Kiang nangbah government college, jowai 793 150
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- Bu səhifədəki naviqasiya:
- (a) including the salary component Rs. 9740.00 (b) excluding the salary component Rs.1260.00
- 173:1 2 Khasi 254:1
- 246:1 4 Economics 66:1
- * Kindly enclose copy of accreditation certificate(s) and peer team report(s) as an annexure. 31. Number of working days during the last academic year ._ 141(Days)___
- D. CRITERIA - WISE INPUTS CRITERION I: CURRICULAR ASPECTS 1.1 Curriculum Planning and Implementation
- Motto : “ Awake, Arise and Reach the Goal” . Vision : “ To promote quality and affordable learning for the youth”.
- Mision : “To strive for academic excellence, mould and educate the students to be worthy citizens”. Objectives
- 1.2. Academic Flexibility
- 1.3. Curriculum Enrichment
- CRITERION II: TEACHING – LEARNING AND EVALUATION
- Catering to Student diversity.
- 2:3. Teaching-Learning Process
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25. Dropout rate in UG and PG (average of the last two batches) 
UG 14.07% PG 26. Unit Cost of Education (Unit cost = total annual recurring expenditure (actual) divided by total number of students enrolled )  (a) including the salary component Rs. 9740.00
(b) excluding the salary component Rs.1260.00
27. Does the college offer any programme/s in distance education mode (DEP)? NO. If yes,
Yes No b) Name of the University which has granted such registration. 
 c) Number of programmes offered
d) Programmes carry the recognition of the Distance Education Council. 28. Provide Teacher-student ratio for each of the programme/course offered:
29. The college is applying for: Accreditation : Cycle 1 30. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment only) Not applicable. * Kindly enclose copy of accreditation certificate(s) and peer team report(s) as an annexure. 31. Number of working days during the last academic year._141(Days)___ 32. Number of teaching days during the last academic year__252(Days)__ (Teaching days means days on which lectures were engaged excluding the examination days) 33. Date of establishment of Internal Quality Assurance Cell (IQAC) IQAC …………………… (dd/mm/yyyy) 34. Details regarding submission of Annual Quality Assurance Reports (AQAR) to NAAC. AQAR (i) …Nil…………… (dd/mm/yyyy) AQAR (ii) … Nil……… (dd/mm/yyyy) AQAR (iii) ……Nil………… (dd/mm/yyyy) AQAR (iv) … Nil………… (dd/mm/yyyy)
1.1.1. State the vision, mission and objectives of the institution, and describe how these are communicated to the students, teachers, staff and other stakeholders. As envisioned by (Late) Pohshna and other founder members of the College, we are now handed over with the following motto.
Starting from a very humble origin, Kiang Nangbah Government College has striven and has grown into a multi-faculty institution since its inception to turn the youths of Jaintia Hills, into leaders of their own society – politicians, bureaucrats, businessmen, doctors, engineers, lawyers, teachers, etc. Mision: “To strive for academic excellence, mould and educate the students to be worthy citizens”. Objectives: The Institution’s objectives may be summarized briefly as follows:
The Principal reminds all teaching and non-teaching staff in the Annual Staff Meetings at the beginning of a year about the Institution’s Motto, Vision and Mission. He/She always stresses on team work and co-operation for achieving these objectives. The same is communicated to the students by way of banners, signboards and through Orientation Programme organised particularly for freshers at the beginning of the Session. 1.1.2. How does the institution develop and deploy action plans for effective implementation of the curriculum? Give details of the process and substantiate through specific example(s). Kiang Nangbah Govt. College, Jowai, being affiliated to the North Eastern Hill University, follows the curriculum prepared and implemented by the University. 1.1.3. What type of support (procedural and practical) do the teachers receive (from the University and/or institution) for effectively translating the curriculum and improving teaching practices? Teachers are always encouraged by the College to undergo any academic programme for improving their teaching ability as envisaged by the UGC. They have also freedom to initiate anything which may help them in their effort to serve students better. Certainly, the University also plays a very important role in helping the College teachers in several ways. For example, UGC-HRDC of the University conducts OC/RC/various Short-term courses purposely in support of the teachers. Ultimately, these programmes lead to the fulfillment of effectively translating the curriculum and improving teaching practices as well. 1.1.4. Specify the initiatives taken up or contribution made by the institution for effective curriculum delivery and transaction on the Curriculum provided by the affiliating University or other Statutory agency. The College has been trying honestly to ensure that the curriculum is implemented in letter and spirit. Being owned and controlled by the Government, the College faculty are recommended by the Meghalaya Public Service Commission (MPSC) for recruitment. Admittedly, deserving candidates have been appointed for various teaching posts in various departments. It was found that faculty members always performed well with regard to effective curriculum delivery. Besides, they are quite well-known to the District Administration and the general public as far as performing on Election Duty (MP/MLA/MDC elections) is concerned and as resource persons in various fields. 1.1.5. How does the institution network and interact with beneficiaries such as industry, research bodies and the university in effective operationalisation of the curriculum? Different departments of the College have been conducting/organizing Excursion Trips/Exposure Trips and study Tour for their respective students to various places in the State and the Country. Industrial visits for students of Commerce Department have been arranged regularly for the past few years. They were taken to Cement Factories in the District, Industrial Estates in the State, and some industrial centres in Guwahati and Kolkatta. This activities are directly or indirectly linked with the purpose of effective operationalisation of the curriculum. 1.1.6. What are the contributions of the institution and/or its staff members to the development of the curriculum by the University?(number of staff members/departments represented on the Board of Studies, student feedback, teacher feedback, stakeholder feedback provided, specific suggestions etc. It is worth mentioning that the College does not have any visible or direct contribution towards the development of the curriculum as such, but the following staff members are members of Board of Under- Graduate Studies (BUGS) now renamed as Board of Studies (BOS). 1. Mr. O. U. Lyngdoh, (Economics). 2. Mr. R. Lamarr, (Political Science). 3. Mr. Y. Iongwai, (Physics). 4. Mr. H. Toi, (Commerce). 5. Mr. E.K. Mawkhiew, (Geology). The College has, in fact, encouraged feedback from teachers, parents, students,stakeholders, etc. in order to improve the existing facilities available and their usabilities for the benefit of the students. However, no record was maintained in this regard. 1.1.7. Does the institution develop curriculum for any of the courses offered (other than those under the purview of the affiliating university) by it? If ‘yes’, give details on the process (‘Needs Assessment’, design, development and planning) and the courses for which the curriculum has been developed. The College offers no other subjects other than those offered by the affiliating University. Thus, developing curriculum of its own does not arise. 1.1.8. How does institution analyze/ensure that the stated objectives of curriculum are achieved in the course of implementation? In respect of ensuring that the stated objectives of curriculum are achieved in the course of implementation, the step taken by the College may be listed below: 1. Regularity in student attendance in maintained. 2. Student sensitization through classroom discussion. 3. Internal class tests at regular interval of time. 4. Continuous evaluation and review of examination results.
1.2.1. Specifying the goals and objectives. Give details of the certificate/diploma/skill development courses etc., offered by the institution. The College does not offer any Certificate/Diploma/Skill Development courses, etc. In fact, the College cannot take decision in these matters. It is the Government which can make decision based on public demand. 1.2.2. Does the institution offer programmes that facilitate twinning/dual degree? If ‘yes’, give details. No. 1.2.3. Give details on the various institutional provisions with reference to academic flexibility and how it has been helpful to students in terms of skills development, academic mobility, progression to higher studies and improved potential for employability. Sincere attempt has been made to provide assistance to the students in all possible ways. Specifically, faculty members in their own individual capacity, used to guide students who were in need of such guidance for higher studies and to improve their potential for employability. Quite often, our students used to seek assistance from the college faculty members even when they are studying at other higher educational institutes like NEHU and others. 1.2.4. Does the institution offer self-financed programmes? If ‘yes’, list them and indicate how they differ from other programmes, with reference to admission, curriculum, fee structure, teacher qualification, salary etc. No. 1.2.5. Does the college provide additional skill oriented programmes, relevant to regional and global employment markets? If ‘yes’ provide details of such programme and the beneficiaries. No additional skill oriented programmes are provided by the College. 1.2.6. Does the University provide for the flexibility of combining the conventional face-to-face and Distance Mode of Education for students to choose the courses/combination of their choice” If ‘yes’, how does the institution take advantage of such provision for the benefit of students? There is no provision for the flexibility of combining the conventional face-to-face and distance mode of Education for students to choose the courses/combination of their choice. Students are to choose from limited combinations of courses fixed by the affiliating University.
1.3.1. Describe the efforts made by the institution to supplement the University’s Curriculum to ensure that the academic programmes and Institution’s goals and objectives are integrated? Since majority of the students come from rural and economically weaker section of society, subject teachers are encouraged to provide their respective students with complementary materials for the courses prescribed if necessary. Students are also encouraged to be frank with their teachers so that their problems and concerns can be successfully addressed. Departmental seminars are also encouraged for the benefit of the students. 1.3.2. What are the efforts made by the institution to enrich and organize the curriculum to enhance the experiences of the students so as to cope with the needs of the dynamic employment market? The college is not offering any skill-oriented programme as per the market demand and employability of its products. However, students of the College are getting employed in various Government offices, public sector and private sector agencies like cement factories, etc., in the district and elsewhere. 1.3.3. Enumerate the efforts made by the institution to integrate the cross cutting issues such as Gender, Climate Change, Environmental Education, Human Rights, ICT etc., into the curriculum? The College does not have any special programme which integrates the cross-cutting issues like Gender, Climate Change, Environmental Education, Human Rights Issues, etc. Gender has never been an issue for the College because students are preferred because of their gender. Climate Change, Environmental Education are somewhat covered in the courses which are made compulsory by the Government policy for environmental awareness of the student community. 1.3.4. What are the various value-added courses/enrichment programmes offered to ensure holistic development of students? The College has no separate value-added or enrichment programmes to ensure holistic development of the students. But Khasi (MIL) serves this purpose to a great extent. The subject talks extensively about ethical and moral values in Society. As English is the medium of instruction, many of our students are equipped with life skills and have high employable potential in call centre jobs which have become popular now-a-days. Career guidance programmes are also organised in the College to help students realize better career options available in the state and country. 1.3.5. Citing a few examples enumerate on the extent of use of the feedback from stakeholders in enriching the curriculum? The College does not have feedback system in place till date. Considering the usefulness of feedback system in the process of enriching the curriculum, the college will earnestly take concrete steps to make use of it in the coming years. A sub-committee has been constituted to prepare feedback system and plan. 1.3.6. How does the institution monitor and evaluate the quality of its enrichment programmes? This matter does not arise at this juncture.
1.4.1. What are the contributions of the institution in the design and development of the curriculum prepared by the University? Many faculty members of the college have been invited by the University before effecting any new proposal in various courses. Many of them, for example, were involved in the process of discussion and finalizing the proposed semester system implemented with effect from 2015. 1.4.2. Is there a formal mechanism to obtain feedback from students and stakeholders on Curriculum? If ‘yes’, how is it communicated to the University and made use internally for curriculum enrichment and introducing changes/new programmes? As already mentioned in 1.3.5 above, there is formal mechanism in place for feedback from students and stakeholders on the curriculum. 1.4.3. How many new programmes/courses were introduced by the institution during the last four years? What was the rationale for introducing new courses/programmes?) Any other relevant information regarding curricular aspects which the college would like to include. No new programmes/courses were introduced in the last few years in the College. However, the College has already written to the Government for upgrading of Geology and Computer Applications departments to the UG Level. These subjects are being taught at the Higher Secondary level before delinking from the college in 2015. A request for more faculty members in Commerce department was also submitted to the Government as the department is heavily under-staffed as per UGC norms. The matters are still pending with the Government.
2.1 Student Enrollment and Profile 2:1.1 How does the College ensure publicity and transparency in the admission process? The college ensures hundred percent transparency in admission. All aspects and stages of admission procedure are duly notified through the local media (Myntoilang Cable News and Local Newpapers). The responsibility for organizing admission is entrusted to the Admission Committee headed by a Member Secretary and members drawn from various departments. 2.1.2 Explain in detail the criteria adopted and process of admission. The College adopted the following methods. Example 1: Resolution of the meeting of the Admission Committee held on 19th May, 2015. Resolution No.3 mentions:
1. Class XI Science: 60% excluding internal marks. 2. Class XI Commerce: 55% excluding internal marks. 3. Class XI Arts: 55% excluding internal Marks. II. Reservation of seats is as follows:
2. Other Board 10%. III. Preference to be given to fresh students i.e. those who passed in 2015. IV. Admission to Undergraduate Courses too, preferences are given to fresh students. 2.2. Catering to Student diversity. 2.2.1. How does the institution cater to the needs of differently-abled students and ensure adherence to government policies in this regard? The college is a Govt. Institution. Candidates with differently abled are being admitted as per Govt. policies. At present there are three differently abled students-
2.2.2 Does the Institution asses the students needs in terms of knowledge and skills before the commencement of the programme? If yes, give details of the process. The Institution depends entirely on the results of the students and do not assess the knowledge and skills. However, Principal like Shri B.N.Lamare organized an Orientation Programme on 18-6-2013, before the Commencement of the classes. In this programme, the rules and regulation of the College is highlighted. 2.2.3 What are the strategies adopted by the Institution to bridge the knowledge gap of the enrolled students (Bridge/Remedial/add-on/enrichment Courses etc) to enable them to cope with the programme of their choice? In fact, the different Departments in the Institution do organize Remedial Class, to help the students and clarify, any problem they faced within the curriculum. 2.2.4 How does the College sensitize its staffs and students on issues such as Gender inclusion, environment etc? The Institution, through the Cleanliness Committee, from time to time organize cleaning drive in the Campus because cleanliness is next to Godliness, on 5th June, 2015, the District Administration organized a programme on world Environment Day. The College participated and the Cultural Committee presented a song and a skit relevant to Environmental issues and has been awarded First Prize. On 24th September, 2015 NSS Day celebration, the College organized a cleaning drive at Nartiang monoliths, Nartiang village, West Jaintia Hills District. 2.2.5 How does the institution identify and response to special educational/learning needs of advance learners? Kiang Nangbah Govt. College, Jowai is a Rural College in West Jaintia Hills District of Meghalaya, therefore students with better opportunities move out of the District to study elsewhere either in the State Capital (Shillong) or outside the State. Thus, the quality of students who are admitted to the Institution are either average or below average only. 2.2.6 How does the Institution collect, analyzed and use data and information on the academic performance (through the programme duration) of the students at risk of dropout students from the disadvantaged sections of society, physically challenged, slow learners, economically weaker sections etc. Who may discontinue then studies if some sort of support is not provided? Answer to Q.2.2.5 justify the fact that majority of students admitted into the institution are from the disadvantaged sections and economically weaker sections of the society. Thus most of the students are self supportive. There are physically challenged too (Name cited in 2.2.1.) Their academic performances are assessed through internal tests and assignments. The Government of Meghalaya grants financial support to students through Scholarship. The teaching staff is extremely cautious in this matter and they provide counseling and encouragement whenever necessary. Through these efforts, some students do get encouraged and improve.
2.3.1 How does. The College plan and organize the teaching, learning and evolution schedules? (Academic Calendar, teaching Plan, Evaluation blue print etc? The College has an Academic Calendar which is followed meticulously. The North Eastern Hills University also provides a calendar which is being followed in the institution. 2.3.2 How does IQAC contribute to improve the teaching-learning process? The Institution is at its initial stage preparing for assessment and accreditation, so the IQAC, is yet to be constituted, but at present, a Steering Committee is being constituted with Dr.S.Choudhury, as Member Secretary. Improve the teaching-learning process is looked after by the Academic Council which comprises of the Principal and all the HoDs. 2.3.3 How is learning made more students centric? Give detail on the support structure and system available for teachers to develop skills like interactive learning, collaborative learning and independent learning among the students? The institution believes in the talent and capacity of the students. The teaching faculties give them proper guidance which is substantiated by the materials available in the library and other sources like internet etc. 2.3.4 How does the institution nurture critical thinking, creativity and scientific temperament among the students to transform them into life-long learners and innovators? The College nurtures its students to develop critical thinking, creativity and scientific temperament through various activities held in the campus. For example during College Week, competitions such as debates on various topics, extempore speeches as well as essay writing, painting etc. are being organized. Through these, students develop creativity and free thinking. They are also encouraged to participate in such activities even outside the College. 2.3.5 What are the technologies and facilities available and used by the faculty for effective teaching? Eg. Virtual laboratories, e-learning-resources from National programme on Technology and Enhanced learning(NPTEL) and National Mission Education through information and communication technology (NME-ICT), open educational resources, mobile education etc. The Lecture method, Chalk and Board are being used by the faculty which is supplemented by the library. Some departments have started using LCD projectors. 2.3.6 How are the students and faculty exposed to advanced level of knowledge and skills (Blended learning, expert lecturers seminars and workshop etc.? The Seminar Committee organizes Seminars in collaboration with various Departments to expose the students and faculties to advance level of knowledge and skill. The Literacy Committee organized a workshop for teachers and invited experts. For example, the Literary Committee with Dr (Ms) A.L.Lyngdoh, organized a workshop on ‘Communication skills in Academic Writing’ held on 8th July, 2015. The resource persons were Ms. Diane Millar, the Regional English Language Officer, U.S Embassay, New Delhi and Prof: Tarun Kumari Kharbamon, English Department, EFLU, Shillong. 2.3.7 Detail (Process and number of students/benefitted) on academic, personal and psycho-social support and guidance services (professional counseling/Mentoring/academic advise) provided to students? The Career Guidance Committee organized two Career Counseling programmes on 28th August 2013 and 21st November 2014.
The College still continues to follow the conventional methodology and lecture mode. Science departments with lesser students have introduced teaching with the help of LCD projectors.
Resources available in the Library are being use as references to supplement the teaching learning process.
The faculty of the College hardly faces such challenges, as the curriculum is being completed within the time framed.
The institution monitor the quality of teaching-learning process through the following ways:-
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