter
college campus
Details of availability of play ground
Sr.No
1
2
3
4
5
6
Uma B.Ed.
Number of playground
Length
in meter
Breadth
meter
Kabbaddi
Kho-kho
Cricket
Volleyball
Tennis
Other Running, Standing Broad
jump ,Throw Ball (cricket),
Chin-ups, Putting the shots,
Dandas, Baithakas,
Surynamskar
12.50
18
85
24
40
85
10
14
60
15
18.5
60
Carpeted
area in Sq
Meter
125
252
5100
360
740
5100
Page 94
* Academic Activity:
The institution has well furnished classrooms, educational Technology
Laboratory, Information. Technology Laboratory, Psychology Laboratory and
method rooms. Library is accessible, to all Audio-visual aids like LCD, OHP is
available in the institution .The institution has well furnished seminar/ tutorial
rooms, Art & Craft Room and music room, socially useful productive
work(SUPW) Room.
* Co-curricular activities:
Institution has Art and crafts room and multipurpose hall to provide excellent
Facility for co-curricular activities.
* Sports:
The institution has facilities for indoor and out door sports like cricket,
Kho-Kho, Kabaddi, Volley-ball, tennis etc. sufficient material and kits facilitate
sport activities. The guidance by the physical teacher in games and sports also help
the student in enhancing their skills. The institution has a well maintained play
grounds.
4.1.4
Give details on the physical infrastructure shared with other

programmes of the institution or other institution of the parent society
or university.
The physical infrastructure is shared with the other courses of the Parent
Body. There is separate wing for our institution the other facility like play
ground, parking, are common and shared with the other institution of parent
society within the campus.
4.1.5
Give details on the facilities available with the institution to ensure the
health and hygiene of the staff and students (rest rooms for women ,wash
room facilities for men and women , canteen, health centre ,etc)
There is a first aid facility available for preliminary treatment.
Other Facilities :
-There is separate ladies room for girls.
-Washroom Facility- there are urinals for students.
Canteen- There is a canteen facility to provide food and refreshment to at list 50
students at a time.
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4.1.6 Is there any hostel facility for students? If yes give details of capacity, no of
rooms , occupancy details, recreational facilities including sports and games
health and hygiene facilities etc.
No
4.2
Maintenance of Infrastructure :-
4.2.1 What is the budget allocation and utilization in the last five years for the
maintenance of the following? Give justification for the allocation and
unspent balance if any.
The allocated amount is spent properly on different Infrastructure items
such as building, laboratory, furniture, equipment, computers, transportation &
maintenance of these facilities. The budget statement are enclosed.( enclosure
No.05)
4.2.2 How does the institution plan and ensure that the available infrastructure is
Optimally utilized?
The institution identifies the need for annual maintenance of physical
infrastructure and the estimation therein is sought for budget allocation. Based
on the need based assessment for proper maintenance of equipment, Furniture,
Laboratories and class room budget provisions are optimally made. The
requirement given by the staff and students are considered on priority. The
institution conducts vacation course such as D.S.M. So as to make optimum use
of building and other infrastructure.
4.2.3 How does the institution consider the Environmental issues associated with
the Infrastructure.
The institution arranges following activities related to Environmental issues:
Gardening and plantation
Arranging Pandharpur Swachchata Abhiyan
4.3 Library as a Learning Resources

4.3.1 Does the institution have a qualified librarian and sufficient technical staff to
support the library (materials collection and media/ computer service) .
The procedure of appointment of qualified Librarian is going on. A
qualified Librarian will soon appointed. The institution has not qualified
librarian. The library has one library attendance, who has passed S.S.C. Exam.
The qualified staff helps for growth and sound functioning of the library
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Particulars
No./ Collection
Total collection
3982
Books
3982
Reference Books
325
Encyclopedia Titles
32
Total Periodical Journals & Magazine
12
Back Volumes
CDs
55
Audio-Video Resources
--
4.3.2 What are the library resources available to the staff and student? ( No. of
Books volumes and Title, Journals- National and International,
Magazine, Audio-Visual, Teaching Learning Resources, Software,
Internet accesses.
Particulars
No./ Collection
NCERT Journals
02
NCTE Journal
02
Thesis Collection of DSM
300
Along with the above resources available in the library there is Marathi
Vishwa Kosh and various Encyclopedia in education dictionaries. Our Library
provides competitive examination books for B.Ed. students. The previous action
research reports are provide by the D.S.M. students. Whenever required other
related books on Marathi literature like katha, kadambari etc.are also available
for students teachers.
4.3.3 Does the institution have in place, a mechanism to systematically, review
the various library resources for adequate access. Relevance, etc. And to
make acquisition decisions. If yes, give details including the composition
and functioning of library committee.
The library committee is formed at the beginning of the year. Committee
consists of one member from teaching staff in B.Ed., Librarian and Principal.
The committee takes decision regarding acquisition of books and other library
resources. Procurements are made only on the recommendations of the member
of library committee. Two meetings are held yearly to consider various aspects
Uma B.Ed.
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of library with help of latest books from teaching staff and students. Library
committee approves the necessary books and books purchased as per the
budget.
The amount of money spent for Procurement of books / journals during last
five year.
* Books:
Sr No.
Year
No. of Books
Expenditure (Rs.)
2011-12
296
44272
2012-13
355
33875
2013-14
152
27053
2014-15
102
21965
2015-16
48
6044
* Journals / Periodicals :
Sr No.
Year
Expenditure (Rs.)
2011-12
--
2012-13
--
2013-14
2955
2014-15
3205
2015-16
2505
4.3.4 Is your library computerized? If yes, give details.

No
4.3.5 Does the institution library have computer, Internet and Reprographic
facilities? If yes, give details on the access to the staff and students and
frequency of uses.
Reprographic facility is available in our library.
4.3.6 Does the institution make use of inflibnet / Delnet / IUC facilities? If yes,
give details.
No
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4.3.7 Give details on the working days of the library? (Days the library is open in
an academic year, hours the library remains open per day etc.)
The library is open for 8 hours on regular working days. During the
period of examinations it is open for 10 hours.
4.3.8 How do the staff and students come to know of the new arrivals?
New arrivals: Library has a display board for displaying the books newly
arrived in the library. Teachers in the library committee suggest the new books
to be purchased. The librarian also suggest the newly suggest published books
from time to time. The books are purchased as per budget and demand. Library
staff also orally gives information regarding the new arrivals to students and
concerned teachers. The concerned teachers tell their students about these new
books in the class room. The students are motivated to read the books of new
authors. The staff of library attendance the students in identifying related books
for reference.
4.3.9 Does the institutions library have a book bank? If yes, how is the book
bank facility utilized by the students?
Book Bank Facility:- There is book bank facility available for all the
students. The B.Ed. students are given 06-08 books, under book bank scheme at
the beginning of the year.
4.3.10 What are the special facilities offered by the library to the visually and
physically challenged persons?
At present there are no such students. The institution proposes to make
necessary arrangements in the library for physically challenged student.
4.4 ICT as Learning Resources

4.4.1 Give details of ICT facilities available in the institution (Computer lab,
hardware, software, internet connectivity, access, audio visual, other media
and materials) and how the institutions ensures the optimum use of the
facility.
The institution is committed to provided essential facilities to such
students after their admission.
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ICT Facility:- The institution has information technology laboratory with 15

computers. This provides excellent academic computing facilities to the faculty
and students. The faculty members have computers with higher end
configuration. The students are also interfaced with LCD to train and develop
power point presentations for teaching learning process and seminar presentation.
4.4.2 Is there a provision in the curriculum for imparting computer skills to all
students? If yes, give details on the major skills included.
The syllabus of B.Ed. course includes. Information Technology as
compulsory subject under EPC. The students are given free access to computers
and internet for their practical. The students and staff use internet for searching
information related to course contents.
4.4.3 How and to what extent does the institution incorporate and make use of
the new technologies / ICT in curriculum transactional process?
There is frequent use of new technology / ICT in curriculum transaction.
The institution facilities use of computers in classroom instructions by preparing
the power point presentations, lesson plans and self learning materials,
transparencies, LCD and OHP systems are provided learning. The digital
camera and other technological resources are used at the time of Microteaching, Practical etc.
4.4.4 What are major areas and initiatives for which students teachers use /
adopt technology in practice teaching? (Developing lessons plans,
classroom transactions, evaluation, preparation of teaching aids?
Use of technology by student teachers. The institution promotes the
students and encourages them for development of teaching aids, lessons plans
etc. Audio-visual, multimedia, PPT Presentation, Demonstrations to clarify
abstract ideas in a nest, systematic and self explanatory way. This material is
used by the students in practice teaching.
Uma B.Ed.
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4.5 Other Facilities

4.5.1 How is the instructional infrastructure optimally used? Does the institution
share its facilities with others for e.g. serve is information technology
resource in Education to the institution (Beyond the programme to other
institutions and to the community?
* Various Programmes are arranged under the joint auspicious of Rotary Club,
Pandharpur and Innerwheel Club.
* Rotary Club of Pandharpur has been permitted to hold their weekly evening
meeting as well as social activities, on holiday. The Pandharpur Urban cooperative bank holds recruitment examination. The college is made available to
some doctors during the Ashadhi fair who come from outside to offer the
treatment to the devotees free of cost.
4.5.2 What are the various Audio-visual facilities / materials ( CDs Audio and
Video cassettes and other materials related to the programme) available
with the institution? How are the student teachers encouraged to optimally
use them for learning including practice teaching.
The Institute has about 40 a.v. resources 55 CDs Presentation on various
topics. The students are encouraged for making optional use of these resources
for teaching learning.
The list of the AV materials is enclosed (Enclosure No).
4.5.3 What are the various general and methods Laboratories available with the
institution? How does the institution enhance the facilities and other
facilities?
General and methods Laboratories:- The institution has various general
laboratories, the list is as appended below.
1) Information Technology Lab
2) Educational Technology Lab
3) Science Lab
4) Educational Psychology Lab
The computers are maintained by such Annual Maintenance of
equipments. The expenditure is made as per the requirement on priority and the
allocated amount.
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4.5.4 Give details on the facilities like multipurpose hall, workshop, music and
sports transports etc. available with the institution.
* Physical infrastructural facilities: - The institution has established excellent
instructional facilities for sports. Physical education is practical part of B.Ed.
Education. A well qualified staff guide and motivate the students. The
institution has play ground for different out door events such as Kabaddi, KhoKho, Cricket, Running Track and other facilities for volley-ball, foot-ball, short
put, long jump, High jump, Disc throw etc. there is sound system, amplifier,
speaker and necessary height arrangements, stage etc.
4.5.5 Are the classroom equipped for the use of latest technologies for teaching?
If yes, give details. If indicate the institutions future plans to modernize the
classrooms.
The main classroom is well equipped for the latest technology with
computer LCD, OHP, Sound system. These facilities help in the enhancement
of the teaching-learning process.
4.6 Best Practices in Infrastructure and Learning Resources.

4.6.1 How does the faculty seek to model and reflect on the best practice in the
diversity of instruction, including the use of technology?
Best practices in diversity of instruction:The faculty is always engaged in development of institution material
with new technology resources. The faculty members always give preferences
in use of technology and new trends in their instructional transaction. They
experiment new innovative ideas in their day to day lectures and share. to make
necessary improvements.
4.6.2 List innovative practices related to the use of ICT which contributed to
quality enhancement.
Use of ICT for quality enhancement: - The institute always encourages the
staff members and students for enhancing the teaching learning process. The
institute as following facilities available.
Computer Centre with internet facilities.

Separate computers for B.Ed. staff members.
Well equipped laboratories, class rooms, Seminar halls.
Hands on and training for preparation of Presentation.
Internet broad band facility.
Wi-Fi system is proposed by the institution.
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4.6.3 What innovations / Best practices in Infrastructure and learning resources

are in vogue or adopted / adapted by the institution?
Best Practices in Infrastructure and learning resources:- The institution
has following best practices in institution has following in infrastructure and
learning resources in vogue.
All types of teaching aids are available in educational technology lab.
For guidance to the students the separate cubicles are provided to staff.
Use of Infrastructure and instructional resources in teaching learning.
Use of internet & computers for preparing lesson plans, PPT Presentation.
Uma B.Ed.
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CRITERION V: STUDENT SUPPORT AND PROGRESSION

5.1 Student Progression :5.1.1 How does the institution assess the students preparedness for the programme
and ensure that they receive appropriate academic and professional advise
through the commencement of their professional education programme
(Students pre-requisite knowledge and skill to advance) to completion?
Uma Shikshanshatra Mahavidyalaya is one of the reputed and renouned
institutes in Pandhapur. Our college adopts Government of Maharashtras
admission process. The admissions are given as per CET marks. Our institute
has well qualified faculty members, rich library, well equipped laboratories, and
good quality furniture. All the amenities are available in our college. The
college organizes various activities for the over all development of students So
many aspiring students are interested to seek admission in our college.
5.1.2 How does the institution ensure that the campus environment promotes
motivation, satisfaction, development and performance improvement of the
Students?
The necessary amenities are available in the institution. Students
take whole hearted participation in the various activities arranged by the
institution. The same enables students develop mutual understanding, team
work ,leadership and such skills which are helpful to groom their overall
personality.
5.1.3 Give gender-wise drop-out rate after admission in the last five years and
list possible reasons for the drop out. Describe (if any) the mechanism
adopted by the institution for controlling the drop out?
Drop-out rate for B.Ed.
Sr.
Year
No.
Number Drop-
Drop-out
No. of Drop-
Drop-out
out total Male
percentage
out Female
percentage
2010-11
04
4.70
03
3.52
2011-12
00
00
00
00
2012-13
01
1.4
00
00
2013-14
02
2.89
01
1.4
2014-15
01
1.19
00
00
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* Possible reasons For Drop-out:

The student leaves the course due to following possible reasons.
1) Joining service / Jobs
2) Carious ill ness (Medical Problems)
3) Getting admission in the institution of home town.
4) Family Problems.
The teachers and Principal give more support and convince the students for
not leaving the course or not to take hasty decisions.
5.1.4 What additional services are provided to students for enabling them to
compete for the jobs and progress to higher education? How many students
appeared / qualified in SLET, NET, Central / State services through
competitive examination in the last two years?
The institution motivates the students for appearing to various state &
central services examinations. During last two years one student has passed
competitive examination. The students are given guidance for seeking further
higher education.
5.1.5 What percentage of students on an average go for further studies / choose
teaching as a career? Give details for the last three years?
Percentage of student on an average go for further studies.
Sr. No.
Year
B.Ed.
Percentage
2012-13
27
38.57%
2013-14
36
52.17%
2014-15
27
32.14%
Percentage of students on an average choosing teaching as a career (last three

years)
Sr. No.
Year
B.Ed.
Percentage
2012-13
12
17.14%
2013-14
16
23.18%
2014-15
25
29.76%
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5.1.6 Does the institution provide training and access to library and other
education related electronic information, audio / video resources, computer
hardware and software related and other resources institution? If yes, give
details on the same.
No
5.1.7 Does the institution provide placement services? If yes, give details on the
services provided for the last two years and the number of students who
have benefited?
Yes,
Placement cell is Established in our Institute. We display various
advertisement on our notice board.
5.1.8 What are the difficulties (if any) faced by placement cell? How does the
institution over come these difficulties?
At presently government has banned however. Our Placement Cell
provides guidance to the desirous students in getting suitable jobs in other
fields.
5.1.9 Does the institution have arrangements with practice teaching schools for
placement of the students?
The teachers in various practice teaching school in Pandharpur are the
past students of our institute. Most of school headmasters and supervisor are
students of our D.S.M. course. The past students serving in various schools help
and guide us in placement activity.
Some of the schools identified are as follows.
1) Matoshri Sakhubai Kanya Prashala , Pandharpur
2) Sant Gadagebaba Vidyalaya, Pandharpur
3) wakhari Aashram Shala, Pandharpur
4) Vitthal Rukmini Gurukul Vidyalaya, Pandharpur
5) Kavathekar Prashala, Pandharpur
6) Anna Bhau Sathe Prashala, Pandharpur
7) Vivek Vardhini Vidyalaya, Pandharpur
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5.1.10 What are the resources (financial, human and ICT) provided by the
institution to the placement cell?
The office staff helps in the placement activity. The Placement Cell
carries its operation efficiently with co-ordination of all the staff members and
under the guidance of Principal.
5.2 Student Support

5.2.1 How are the curricular (teaching-learning process), co-curricular and extra
curricular programmes planned, (developing academic calendar,
communication across the institution, feedback) evaluated and revised to
achieve the objectives and effective implementation of the curriculum?
The curricular, co-curricular and extra curricular activities are planned,
evaluated and revised so as to achieve the objectives. The entire activity is
planned at the beginning of the year. Academic calendar is prepared with the
inclusion of expected dates of all the activities viz. enriching teaching skill/
Micro-Teaching, content-cum-methodology, models of teaching, evaluation
workshop, tutorials, internal exam, various programmes, social service camp,
excursion Physical Education, Schools Experience,
celebration of days of
National and International Importance etc. The timetable is prepared for B.Ed.
course as per the guidelines of the University. Regarding the workload the
committees are allotted to every staff member. So as to make him/her role in the
curriculum transaction and functioning of various activities in the entire year.
The institution keeps track of all the difficulties, obstacles faced during
implementation of various programmes and activities. The problems are
discussed and possible solutions are found in planning of the activities in the
next year. This helps the institution in smooth functioning and implementation
of various activities.
5.2.2 How is the curricular planning done differently for physically challenged
students?
Curricular Planning For differently / physically challenged Students:The percentage of physically challenged students admitted to our
institution is very low. Only one or two physically handicapped students from
all the courses have admitted in last five years. The physically handicapped
student admitted is given special considerations such as allotment of near by
practice teaching schools, necessary support by the faculty in curriculum
transaction and participation in different activities depending upon the nature of
disability. We make special seating arrangement for physical challenge
students.
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5.2.3 Does the institution have mentoring arrangements? If yes, how is it

organized?
* Mentoring Arrangements:Teachers work as mentors for the students facing any type of difficulties,
personal problem, and curricular problems which he /she is unable to discuss in
front of the entire faculty and other students. The teachers take the students in
their confidence and do necessary counseling so as to overcome the problems
also mentoring the diary group.
5.2.4 What are the various provisions in the institution, which support and
enhance the effectiveness of the faculty in teaching and mentoring of
students?
There are various provisions in the institution for the effectiveness of the
teaching and mentoring of students.
The institute provides all the infrastructure and various books,
instructional material etc. and resources, required by the staff for the
enhancement of the effectiveness of teaching. The institution organizes
meetings of staff members the faculty discusses on various strategies to be
followed in their role as a mentor.
5.2.5 Does the institution have its website? If yes, what is the information posted
on the site and how often is it updated?
Website of the Institution:Yes,
The institution has its Website. www.umabed.weebly.com
1) Information of Institution
2) Staff Information
3) Syllabus
4) Facilities
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5.2.6 Does the institution have a remedial programme for academically low
achievers? If, yes give details.
The Remedial programme for Academically low achievers:The low achievers are identified by various activities such as tutorials,
practice teaching lessons, enriching teaching skill /Micro-teaching workshop,
creativity and personality development programmes supervised study, retesting,
classroom discussion, internal examinations, general observation of students
etc. These students are given extra guidance and time for their improvements.
We organize remedial Teaching programme for the low achievers student.
5.2.7 What specific teaching strategies are adopted for teaching.
a) Advance learners and b) Slow Learners
a)Advance learners: - The advance learners are identified and are given
following facilities along with guidance.
* Guidance For Internet access / searches for accessing more information on
the topics. Seminar topic, regular notes checking, motivation for reading more
additional reference books, High order questions
b) Slow Learners: - The slow learners are identified and are given following
facilities along with guidance.
* Supervised Study
* Extra-time for practicing and studies
* Additional learning material provided
* Revision
*Remedial Teaching
5.2.8 What are the various guidance and counseling services available to the
students? Give details.
Guidance and Counseling Services:Guidance and Counseling Services are provided to students for following
activities.
* Career development
* Personality development
* Teaching Skill Development
* Developing Research Attitude
* Perusing Higher Education
*Guidance and Motivation for appearing for CET, TET, CTET.
* Guidance for stress Management.
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5.2.9 What is the grievance redressal mechanism adopted by the institution for
students? What are the major grievances redressed in last two years?
Their is a grievance redressal mechanism has been established in institute.
* Grievances Redressal during last two years:1) Suggestion box
2) Extra copies of books provided during exam.
3) Computer & Internet facility
4) Bench repairing
5) Toilet Facility
5.2.10 How is the progress of the candidates at different stages of programs
monitored and advised?
The progress of the students at different stages:The B.Ed. programmes are of two year duration. The progress of the
students is monitored after completion of every activity. i.e. enriching Teaching
Skill, Practice Teaching Lessons, Tutorials, Internal Exams, Conclusion of
various Workshop etc. Performance of students in every activity is assessed,
evaluated and the student is guided for further improvement. The students are
given relevant orientation on lesson note. Writing and taxonomy of educational
objectives.
5.2.11 How does the institution ensure the students competency to begin practice
teaching (Pre-practice preparation details) and what is the follow up
support in the field (practice teaching) provided to the students during
practice teaching in schools?
The institution ensures the students competency before giving practice
teaching by his/her performance in enriching teaching skill and bridge lessons.
If the student does not achieve a level of competency in any skill then he/she is
given extra guidance time for practice before allotment and commencement of
the practice teaching the teacher / observer puts his/her remarks on the lesson
note and discusses the same with the pupil teachers.
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5.3 Students Activities

5.3.1 Does the institution have an Alumni Association? If yes,
i) List the current office bearers
ii) Give the year of the last election
iii) List Alumni Association activities of last two years.
iv) Give details of the top ten alumni occupying prominent position.
v) Give details of the contribution of alumni to the growth and development
of the institution.
The institution has an alumni association the current office bears for Year
2013-14 are as follows.
Sr.
Name
Designation
No.
1
Dr. Pandhare V.D
ChairPerson
Shri Deshpande A.G.
Vice- ChairPerson
Smt Dudhabhate S.S
Secretary
Smt. Pujari S.A
Member
Shri Bandgar V.B.
Member
Shri Bagwan J.S.
Member
Shri Randive S.B.
Member
Shri Bhalerao A.S.
Alumni Member
Shri Barale V.V.
Alumni Member
10
Shri Deshmukh A.B.
Alumni Member
11
Shri Kore P. N.
Alumni Member
Activities in year 2013-14

* Self Introduction
* Felicitation of students achieving success in current fields.
Guidance by the ex-students to the current batch.
* Cultural events.
The Alumni meeting is held once in a year the alumni exchange their ideas
with the faculty and the present students. It also helps to keep record of all the
alumni with information about their employment, their employers and nature of
their present work, contact addresses, phone numbers and E-mail, IDS. Such
Uma B.Ed.
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information helps the present students to contact the alumni for suitable
placement. Some of the alumni have contributed generously to various
academic events on the campus. the alumni association organizes various
programmes, workshops for the students.
* Alumni contributing to the development of the institution:The alumni contributes generously to the development of the institution.
The alumni put their views so as to improve the infrastructure and learning
resources. They also provide the feedback to the institution to reshape the
present teaching and learning programmes to suit the new job requirements
5.3.2 How does the institution encourage students to participate in extra
curricular Activities including sports and games? Give details on the
achievements of Students during the last two years.
The students are given additional coaching sports kits and blazer. They
are provided with travel support when they represent the institution at district
state and national level. They are also supported for less attendance in case of
shortage if any.
The institution awards certificates shields etc. the institution always
encourages the students to participate for extra curricular activities including
sports and game.
One student have been selected National level competition in Volleyball.
Participation of Students in Extra Curricular Activities:
The students often participate in extra curricular activities. The
institution promotes and encourages the participation of students in extra
curricular activity.
Sr No
1
2
Event
Elocution Competition
Youth Festivals
Classical dance
Competition, Youth
Festivals, Solapur
Pakhwas Vadan
Competition, Youth
Festivals, Solapur
Kavya Vachan
Competition, Youth
Festivals, Solapur
Classical Vocal
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2013-14
2014-15
Second
--
--
--
Third
--
--
First
--
--
Participant
--
--
Participant
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6
7
8
10
Competition, Youth
Festivals, Solapur
Drawing
Street Play
Akhil Bhartiya Natya
Parishad, Pandharpur
Classical Dance
Akhil Bhartiya Natya
Parishad, Pandharpur
Granth Dindi
State level Elocution
Competition, Akkalkot
---
---
Participant
Participant
--
Participant
--
--
Participant
--
--
--
Participant
5.3.3 How does the institution involve and encourage students to publish
materials like catalogues, wall magazines, college magazine, and other
material. List the major publications / materials brought out by the
students during the previous academic session.
* Encouraging Students to Publish materials:The institution always encourages and motivates the students for their
involvement in publishing their materials like paintings, greeting cards,
handicrafts SUPW and different article. The students are also encouraged to
publish their thoughts and articles in the institution magazine Sushant every
year.
* Number of articles published by students in the institution magazine last year
2014-15
Section 2014-15
No. of articles
B.Ed.
05
Involvement of students on the publication committee of the college

magazine. Provision of bulletin boards for display of students Contributions in
writing, pictures making the posters etc.
5.3.4 Does the institution have a student council or any similar body? Give
details on Constitution, major activities and funding.
The institution has formed the Student Council on 26/10/2015 as per
University guide lines. The constitution of Students Council for 2015-16 is as
under.
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Sr No
Student Council Member
Position held
Prin. Dr. Pandhare Vidyulata
President / Principal
Prof. Bandgar Vilas
Staff Representative
Shri Shinde Gundiba
General Secretary
Shri Zende Rahul
Member
Shri Samarth Digvijay
Member
Miss. Koli Rekha
Member
Shri Shinde Yashvant
Member
Miss Sadigale Sonali
Member
Miss Rajput Poonam
Member
The members of student Council put the problems of students and discuss
them with the Principal and other members.
1) Cultural Activities
2) Discipline
3) Sports Activities
4) Teaching Subjects
5.3.5 Give details of the various bodies and their activities (academic and
administrative), which have student representation on it.
The institution has formed various Committees which have student
representation on it.
* Administrative:1) Library Committee
2) Disciplinary Committee
3) B.C. Cell Committee
4) Women Harassment Prohibition Committee
5) Anti Ragging Committee
6) Alumni Association etc. have the representation of students.
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5.3.6 Does the institution have a mechanism to seek and use data and feedback
from its graduates and from employers to improve the preparation of the
programme and the growth and development of the institution?
The institution collects feedback form students about the teachers,
curriculum and over all evaluation of the programme.
The same is analyzed. The IQAC Committee helps in this process of
analysis. Such feedback from the students provides valuable inputs for
improving the support services like library sports activities, health care, other
instructional and infrastructural resources. These feedbacks help in formulation
of policies and future plans for growth and development of the institution.
The institution always works under the guidelines of the Management.
5.4 Best Practices in Student Support and Progression

5.4.1 Give details of Institutional best practices in Student Support and
Progression?
* Best Practices in Students Support and Progression:
The institution has designed different policies, strategies, activities for student
support of progression.
Few of them are as follows.
* Thrust is given for progression to higher education, counseling, and
placement.
* Scope is given for grievance redressal.
* Scope for sports and cultural activities.
* Alumni students are invited for lectures, programmes and for the interaction
with the students.
* Social Service Camp is an integral part of the institution.
* Institute organizes visit to historical and religious places.
* Institute organizes cultural and re-creative activities on National days.
* Institute celebrates birth anniversaries of eminent personalities &
educationalist, different days such as Hindi Day, Youth Day, Teachers Day,
Work Population Day, and Environmental Day. Women Day, Non-Violence
Day etc. For motivation of students.
* Institute organizes felicitation of talented teachers on Teachers Day for
motivation of students.
* Institute organizes felicitation of talented students during the Prize
Distribution Ceremony.
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CRITERION VI : GOVERNANCE AND LEADERSHIP

6.1 Institutional Vision and Leadership
6.1.1 What are the institutions stated purpose, vision, mission and values? How
are they made known to the various stakeholders?
* Institutional Vision and Leadership :The motto of the Management Yatna to Dev Janava with a great
pride, reminiscent of work is workship State the vision, mission and purpose
of the management to the Stakeholders. Shri Pandurang Shikshan Prasarak
Mandal, is regarded as very well known Institution in the town of Pandharpur.
Uma Shikshanshastra Mahavidyalaya (B.Ed.) is established in 2008. The
institution has maintained the quality in teaching-learning evaluation processes.
Students are admitted in this college by centralized admission process. Most of
the students seeking education in this institution are from rural area and farmer
families. This institutions Vision, Mission as well as objectives are displayed at
the entrance in the office and in the Principals cabin.
The institution cherishes the following Vision, Mission and objectives.
Our Vision:*
To cater to the needs of increasing population to provide adequate
educational opportunities to the desirous students.

*
To make
students aware of the social need of excellence in Higher
Education & pursue the same.
Our Mission :* To provide adequate educational opportunities to the desirous students.

* To strive hard to inculcate in the minds of the pupils, The basic values of life
and enable them to imbibe the spirit of service and sacrifice, truth, honesty,
character, love of social service.
* To encourage the students in the field of various games.
* To enrich the library for the entire development and personality of students.
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Objectives :* To impart education at the Primary, Secondary, Higher secondary, Higher

Education level.
* To provide excellent academic atmosphere and enhance quality education.
We have been trying to shape the all-round personality of our students through
extra curricular activities and co-curricular activities. We are trying to equip our
students with basic skills so that they will have bright future. In addition to this
we make efforts to develop such a habits and inculcate virtues as to help them to
become responsible citizens. Curricula decided by the University B.O.S. By
means of the same curricula, the sincere efforts are made as per the college
mission and goals, to strive hard to inculcate in the minds of the pupils the basic
values of life and enable them to imbibe the spirit of service and sacrifice, truth,
honesty, character and love of social service.
The Vision, Mission and the Objectives are displayed in the Principal Cabin as
well as in the porch. The same is communicated to the various stakeholders of
the college through the college prospectus.
Academic :The institute is running 02 courses ( B.Ed.UG, & DIPLOMA IN SCHOOL

MANAGEMENT (D.S.M.) ).
Training and Self- Development :1)Our faculty members have also worked in the syllabus formation workshops
of Solapur University, Solapur.
2)The Non-Teaching staff is encouraged to participate in short term training
programmes on ICT.
3)Our College Principal and one staff member have completed orientation
programme.
* Access and Equity:During the
admission process, to B.Ed.course reservation to all the
disadvantaged group SC, ST, OBC, Women etc. are adopted as per Government
norms.
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* Community and national Development, Environment and Value

Orientation:The institute organizes social service camp, special lecturers, workshops, rallies,
street plays and other social awareness and value orientation activities,
including EPC (NCTE New Norms)
ICT introduction:The institution has promoted the ICT activity by providing the following
activities:
1) Provision of Computer education, Internet, Usage of ICT tools in TeachingLearning and evaluation works.
2)In new B.Ed. curriculum ICT programme is including under EPC.
3) C.D. ROM, and other ICT facilities are available in the library.
The institution has provided 15 computers for academic and practical works.
Global Demands:Our institution is a Teacher Education institution. In this academic
programme we try to achieve the objectives like intellectual, academic, training
etc. Which are the part of institutional goals.
For self development of the student teacher, we give the value-oriented
education through various activities.
In order to face the global demands and create competent teachers, we give the
ICT education.
In order to develop as a socially aware citizen, we take a regular activities like
clean campus, paripath, celebration on Birth and Death Anniversaries of
National leaders, SUPW, creativity and personality development programme
etc.
In extension activities, institution takes following programmes- Blood
Donation camp, AIDS Awareness Programme, Village Survey, Women
Harassment Prohibition, tree plantation, medical checkup camp etc.
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6.1.2 Does the mission include the institutions goals and objectives in terms of
addressing the needs of the society, the students it seeks to serve, the school
Sector, education institutions traditions and value orientations?
Yes, The mission includes the institutions goals and objectives.
Also there is large population working in various field. The vision and
mission statements are in keeping with the needs of the society.
Our institution is a teacher education institution catering teacher education
courses from Degree level. The course curriculum is developed by the
university and we aim at imparting quality education in teacher education
through the course. The various activities help the students in development of
their intellectual as well as academic growth. The programmes like C.P.D.,
S.U.P.W., Social Service Camp and new curriculum EPC make the students
understand their accountability towards the community development and
national development value orientation. Introduction of ICT in Teaching
Learning Process help the pupil teachers to become competent teachers which
in course will work for the betterment of the society.
6.1.3 Enumerate the top managements commitment, leadership role and
involvement for effective and efficient transaction of teaching and learning
processes (functioning and composition of various committees and board of
management, BOG ,etc.)
Uma Shikshanshastra Mahavidyalaya (B.Ed.) Pandharpur is
managed by
Shri Pandurang Shikshan Prasarak Mandal, Pandharpur. The
institution was founded in 1986 by
Ex. MLA of Pandharpur Shri
SudhakarPanth Paricharak. By virtue of his selfless, ceaseless and stainless

mission Shri Paricharak has lest an inerasable print on the minds of thousands
of people and has proved the title- Karmayogi given to him by these people.
Work is a psalm of his life. The institution has been catering to the educational
and cultural needs of the society for the last 29 years with a motto Yatna to
Dev Janava Education is Commitment. The institution keep space with time in
the changing Scenario of the educational field, both at national and international
levels. The institution runs different educational colleges and school. Our
institution imparts today quality education in B.Ed. course. The IQAC along
with other various committees like LMC, Library Committee, BC Cell
Committee, Women Harassment Prohibition Committee etc. has involved in
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increasing the efficiency and effectiveness of the curricular transaction. The

management is taking continuous efforts for development, improvement and
consistent performance of the Institution. The perfect infrastructural facilities,
innovative teaching, professional and job oriented course etc. and the
motivation of the Management has resulted in efficient and effective transaction
of the teaching-learning processes.
Board of Institution (Shri Pandurang Shikshan Prasarak Mandal, Pandharpur)
Sr. No.
Name
Designation
Mr. Sudhakar Ramchandra Paricharak
President
Mr. Mukund Shamrao Paricharak
Mr. Rajgopal Laxminarayan Bhattad
Secretary
Mr. Chanragupta Motichand Doshi
Treasurer
Mr. Bhanudas Shivaji Jahagirgar
Member
Mr. Suresh Rajaram Agawane
Member
Mr. Ramesh Shivdas Lad
Member
Vice-President
6.1.4 How does the Management and head of the institution ensure that
responsibilities are defined and communicated to the staff of the institution ?
The Principal of the institution has been a bridge between the management
and the staff and a source of inspiration. The annual planning of academic and
administrative transaction is done under the supervision of the Principal by the
virtues of heads of internal departments and the members of various
committees. The committees are set up at the outset of the academic year and
the conveners, members are informed about the works of the committees by
engaging meetings to assess the performance regularly. The responsibilities of
each staff and their progress is communicated to the management.
6.1.5 How does the management/head of the institution ensure that valid
information (from feedback and personal contacts etc.) is available for the
management to review the activities of the institution?
The information regarding the institutional progress is given in the LMC
meeting. The feedback, complaints and other problems are resolved by
discussion and meeting of Principal and staff members. The important issues
discussed in the LMC are put at the time and meeting of Board of Institution for
decision making. The Honable Dr. D.S. Paricharak of the institution visits the
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institution frequently and discusses with the Principal about the on-going
activities of the institution and the problems. The validity of any information is
checked by the management.
6.1.6 How does the institution identify and address the barriers (if any) in
achieving the vision/mission and goals ?
In the process of achieving the goals, the administrative and financial
problems identified are resolved by taking guidance and help from the
Management institution. Any other academic problems are solved by discussion
among the staff members. Guidance and views of some senior experts in
Education field are also taken in to consideration. All these things help the
institutions to achieve its mission and vision without any obstacle.
6.1.7 How does the management encourage and support involvement of the staff
of improvement of the effectiveness and efficiency of the institutional
processes?
The Management always encourages and supports the staff for their
improvement and the effectiveness. The Management always keeps pace with
the changing trends and provides all the facilities time to time. The staff
members are always motivated by the Management for participation in carrier
advancement programme (Refresher/Orientation Programmes) .The staff is
always encouraged for participation in University/state/national/International
Conferences. Thus the Management gives very healthy support to the staff for
their continuous development and increasing their efficiency in the institutional
processes.
The Management is like a Light House that gives moral support and adequate
freedom to each staff member for a better performance in their duties and
functions.
The staff members with excellent performance are motivated and appreciated in
general functions.
The faculty members are a great source of resource. They are entrusted with the
responsibility to maintain high standard in teaching and research activities.
Three faculty members and a representative from non teaching staff represent
Local Managing Committee.
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6.1.8 Describe the leadership role of the head of the institution in governance
and management of the curriculum, administration, allocation and
utilization of resources for the preparation of students.
The Principal of the institution provides requisite leadership to the
institution. The Principal is involved in the activities such as planning.
monitoring and evaluation of various programmes. In case of some decisions on
important issues, the Principal seeks the guidance of the Board of Management.
The Principal designs and develops strategies in association with all the staff
members for the governance, management of the curriculum, administration,
allocation and utilization of recourses for the preparation of the students and
academic growth of the institute.
To enhance the cultural heritage and to change positively organizational
structure.
The Principal as a head of the college is the source of inspiration to all members
of Institution.
She strongly believes that Leadership is action, not position.
She supports, guides, motivates and appreciates at a proper time.
She allots and decentralizes powers and responsibilities to proper persons.
She protects the interest of the Institution, management and stakeholders.
She is the bridge between Governing Council and the staff of college
Principal being the head of the college takes measured steps in academic,
administrative, policy-making and disciplinary.
She establishes a healthy co-operative academic ethos among students, faculty,

administrative staff, management and stakeholders. In a way he bridges all the
stakeholders.
6.2 Organizational Arrangements :

6.2.1 List the different committees constituted by the institution for management
of different institutional activities? Give details of the meetings held and
the decisions made, regarding academic management ,finance,
infrastructure, faculty, research, extension and linkages and examinations
during the last year.
The meeting of Admission Committee is held well before the beginning
of academic year. The meeting of LMC, IQAC, BC Cell, Women Harassment
Prohibition Committee are held twice in the year. The meeting of Library
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Committee is held thrice in a year. The decisions regarding finance,

infrastructure, faculty, examinations and different issues are taken in these
meetings.
Bodies
Dates
Local Managing Committee
24/12/2014
06/07/2015
IQAC
12/12/2014
02/07/2015
Admission Committee
26/08/2015
Library Committee
24/12/2014
12/03/2015
24/09/2015
BC Cell Committee
03/01/2015
03/09/2015
Women Harassment Prohibition Committee
17/10/2015
27/10/2015
18/12/2015
* Major outcomes of the Local Managing Committee (2015-16)

The final meeting of LMC for the year 2015-16 was held on 06/07/2015
the major outcome are as follows.
1. Resolved to start B.Ed. admission to government Process.
2. Resolved to advertise the post of Principal in state news Papers and Website.
3. Resolved to start NAAC preparation process.
4. Resolved to weeding out from the library test books for st. 5th.
* Major outcomes of the IQAC Committees (2015-16):The final meeting of IQAC for the year 2015-16 was held on 12/07/2015
the major outcomes are as follows.
1. Resolved to send LOI for accreditation and start institutional preparation.
2. Resolved to recruit full-time Principal immediately following the resignation
of the previous Principal.
* Major outcomes of the Admission Committee (2015-16)
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Courses
No. Of admitted
B.Ed.
47 Students
Different Committees:1. Local Managing Committee

2. IQAC Committee
3. Library Committee
4. BC Cell Committee
5. Women Harassment Prohibition Committee
6.2.2 Give the organizational structure and the details of the academic and
administrative bodies of the institution.
The institution is run under the management of the trust Shri Pandurang
Shikshan Prasarak Mandal, Pandharpur. There are seven members board of
Trustee. The management takes decisions on important issues. The Local
Managing Committee comprises of Representative of Management, Secretary
of Management, three Representatives of management, the Principal in the
capacity of Secretary of LMC, Faculty Representatives along with the
Representative of the Non-Teaching staff. The LMC discusses various issues
with the representatives the management of different committees are formed in
the institution for carrying different academic and other day to day activities.
6.2.3 To what extent is the administration decentralized? Give the structure and
details of its functioning.
The Principal sets up various committees to realize the administrative
transaction. The faculty and the Non-Teaching staff of the institution implement
the annual academic and administrative planning chake out by the Principal and
the conveners of the Committees. There are committees where students are
given representation. The quality of the educational provisions is ensured by
means of setting up committees which hold their meetings and realize the
planning under the supervision of the Principal and conveners.
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6.2.4
How does the institution collaborate with other sections/departments and

school personnel to improve and plan the quality of educational
provisions?
Our teachers in conferences, seminars, workshops and exchange their
views and ideas about enhancing the quality of overall educational provisions.
6.2.5
Does the institution use the various data and information obtained from
the feedback in decision-making and performance improvement? If yes,
give details.
The feedback from students about teachers and curriculum is taken at
the end of the year. These feedbacks are discussed with staff members for
possible solutions. These feedbacks help the institution and Principal for
decision making and performance improvement. The suggestions and the
worthy opinions are considered while allotment of responsibilities and
departments in the next academic year.
6.2.6 What are the institutions initiatives in promoting co-operation, sharing of

knowledge, innovations and empowerment of the faculty? (Skill sharing
across departments creating/providing conductive environment).
The institution always takes initiative in promoting co-operation sharing
of knowledge, innovations and improvement of faculty. This is achieved by
motivating the faculty for writing books, research papers.
6.3 Strategy Development and Deployment

6.3.1 Has the institution an MIS in place, to select, collect align and integrate data
and information on academic and administrative aspects of the institution?
The institution office work is fully computerized. The admission
process, accounts etc. the academic information is recorded and maintained with
the help of computers.This includes students relevant information, internal
marks, method-wise distribution of students, other records related with internal
examinations, tutorials, academic calendar, programmers organized, workshops,
evaluation reports, information related with the practical work etc.
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6.3.2 How does the institution allocate recourses (human and financial ) for
accomplishment and sustaining the changes resulting from the action
plans?
&
6.3.3 How are the resources needed (human and financial ) to support the
implementation of the mission and goals, planned and obtained?
The institution is always aware of the changes resulting from the action plans.
The B.Ed. course is self financed. The institution takes the course fees
prescribed by
Shikshan Shulk Samittee and Govt. norms for B.Ed.. The
endowment and reserve funds for Non-aided course is deposited with NCTE.
The financial recourses are utilized optimum for accomplishment of goals.
6.3.4 Describe the procedure of developing academic plan. How are the practice
teaching school teachers, faculty and administrators involved in the
planning process?
Academic calendar is prepared at the beginning of the year by the
Principal and the staff members keeping track of University, Govt. holidays,
number of possible working days etc. The possible dates of various activities,
workshops, tutorials, internal examinations, Psychology experiments etc. are
decided. The academic calendar is distributed to the students so as to enable
them to know about the future proceedings. The institution seeks permission
from different schools for arranging Practice teaching lessons in the schools.
The time-table of practice teaching schools and list of holidays, examination
dates etc. are considered at the time of lesson allotments. The school teachers
allocate the units to pupil teachers. The faculty is involved in planning,
guidance and evaluation of lessons. The school teachers are also appointed as
the external examiners for evaluating final lessons and the practicum work.The
administrative staff help in communication and office work.
6.3.5 How are the objectives communicated and deployed at all levels to assure
individual employees contribution for institutional development?
In light of the objectives of the institution the perspective institutional plan
is prepared under the supervision of the Principal. The Committees with various
responsibilities and tasks are involved for the academic other developments and
activities. The member of the committees in collaboration with the teachers,
administrators, the Non-teaching staff and the representatives of the students
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council bring about the institutional plan. The plan is promptly executed
according to the decisions taken by the committees under the guidance of the
Principal so as to meet the objectives.
6.3.6 How and with what frequency are the vision, mission and implementation
plans monitored, evaluated and revised?
The academic plan is designed at the beginning of the year. The various
committees design and define their strategies for the academic year in light of
the vision and mission of the institution. The overall development and
implementation of plans is monitored by the Principal and the members of
IQAC Committee. The IQAC suggests for necessary revisions. The overall
performance is evaluated twice in a year.
6.3.7 How does the institution plan and deploy the new technology?
The institution is fond of accepting, implementing new technology and
recent trends in education. The curriculum transaction mechanism involves
optimum use of ICT for enhancing the effectiveness of teaching learning,
evaluation process. The institution has all the necessary modern hardware and
software. The teacher educators, administrative staff and the students are always
encouraged for making the use of technology in their work. The management
offers maximum support to the staff and institution for its continuous
development in knowledge society.
6.4 :- Human Recourse Management

6.4.1 How do you identify the faculty development needs and career progression
of the staff?
The faculty development needs and career progression of staff are
identified by the Principal by the end of the academic year to based on his
personal observations and findings. The Principal keeps continuous track of the
performance of the staff. The obstacles in development of teachers are identified
and solved by discussion and guidance. The staff members are always
motivated for participating career development programmers, training and
orientation
programmes,
conferences,
Seminars,
Workshops,
Paper
Presentations, Books Publishing and articles writing.
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6.4.2 What are the mechanisms in place for performance assessment (teaching,
research, service) of faculty and staff? (Self-appraisal method,
comprehensive evaluations by students and peers) Does the institution use
the evaluations to improve teaching, research and service of the faculty and
other staff?
The evaluation of teacher by students is made at the end of year. The
overall evaluation report helps the teachers to make self improvements . By
examining the overall performance the Principal gives course gives his
suggestions to the faculty members for further improvement. The Principal
observes the lectures and gives suggestions to teachers for improvement.
6.4.3 What are the welfare measures for the staff and faculty? (mention only
those which affect and improve staff well-being, satisfaction and
motivation).
No
6.4.4 Has the institution conducted any staff development programme for skill
up-gradation and training of the teaching of the teaching and non-teaching
staff? If yes, give details.
Institution has not conducted faculty improvement programme but has
given guidance and co-operation for Teachers improvement.
6.4.5 What are the strategies and implementation plans of the institution to
recruit and retain diverse faculty and other staff who have the desired
qualifications, knowledge and skills (Recruitment policy, salary structure,
service conditions) and how does the institution align these with the
requirements of the statutory and regulatory bodies (NCTE,UGC,
University etc.)?
The institution recruits the Teaching staff and Non-Teaching staff
according to the norms of UGC, Maharashtra State Govt. , NCTE rules and
Solapur University, Solapur and advertisement in news papers, interview, demo
lectures in case of teaching staff. The desired qualifications, ICT capabilities,
other knowledge and skills are ensured and then the selection is made. The pay
and service conditions are as per UGC and Maharashtra State Gov. norms.
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6.4.6 What are the criteria for employing part-time / Adhoc faculty? How are
the part-time / Adhoc faculty different from the regular faculty?(E.g.
salary structure, workload, specializations).
All the faculty members of B.Ed. are appointed on permanent full time
basis there are two vacancies. As per have been the new norms of NCTE,
Music, Craft and Physical teachers appointed part-time and visiting faculty.
DSM Course is vacation course so the same faculty work for this course.
6.4.7 What are the policies, resources and practices of the institution that
support and ensure the professional development of the faculty? (E.g.
budget allocation for staff development, sponsoring for advanced study,
research, participation in seminars, conferences, workshops etc. and
supporting membership and active involvement in local, state ,national and
international professional associations).
The institute always encourages and supports the faculty for its
professional development. The faculty is given TA/DA as per rules for his /her
participation in seminars, conferences, workshops etc.
6.4.8 What are the physical facilities provided to faculty? (Well-maintained and
functional office, instructional and other space to carry out their work
effectively).
The faculty is provided with a separate cubicles with sitting
arrangement for guidance to student. The other facilities include cupboard, fans,
tubes etc. The other physical facilities like safe drinking water, toilets etc. are
common to all faculty.
6.4.9 What are the major mechanisms in place for faculty and other
stakeholders to seek information and / or make complaints?
The faculty seeks desired information from the institution office on
written application prior permission of the Principal. The faculty is free to lodge
his/her complaints if any with the Principal and can approach of the Secretary of
institution in resolving the matter. The parents and students discuss their
complaints with the Principal.
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6.4.10 Detail on the workload policies and practices that encourage faculty to be
engaged in a wide range of professional and administrative activities
including teaching, research , assessment, mentoring, working with schools
and community engagement.
The institute
always encourages the faculty engaged in
professional and administrative activities including teaching, research,

assessment, mentoring, working with schools and community. The work load of
the teaching staff is as per UGC and University norms per week. The teachers
are engaged in lesson guidance for B.Ed. students and research guidance work
for DSM students. The teachers participate in the paper setting, assessment
activity of the university.
6.4.11 Does the institution have any mechanism to reward and motivate staff
members? If yes, give details.
The faculty members are felicitated with garlands, shawl etc. for his/her
best performance and achievement. This gives motivation to other faculty to
work hard for enhancing their efficiency, performances.
6.5 Financial Management and Resource Mobilization

6.5.1 Does the institution get financial support from the government? If yes,
mention the grants received in the last three years under different heads. If
no, give details of the source of revenue and income generated.
The B.Ed. course is unaided course. The fee structure is decided and
approved by Shikshan Shulk Sammittee every year. The fee structure for
vacation course DSM is as per the norms of YCMOU Nashik.
The current tuition and other fee structure is as follows.
Sr.
Course
2014-2015
2015-2016
No.
B.Ed.
Tuition Fee
Other Fee
Tuition Fee
Other Fee
26815
4550
26815
4550
1000
225
1000
225
(Un-aided)
2
DSM
(YCMOU)
Vacation
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6.5.2 What is the quantum of resources mobilized through donations? Give

information for the last three years.
The institution does not take any donations for admission or other
development funds.
6.5.3 Is the operational budget of the institution adequate to cover the day-today expenses? If no, how is the deficit met?
The operating budget is prepared so as to maintain sufficient funds for
the day-to-day expenses. The deficit/surplus in the receipt payment is
considered while preparing budgets for the next financial year. In case of
emergency financial needs for priority items, the management makes funds
available so as to meet the expenses.
6.5.4 What are the budgetary recourses to fulfill the missions and offer quality
programs? (Budget allocations over the past five years. depicted through
income expenditure statements, future planning, resources allocated
during the current year, and excess/deficit).
The budgetary resources are mobilized so as to fulfill the missions and
for the maintenance of the infrastructural facilities, learning resources and other
quality programmes. The budget allocations for last one year and the Income
Expenditure. Statements are enclosed.
6.5.5 Are the accounts audited regularly? If yes, give the details of internal and
external audit procedures and information on the outcome of last two
audits. (Major pending audit paras, objections raised and dropped).
The institution has a mechanism for internal audit. The accounts of the
institution are computerized audited by the internal auditor.
6.5.6 Has the institution computerized its finance management systems? If yes,
give details.
Our office and the accounts of the institution are fully computerized
and automated. The fees receipts, payment vouchers of accounts are maintained.
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6.6 Best Practices in Governance and Leadership

6.1.1 what are the significant best practices in Governance and Leadership
carried out by institution?
There is fine tuning of Vision and Mission statements of the
institution. The duties and responsibilities of every staff members and nonteaching staff members are set at the beginning of the year. The departments are
allotted to each staff member. The students are given admission according to
merit and other norms.
Our college admission committee is very strong committee. All committee

members are very hard worker.
The faculty is given TA/DA as per rules his/her participation in seminar,

conference, workshops etc.
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CRITERION VII: INNOVATIVE PRACTICES

7.1 Internal Quality Assurance Cell
7.1.1 Has the institution established Internal Quality Assurance Cell (IQAC)? If
yes, give its year of establishment, composition and major activities
undertaken.
Yes, the college has established Internal Quality Assurance Cell (IQAC)
in the year.
Committee Members
Sr.
Name of Member
Academic Designation
No.
1
Principal, Dr. Pandhare V.D.
Chairperson
Prof. Pujari S. A.
Co-Ordinator
Prof. Bandgar V.B.
Member
Prof. Bagwan J.S.
Member
Prof. Dudhabhate S.S.
Member
Hon. Agawane S.R.
Member (From Management)
Shri Parakhe S.D.
Member (From Local Society)
Shri Kore P.N.
Member (From Alumni)
Shri Sonkamble S.L.
Member (from Student)
10
Hon. Wagh M. R.
11
Shri Waghmare V.N.
Member (From Industrialist)

Member (From Administrative Officer )
The major activities undertaken by the IQAC are to make library more
rich and resourceful. IQAC always keeps eye on vision, mission, objectives &
values of the institution to reflect in all activities. It prepares the academic
calendar and the activity calendar of the institute & keeps check on quality
maintain.
* Work distribution.
* Planning, allocation of resources, Feedback.
* Student Council, Time table
* Teachers Day celebration & observance of special Subject days, club and
activities of clubs.
* Social Service and Extension Service.
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* Library & Library Services, Library committee meeting.

* Collection of reports from feedback committee.
* Review of completion of monthly syllabus for all the subjects.
7.1.2 Describe the mechanism used by the institution to evaluate the achievement
of Goals & objectives.
IQAC has continuous monitoring and evaluation by planning committee
of all the curricular as well as co-curricular aspect.
* Documentation of all actions.
* Remedial measures
* The academic calendar is prepared in this way to achieve these goals &
objectives.
* IQAC also keeps constant watch on feedback obtained & suggestions are
made by the stakeholder while organizing every event.
7.1.3 How does the institution ensure the quality of its academic programmes?
- The institution ensures the quality of its programmes through the IQAC
meetings, diary cell meetings.
-Feedback from stakeholders time to time is one of tool to ensure the quality.
- It is assumed that the more instructional material should be prepared based on
ICT. The faculty members make use of computers, LCD Projector & OHP in
their teaching.
- It is decided to continue remedial classes and give orientation to the failure
students.
- The orientation to the students at beginning of the course.
- The college makes available the financial and infrastructural facility for
organization of curricular / co-curricular activities.
7.1.4 How does the institution ensure the quality of its administration and
financial Management process?
The institution ensures the quality of its administration in the following
manner.
* The institutional administration has been centralized.
* Various committees have been constituted to do the needful in specific
aspects.
* Regularly staff meetings are held to review the administration and financial
management process before each major activity.
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* LMC Committee also takes review of the administration and financial process
regularly on every major.
* The decisions are taken on the issues raised in the meeting of LMC.
* All Non-Teaching staff is directed to keep healthy relationship with the
parents and students for smooth functioning.
* The major financial aspects are discussed with management by Principal or
LMC committee.
7.1.5 How does the institution identify and share good practices with various
constituents of the institution?
* The students give suggestions on every academic programme for its effective
implementation.
* Students also identify and share good practices with the faculty and
Management, the suggestion box, class representative and ladies representative
of the student council is the interface between Management & students.
* The IQAC also assesses the activities undertaken and provides suggestions if
necessary.
* The good practices are brought to the notice of the faculty members and are
discussed in the faculty meetings. These are communicated to the NonTeaching staff as well.
* The report of all the good practices is sent to the parent institution. The
governing body also appreciates these by communicating them in the
administrative board meetings of the governing body.
7. 2 Inclusive Education
7.2.1 How does the institution sensitize teachers to issues of inclusion and the focus
given to these in the national policies and the school curriculum.
It is the need of the hour that the teacher educators are sensitized to the
philosophy of inclusive Education. This is done as follows:
The topic of inclusive Education has been included in the revised
curriculum of B.Ed. (2016) in course-I Childhood & Education in Sem.-I,
Course V -Teaching and learning in Sem.-II.
The teacher educator who teaches the above topics ensures that student
teachers are sensitized to inclusive practices through discussions of the basic
topics.
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* For academically weak students extra coaching, counseling and guidance is

given in carrying out various academic activities.
*Use of co-operative learning technique.
* For gifted students: - Students who demonstrate high achievement are
encouraged to participate in various competitions such as Avishkar, Elocution,
Competitions, and Essay competitions. With the assistance of gifted students,
the co-operative learning technique is implemented.
* Equality of gender: - Equality of gender is observed as this is a co-educational
institution. Equal opportunity is given to the students of both the sexes to
participate in the college activities according to their abilities.
* Students who are economically and socially deprived, are allowed to pay fees
in installments.
* The faculty members help the students who are from rural and tribal areas, to
get adjusted with college atmosphere.
* The college selects methods as per school curriculum and training to the
students is given as per actual school record.
* The National Days & important days are celebrated and assembly, sports,
annual day and other co-curricular activities are included in training program.
7.2.2 What is the provision in the academic plan for students to learn about
inclusion and exceptionalities as well as gender differences and their impact
on learning?
- Inclusive education.
- Provision of equal opportunities to the girls and boys as representatives in
students council.
- Special co-operation to the physically challenged students.
- Equal opportunities for the internship / CPD programme.
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7.2.3 Detail on the various activities envisioned in the curriculum to crate

learning environments that foster positive social interaction, active
engagements in learning & self-motivation.
* Organization and participation in cultural events, sports.
* Tree plantation.
* Blood donation camp.
* AIDS awareness.
* Empowerment of women.
* Cultural programme.
* Lek Vachava Abhiyan.
* Literary & Environmental awareness programme through Kirtan, Pravachan
& Bharud.
* Social- Service.
* Active Participation in health programmes.
* Internship.
7.2.4 How does the institution ensure that student teachers develop proficiency
for working with children from diverse backgrounds and exceptionalities?
* Dissemination of information about the children with special needs.
* Case study by the student teacher.
7.2.5 How does the institution address to the special needs of the physically
challenged and differently able students enrolled in the institution?
-
The institution address to the special needs of the physically challenged and
differently able students enrolled in the institution through.
Financial support- personal and in the from of freeships and scholarships.
Extra guidance.
Mentoring by diary group and subject teachers.
Providing extra time of half an hour during examination.
Special arrangements for these student such as practice teaching lesson on

ground floor classes, near by schools, concession in attending rallies, street
plays etc. taking into consideration the percentage of disability and type of
disability.
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7.2.6 How does the institution handle and respond to gender sensitive issues
(activities of women cell and other similar bodies dealing with gender
sensitive issues?)
For the course our institution follows the co-education pattern. There is a
Women Harassment Prohibition Committee established in the institution so as to
resolve the gender sensitive issues. A lecture on Women Harassment Prohibition
Acts & the rights of women is organized every year. The institution has also
provided separate facilities such as ladies room, toilets, etc. The ladies staff
members also guide the female students in resolving their gender sensitive issues,
personal problems which they could easily disclose.
7.3 Stakeholder Relationship

7.3.1 How does the institution ensure the access to the information on
organizational performance (Academic and Administrative) to the
stakeholders?
The institution ensures the access to the information to the stakeholders
about the academic and Administrative organizational performance by their
involvement in the process. It is as follows.
The students are involved direct in academic programmes. The
feedback of outgoing students and it is overall analysis is done. The feedback is
considered while formulating planning of different activities in the commencing
year. This helps the institution in teachers involvement & improvement in
quality of teaching learning evaluation process. The student council acts as a
from for students voice.
The teachers from practice teaching schools are involved as subject
experts for the final lesson examinations. They also guide the students at the
time of practice lesson & Internship programme.
The meetings of Alumni are arranged formally / informally. Their opinion
feedbacks are taken into consideration in all academic transactions.
The members of LMC management are involved both at the level of
planning, implementation, and monitoring of academic activities (introduction
to New B.Ed. two year courses, infrastructure Development etc.)
The organizations like Rotary Club, Samajik Karya Samittee etc. are
involved in sponsoring various programmes. Thus all the stakeholders are
involved in the planning implementation and evaluation processes.
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The institute publishes its annual magazine Sushant which contains all
the relevant information best practices in the entire year are known to the
stakeholders. The News is given in local news papers records of various
competition and activities of institution. The best performances are felicitated at
the time of prize distribution programme.
7.3.2 How does the institution share and use the information / data on success
and failures of various processes, satisfaction & dissatisfaction of students
and stakeholders for bringing qualitative improvement?
The institution shares and uses the information / data on the success and
failure of various processes, satisfaction & dissatisfaction of student
&stakeholders for bringing qualitative improvements by way of different
activities & mechanism.
The academic bench marks are created for this purpose. A wide publicity
of the various U.G. (B.Ed.), Diploma (D.S.M.) courses in the institution
research activities, programmes facilities, qualified faculty, academic calendar,
financial aspects, support services, carrier guidance etc. is made on the
websites.
Transparency is maintained in admission and other activities. The fees
structure is as per Govt. Norms. There is academic flexibility with wide
programme options in teacher education. The institute always encourages for
effective pedagogy practices & Ict enabled teaching learning processes. The
institution follows continuous internal assessment & evaluation is transparent.
The campus is very vast & the facilities like play ground, canteen, good
infrastructure facilities like class rooms. Laboratories, good collection of books
in the library etc. are available; there is a provision of scholarship & freeships,
awards for best performance of the student. There is a grievance redressed
mechanism for resolving various complaints the mobilization of financial
resources is done as per demand and priority for research, infrastructure
support, books, equipment, and faculty development.
The institutional results are good & the dropout rate is negligible .The
institution has career guidance cell.
The institute is always striving for human & cordial relationship with
the students & stakeholders for their satisfaction & delight. The satisfaction of
student, stakeholders is measured informally & formally though the outgoing
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students feedback, suggestions, complaints etc. the institution use these

feedback for updating its approaches from time to time.
7.3.3 What are the feedback mechanisms in vogue to collect, collate & data form
students, professional community, alumni & other stakeholders on
program quality? .How does the institution use the information for quality
improvement?
Feedback mechanisms to collect, collate data from students, professional
community alumni & other stakeholders on program quality is as followsThe feedback on teacher competencies is obtained from the students. The
students alumni, employers, head of practice teaching school etc. give feedback
on the curriculum & the students & faculty members give feedback on
curriculum transactions at the end of the academic session. The feedback and
suggestions from parents are also considered. The teachers are acknowledged
with their strengths and weakness. The institutional infrastructure related &
other problems are solved under the guidance of the Management. The valued
suggestions & the information is used for quality improvement in the
commencing year.
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Sr.
No.
1
2
3
4
5
8
9
Part III : Appendices (Details)

Appendices
Institution Supporting Document
UGC Recognition Letter
The Master Plan of the Building
Budget Statement (2014-15) B.Ed., D.S.M.(YCMOU)
The List of the AV Material
The institutional three years (2012-13, 2013-14, 2014-15)
Audit Statement B.Ed., D.S.M. (YCMOU)
Sample feedback questionnaires from pupil teacher,
faculty alumni, heads of practice teaching schools,
employers.
Format of evaluation of teacher educator by students.
Event Photographs
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( Felicitation of winner who won first prize in Music instrument like Mrudung
in Solapur university, Solapur )
(In Youth Festival , Students Performs their arts)
(Science Exhibition by Honble Principal Dr. D.S. Paricharak )

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(On the Occasion of Tree Plantation )
(On the Occasion of Blood donation camp with Principal Dr. Sudhakar Gandhe)
(Adv. Sou. Aparna Ramtirthkar Communicating to our Students.)

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On the Occasion of Teaching Aid workshop)
(On the Occasion of achieving Gunijan Gaurav Award)
(Felicitation of Honble MLA Shri. Prashantrao Paricharak )
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(Honble Vice chancellor Dr. M.N. Maldar Addressing the Students )
(Honble Dr. Deshpande Addressing the girl Students)
(Felicitation of Honble Dr. D. S. Paricharak )
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*Yatna to Dev Janava*

Shri Pandurang Shikshan Parasark Mandal, Pandhapur

UMA SHIKSHANSHASTRA MAHAVIDYALAYA

A SELF STUDY REPORT

I am elated to present Accreditation Report of our Uma Shikshanshastra

Dr. V.D. Pandhare

Dr. D.S. Paricharak

Dr. Smt. V. D. Pandhare

Karyavah, Uma Shikshan

Asst. Prof. Smt. S. A. Pujari

Asst. Prof. V. B. Bandgar

Asst. Prof. J.S. Bagwan

Asst. Prof. S.S. Dudhabhate

Shri V.N. Waghmare

Non- Teaching member

Part I : Institutional Data

Profile of the Institution

Part II : Evaluative Report

Criterion wise analysis

II- Teaching-Learning and Evaluation

III- Research, Consultancy and Extension

IV- Infrastructure and Learning Resources

V- Student Support and Progression

VI- Governance and Leadership

VII- Innovative Practices

Mapping of Academic Activities of the Institution

Declaration by the Head of the Institution

Part III : Appendices (Details)

Profile of the Institution

Part I Institutional Data

Profile of the Institution

Name and address of the institution:

Principal- Dr. Pandhare V.D.

Self appraisal Co-ordinator Smt. Pujari S. A.

Profile of the Institution

Location of the Institution:

Any other (specify and indicate)

Campus area in acres:

Is it a recognized minority institution?

Date of establishment of the institution:

Month & Year

8. University to which the institution is affiliate

Month & Year

Profile of the Institution

v. Any other (specify and indicate)

iv. Affiliated College

If yes, has the institution applied for autonomy?

Profile of the Institution

Details of Teacher Education programmes offered by the institution:

(Additional rows may be inserted as per requirement)

Give details of NCTE recognition

Order No. &

(Additional rows may be inserted as per requirement)

Criterion I: Curricular Aspects

Does the Institution have a stated

a) Does the institution offer self-financed

a) How many programmes?

Are there programmes with semester system

Is the institution representing/participating in the curriculum development/

If yes, how many faculties are on the various curriculum development/vision

Number of methods/elective options (programme wise)

--M.Ed. (Full Time)

Criterion I: Curricular Aspects

Yatna to Dev Janava