SELF STUDY REPORT - Karnatakagfgc.kar.nic.in/chiknayakanhalli/FileHandler/44-2b9e989d-9957-4ba6... · Self-Study Report 2016-17 (SSR)-NAAC Government First Grade College, Chikkanayakanahallli,

Self-Study Report 2016-17 (SSR)-NAAC

Government First Grade College, Chikkanayakanahallli, Tumkur-Karnataka 1

Government of Karnataka

Department of Collegiate Education

SELF STUDY REPORT COLLEGE TRACK I D:

Submitted To NAAC- BANGALORE

Submitted By

GOVERNMENT FIRST GRADE COLLEGE,

Chikkanayakanhalli - 572214

Tumakuru District, Karnataka

(Affiliated to Tumakuru University-Tumakuru)

Phone: 08133-267125

E-mail ID : [email protected]

Website URL: http://gfgc.kar.nic.in/chiknayakanhalli/

mailto:[email protected]



PREFACE Government First Grade College was set up in 15-07-1989 with an aim to

“Endeavor and excel the Knowledge for Right, for Power and Harmonious Career” in the students of the Taluk. The college seeks to fulfill its vision by providing good quality education and create employability opportunities for the youth in the areas of Arts, Commerce and Management.

The Department of Collegiate Education, Government of Karnataka had a dream to provide opportunities to students to enter higher education and as such the college was started in 1989 along with 186 colleges all over Karnataka. In order to fulfill the dream of the Department the college has passed through major milestones.

Every great enterprise is powered by the vision of one or more extra ordinary

individuals. The Principal of the college Suresh C.G. is an educationalist and historian having a great vision. He and his staff have set an outstanding work in the rural background. He believes that education is the manifestation of excellence in human beings. We instill the most needed human values and ethics through the process of Teaching & Learning. Year after year our quest and pursuit for excellence continues with good numbering reawakes.

The Self Study Report is an effort to offer glimpses of all our activities. It

represents our consistent, conscious and collective efforts to improve quality in all areas related to academics and supporting activities. The college has made every attempt to strengthen the IQAC, academic engagements, mentoring system, regular feedback, participative management and the mosaic of curricular, co-curricular and extracurricular events – all of them represent our collective pursuit of quality.

The untiring teams of staff members have sincerely attempted to include all our activities which bring in academic excellence. Care is taken to provide relevant information and statistical data relating to the institution.

The efforts of all teaching and non-teaching staff in contributing to the SSR

is sincerely appreciated and acknowledged. The process of preparation of the SSR has brought each member closer to make one good team and has motivated us to give in our best in order to move ahead towards the collective goal of excellence.

Dr. Srinivasappa G.

Asst. Professor of English and NAAC-Coordinator Government First Grade College

Chikkanayakanahalli -572214 Tumakuru – District

Karnataka. [email protected]



DECLARATION By

The Head of the Institution I certify that the data included in this Self-Study Report (SSR) is true to the best of my

knowledge. This SSR is prepared by the institution after internal discussions

and no part thereof has been outsourced. I am aware that the Peer Team will

validate the information provided in this SSR during the visit.

Signature of the Head of the Institution

(With Seal) Suresh C.G.

Principal Government First Grade College Chikkanayakanahalli -572214

Tumakuru – District Karnataka

Place: Chikkanayakanahalli.

Date: 08/03/2016



Table of Contents Sl. No. Contents Page No.

1 Preface 02

2 Declaration 03

3 3

Executive Summary 5-10

4 SWOC of the Institution 11-13

5 Major Milestones 14

6 Part – B Institutional Data

15-26

7

Part – C Criteria wise Inputs

o Criteria – 1: Curricular aspects 27-50

o Criteria – 2: Teaching, Learning and Evaluation

51-87

o Criteria- 3: Research, Consultancy and Extension

88-118

o Criteria – 4: Infrastructure and Learning Resources

119-139

o Criteria – 5 : Student Support and Progression

140-168

o Criteria- 6: Governance, Leadership and Management

169-200

o Criteria – 7 : Innovations and Best Practices

201-227

8 Evaluative Report of the Departments 228-263

9

Annexure: o 2f status o Affiliation…….

10 Photo Gallery



EXECUTIVE SUMMARY

1. Curricular aspects:-

Government First Grade College upholds the motto of “Education to Endeavor and

excel the knowledge for Right, for Power and for Harmonious Career” in its

graceful realization of the vision through dissemination of knowledge and value

based holistic approach. The institution offers 4 U.G Programs (B.A., B.S.W., B.Com.

and B.B.M.) affiliated to Tumakuru University. All programs are financed by

Department of Collegiate Education, Government of Karnataka.

The college has attained 2F status on 28.01.2008. In order to strengthen and

supplement the curriculum college has been organized relative activity. Additional

regular enrichment programs are conducted to satisfy the diverse needs of the

student community.

Faculty members participate in and organize seminars / workshops at Regional

level and special guidance on ICT teaching technology have resulted in sufficient

exposure to recent advances and changes in curriculum innovative initiatives. The

college is planning to organize state level seminars in each department.

Several resource persons with enriched knowledge in various disciplines have

visited the institution. The faculty members are consulted on academic matters and

curriculum design & development by Tumakuru University through representation

in academic bodies of both university and state. Four of the faculty is actively

participating in Board of Examination. The principal and a few faculty members are

in advisory boards of syllabus framing committees headed by Tumakuru University

under Department of Collegiate Education.



The institution has always fostered a collaborative network and has linkages with

all its beneficiaries such as industries, NGOs and local knowledge groups and the

university to facilitate curriculum designing and career planning.

2. Teaching – Learning & Evaluation:-

Government First Grade College C.N. Halli maintains a student–centric conducive

environment for quality education and student empowerment. The conducive

teaching-learning atmosphere and open admission for all eligible students have lead

to maximum student enrollment in almost all disciplines. The admission committee

involves faculty members who help & counsel students in selecting the right course.

The newly admitted students are assessed soon after commencement of the

program and are offered orientation program, induction Program and bridge course

to negotiate the syllabus of the program. The institution conducts Remedial

Classes for slow learners to improve their academic performance. Advanced

learners are also encouraged through challenging assignments & projects with

special class.

Support and guidance services are provided to students at the academic personal

and psycho-social levels. In this regard mentoring system contributes significant

“Peer group learning” helps slow learners where the advanced learners act as peer

teachers and helps the slow learners.

The institution has organized several programs to sensitize staff and students on

gender inclusion environmental issues, life skills and community orientation

especially with BSW Students.

The institution has planned & organized teaching, learning and evaluation schedules

by strictly following the academic calendar of the university.



Strict adherence to Bio-metric attendance, maintaining work diaries, review

meetings headed by the principal & the internal quality committee plays a vital role

in quality enhancement and sustenance of teaching learning process.

Regional level seminars, workshops, expert talks, debates, quizzes and group

discussions are integral part of the learning process.

Quality is given utmost consideration as the government appoints the faculty

through direct recruitment. The department has provided guest faculty through on-

line based on experience and merit. Measures are taken by the institution for

regular quality improvement of the faculty. The quality of teaching and learning is

monitored at the departmental and institutional levels through internal academic

audit & evaluation by stake holders.

Regular tests, assignments, internal examinations are conducted to evaluate the

students as per the university norms. The transparency is maintained in allotment

of internal marks.

The grievance cell addresses complaints relating to internal assessment grades &

other grievances. The students’ regularity, performance and progress are closely

monitored by mentors and feedback is communicated to parents.

3. Research, Consultancy & Extension

The college is not a Research Centre. Recently, promoting research has invariably

become one of the major focuses in institutions of education. Keeping this mind, the

college plans to set up a research cell to initiate research activities among students.



The institution has to its credit 03 Ph.D. holders, 04 faculty members pursuing their

Ph.D, 12 M.Phil holders and 09 NET/SET cleared faculty members.

The Research unit functions with the objective to encourage faculty members &

students to pursue research. The intuition has produced 19 Ranks (18 from BSW

and 1 from BBM).The research team has been engaged in encouraging students to

write synopsis and research proposals through conducting field surveys and visit to

libraries and research centers. Some of the departments have signed collaborations

with institutions/NGOs to organize workshops. Research activities are also

encouraged in almost all the departments. Consultancy services are not too formal.

The faculties are invited as resource persons, published research articles and

presented papers state, national and international level seminars and conferences.

We have special extension programs with focus on under privileged and vulnerable

sectors of the society. The faculty extension programs are being encouraged.

4. Infrastructure and learning resources

The college is a government institution and there are no provisions to collect higher

fees other than allotted fees by the government. The whole budget depends on

allotment by government. The Principal and College Development Council has taken

maximum efforts to equip classrooms for 682 students, staff rooms, seminar halls,

library, sports room, IQAC /NAAC, toilet facilities, ladies waiting room, cycle stand,

computer lab and audio-visual room are extensively used for effective teaching –

learning.

The institution also has a playground with volleyball, Kho-Kho, shuttle badminton,

weight lifting, Kabbadi grounds and the college uses the stadium and an open

auditorium are available within the campus.

There is a Hostel facility for both men and women. The college is in the city with

post office, bank, ATM, canteen, refreshments and stationeries’ available within 100

meters around the campus. Separate library block with sufficient space for reading



is available. The entire campus is connected with Wi-Fi. The college has a vermin

compost unit, compound, vehicle stand and drinking water facility for all students

and staff.

5. Student support and progression

An effective student’s welfare mechanism functions in the institution with a view to

empower students in this campus. Financial assistance in the form to scholarships/

fee concessions is given to students with an intention that no student discontinues

his /her studies due to financial constraints. The amount of scholarship disbursed is

increasing year by year in different kinds for all.

Counseling cell, Rotor act, Grievance cell, anti-ragging, anti-sexual harassment is

effectively functioning in the campus. Students actively participate in Sports, NSS,

and Cultural to improve their skills. The competitive special couching classes were

conducted for 2 months for SDA/FDA Exam Organized by KPSC in Karnataka cell has

motivated students to write competitive exams, the success of which is indicated in

employment of students. Many students have got government job at different level.

Placement cell is actively working in this regard. Progression to higher education is

low compared to the strength, probably because most of the girl students are

denied higher education because of non-availability of Post-Graduation centers

nearby or due to marriage. Most of the students prefer B.Ed. courses rather than

Post Graduation. The college has a registered Alumni and nearby 25 various

committees are functioning as support systems for students.

6. Governance, leadership and management

The Principal is the managing authority of the college monitored by the Department

of Collegiate Education, Government of Karnataka. He manages both the academic

and administrative with a stated quality policy of which the IQAC has an important

role to play. The college advisory council and CDC meet regularly to distribute funds



collected by CDF and the Department on preferential basis. Feedback system

regularly informs about the loopholes in the system which are set right with

thorough discussion. The institution is democratic in its functioning with

decentralized distribution of duties and responsibilities including all stakeholders.

Great efforts are done by the Principal to communicate with higher authorities

related to the infrastructural and other needs of the college and properly utilize the

funds for overall development.

7. Innovations & Best practices

The institution has always encouraged innovations as a culture. Innovative practices

are initiated in teaching - learning process in a significant way. Best – practices are

the final outcome of innovating initiatives. Among several such initiatives, the best

practice includes single window system, and feedback system core committee, wall

writing, writing quotations in every day class rooms, identifying the talent and

rewarding.

The second best practice includes the initiatives taken by Internal Quality Assurance

Cell. This involves continuous planning and strategizing one level and effective

execution of the same. The system holds together heterogeneous components of

students & staff into one whole functional unit such that each gets space and specific

responsibility which in turn makes productive contribution towards the

institutional growth.

Some of the major initiatives taken by IQAC include mentoring, remedial classes,

Spoken English using resources available in the college, data collection-

documentation and increased participation of students in activities related to

college and community.



SWOT Analysis of the Institution

Strengths:-

1. Driven by a vision and mission for realization of objectives socially uplifting,

academically enriching and empowering through value based holistic learner

Centered education.

2. Wide popular acceptance by the Department of Collegiate Education, Tumakuru

University and public with positive governmental support as one of the most

successfully developed Government College in the university.

3. The college has its own building, in the heart of the city and ample

opportunities to grow. The college has attained 2F status and having 4.39 actor of

land.

4. Adequate representation of the institution and its faculty in university decision

making academic bodies like BOS & BOE.

5. Student centered curriculum delivery practices to enrich the knowledge based of

heterogeneous groups of students.

6. Though not a Research centre attempts to create ambience in the campus

achieved by the visits of subject experts during regularly organized regional level

seminars and student projects develops research culture amongst students.

7. Elaborate feedback mechanism to gauge stakeholder perceptions of all segments.

8. Strong mentoring and student support system (26 various committees

functioning) which takes care of student’s needs.

9. A committed Principal and internal quality committee to ensure quality

enhancement & sustenance initiatives.

10. Interwoven curricular, co – curricular and extracurricular student engagements

both on track and stage with meritorious outcomes like university ranks and

remarkable achievements in the field sports.



11. Unlimited extension opportunities like rural camps, MOUs with local NGOs, life

skill, civic awareness programs to infuse students with sense of responsible

citizenship for nation building.

12. All round and unstinted support from the College Development Council and all

stakeholders for smooth functioning of the institution.

13. The college has got 19 ranks from the university.

14. Extension work is being well done by Social Work department.

Weaknesses

1. Lack of sufficient infrastructure and inadequate permanent teaching/non

teaching staff.

2. Insufficient funds to organize innovative training programs to meet global

challenges.

Opportunities

1. The college has wide opportunities to grow and establish itself as learning

Centre.

2. The student strength itself provides an opportunity as they can be better utilized

as efficient knowledge resources.

Challenges

1. To surpass university results.

2. Opening doors to create employable opportunities and train students to the need

of the markets.

Future Plans

1. More collaborative research to be taken up with research institutes of national

and international repute.

2. To increase number of titles and journals in the library.

3. Publishing international/National journals and books by all departments.

4. Increase the participation of Alumni and Parents Association for overall

development.



5. To Set up Right library and language lab.

6. To Establish P G Courses in the college.

7. To provide PG Hostels for Girls/Boys.

8. To setup smart class and equip the teachers to be more technical to impart

advanced knowledge to the students.



MAJOR MILESTONES

The following are some major highlights /milestones of Government First Grade

College, Chikkanayakanahalli.

• College Established in 15.07.1989 with B.A. B.Com., and B.B.M.

Under-Graduate Courses.

• College shifted from Junior College to New building.

• New building established by the department of collegiate Education grants

with in fractures in 2004.

• College has a compound, a cycle stand, Bore well for water supply and

drinking water with local M LA grants.

• The College attained 2f status in 28.01.2008.

• The IQAC was established in 2009

• The college began six new combinations in 2010 and HEP/HES/HEK/ HEE/

Eng. SP/BSW/B.Com /B BM.

• The college has attained seven University Ranks 23+2=25.

• The sports unit of the college has participated (nearly 100 students) and won

medals in All India/South Zone Interuniversity competitions.

• 19 medals got in Weight lifting at university level in the year 2016.

• 7 students participated in national level weight lifting.

• Red cross established in 2013-14

• Placement cell 2014-15



PART – B

INSTITUTIONAL DATA

Profile of the Affiliated /Constituent College

1. Name and Address of the College: Table .01

Name: Government First Grade College

Address: CN Halli, Tumakuru District

City: CN Halli

Pin: 572214

State: Karnataka

e-mail I D [email protected]

Website: gfgc.kar.nic.in/chiknayakanhalli/

2. For communication: Table .02

Designation

Name

Telephone No. with

STD Code

Mobile

No.

Fax

e-mail I D

Principal

Suresh C.G.

08133267

125

944829758

3

----

-

gfgcgfgccnhalli@

gmail.com

Vice Principal

Not Applicable

Steering Committee

Coordinator

Dr. SRINIVASAPPA G M.A. M.ED. M.Phil, PhD.

3. Status of the of Institution:

Affiliated College-

Constituent College -

Any Other -

Yes

No

No





4. Type of Institution:

a) By Gender

i) Men -

ii) Women -

iii) Co-Education -

b) By Shift

i) Regular -

ii) Day -

iii) Evening -

5. Is it a recognized Minority Institution?

Yes -

No -

If yes, specify the minority status (Religious/linguistic/ any other) and provide

documentary evidence.

6. Source of Funding:

Government -

Grant-in-Aid -

Self-Financing -

Any Other

7. a) Date of establishment of the college: 15/07/1989 (Annexure 1)

b) University to which the college is affiliated /or which governs the college: (If it

is constituent college)

-

-

-

-

-

-

-



c) Details of UGC recognition:

-TUMKUR UNIVERSITY

Under Section Date, Month & Year

(dd-mm-yyyy) Remarks (If any)

2 (f) 28.01.2008 (Annexure 2) -

(Enclose the Certificate of recognition u/s 2 (f) and 12 (B) of the UGC Act)

d) Details of recognition/approval by statutory/regulatory bodies other than

UGC (AICTE, NCTE, MCI, DCI, PCI, RCI etc.): No

Under

Section /Clause

Recognition/Approval

Details Institution / Department

/ Program

Day, Month and

Year (dd-mm-yyyy)

Validity

Remark s

i.

Not applicable ii.

iii.

iv.

8. Does the affiliating University Act provide for conferment of autonomy (as

recognized by the UGC), on its affiliated colleges?

Yes No

If yes, has the College applied for availing the autonomous status?

Yes No

9. Is the college recognized?

a) By UGC as a College with Potential for Excellence (CPE)?

Yes No

If Yes, date of recognition …………………..(dd/mm/yyyy)

b) For its performance by any other governmental agency?

Yes No

-

-

-

-



If yes, Name of the agency: …… and Date of recognition: (dd/mm/yyyy)

10. Location of the campus and area in sq.mts (Master Plan): (Annexure 3)

Location

Town Campus area in Sq.mts 4.39 Sq mts.

Built up area in Sq.mts 110x155 Sq mts.

11. Facilities available on the campus (Tick the available facility and provide

numbers or other details at appropriate places) or in case the institute has an

agreement with other agencies in using any of the listed facilities provide

information on the facilities covered under the agreement.

• Auditorium/ seminar complex with infrastructural facilities:

- 1 Seminar Hall, 1Open Auditorium, 1 Audio Visual Room

• Sports facilities

Playground -

Swimming pool -

Gymnasium -

• Hostel: Nil

Boys’ hostel

i. Number of hostels

ii. Number of inmates

iii. Facilities (BCM&SC/ST)

Girls’ hostel: Nil

i. Number of hostels

ii. Number of inmates

iii. Facilities ( BCM&SC/ST)

Working women’s hostel: Nil

i. Number of inmates

ii. Facilities (mention available facilities)

-

-



• Residential facilities for teaching and non-teaching staff (give numbers available --

cadre wise) Nil

• Cafeteria - Mobile Canteen

• Health centre – Regular health checkup camps are organized to

Sports/NCC/NSS/Scouts and Guides students with the help of local government

hospital doctors. First aid facility is available in sports room.

First aid, Inpatient, Outpatient, Emergency care facility, Ambulance…….

Health Centre Staff -- Nil

• Facilities like banking, post office, book shops - available within 100 mts of the

college campus

• Transport facilities to cater to the needs of students and staff –Student passes are

provided by the Karnataka State Road Transport Services and Indian Railways with

minimal charges. -Yes

•Animal house – NIL

•Biological waste disposal: Vermin compost is prepared and maintained by students

in the campus

• Generator or other facility for management/regulation of electricity and voltage –

UPS facility is maintained for office/IQAC purposes.

•Solid waste management facility – The campus is plastic free and dustbins are

provided

• Waste water management

• Water harvesting – Rain water harvesting is planning.



12. Details of program offered by the college (Give data for current academic

First year) (Annexure: 4- Renewed affiliation) Table .03

Sl. No.

Level

Pro

gram/ Course

Duration

Qualifi cation

Medium of instruction

Sanctioned /approved student strength

Students admitted

1

Under-

Graduate

B.A.

3Yrs II PUC Kannada 600 86 B.S.W.

3Yrs II PUC English 60 20 B.Com.

3Yrs II PUC English 150 104 B.B.M.

3Yrs II PUC English 30 - Total 840 210

2 Post-

Graduate

NIL

Integrated Programs 3 P G NI

L 4 M Phil NIL 5 Ph D NIL

6 Certificate courses

NIL

7 UG

Diploma NIL

8 PG Diploma

NIL

9

Any Other(Sp ecify and provide details)

NIL

13. Does the college offer self-financed Programs?

Yes No

14. New programs introduced in the college during the last five years if any?

Yes No

If yes, how many: NA

-

-



15. List the Departments: (respond if applicable only and do not list facilities

like Library, Physical Education as departments, unless they are also offering

academic degree awarding programs. Similarly, do not list the departments

offering common compulsory subjects for all the programs like English,

regional languages etc.) (Table. 04)

Particulars

No. of Depts.

UG

PG

Research

Arts

08

Kannada English History Economics Political science Sociology Social Work

NIL

NIL

Commerce One As per Tumakuru University Syllabus Management One

16. Number of Programs offered under (Program means a degree course like

(BA, BSc, MA, M.Com…)

a) Annual system - No-

b) Semester system -Yes-

c) Trimester System -No-

17. Number of Programs with

a) Choice Based Credit System -Yes-

b) Inter/Multidisciplinary Approach -No-

c) Any other (specify and provide details) -No-



18. Does the college offer UG and/or PG programs in Teacher Education?

Yes No

If yes,

a) Year of Introduction of the program(s) ………….(dd/mm/yyyy) and number of

batches that completed the program.

b) NCTE recognition details (if applicable)

c) Is the institution opting for assessment and accreditation of Teacher

Education Program separately?

Yes No

19. Does the college offer UG or PG program in Physical Education?

Yes No

If yes,

a) Year of Introduction of the program(s)………………. (dd/mm/yyyy) and number of

batches that completed the program b) NCTE recognition details (if applicable)

Notification No.:…… Date:…………………………(dd/mm/yyyy) Validity:……………………

c) Is the institution opting for assessment and accreditation of Physical

Education Program separately?

Yes No

20. Number of teaching and non-teaching positions in the

institution (Annexure 5)

Positions

Teaching Faculty Non- teaching Staff

Technical

Staff Professor

Associate Professor

Assistant Professor

M F M F M F M F M F Sanctioned

by the

State Governme

nt

-

-

1

-

5

1

3

3

Nil

1

Recruited 07 6 1 Yet to recruit 04 07 0

-

-

-

-



21. Qualifications of the teaching staff:

Table.05

Highest

Qualification

Professor

Associate Professor

Assistant Professor

Total

Male Female Male Female Male Female 128

Permanent Teachers: 25 D.Sc./D.Litt. - - - - - - -

Ph.D. - - - 1 - 1 M.Phil. - - 1 - 5 1

1 07

PG - - - - - - - NET/SLET - - 0 0 1 0 1

Temporary teachers: NIL Ph.D. - - - - - - -

M.Phil. - - - - - - - PG - - - - - - -

Guest teachers: 43 Ph.D. - - - - 2 - 2

M.Phil. - - - - 6 5 11 NET/SET - - - - 5 4 09

PG - - - - 12 10 22 PG Diploma - - - - - - -

22. Number of Visiting Faculty /Guest Faculty engaged with the College:

Nil

23. Furnish the number of the students admitted to the college during the last

four academic years. (Table .06)

Categ ories

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

M F T M F T M F T M F T M F T M F T

SC 84 57 141 90 81 171 94 92 186 87 107 194 79 100 179 54 83 137 ST 43 30 73 58 42 100 42 39 81 38 52 90 27 49 76 30 51 81 OBC 150 248 398 180 309 489 176 320 496 183 311 494 172 320 492 142 310 452 G M 09 01 10 21 02 23 8 77 15 03 04 07 08 05 12 07 05 12 Total 286 336 622 349 434 783 320 458 778 311 474 785 286 473 759 233 449 682



Figure 01.

24. Details on students enrolment in the college during the current academic

year: 2016-17

(Table.07)

Type of students UG PG M. Phil Ph.D. Total Students from the same state where the college is located

682

-

-

-

682

Students from other states of India 00 - - - 00 NRI Students 00 - - - 00 Foreign students 00 - - - 00 Total 682 00 00 00 682

0

50

100

150

200

250

300

350

400

450

500

M 2011-12

F

M 2012-13

F

M 2013-14

F

M 2014-15

F

M 2015-16

F

M 2016-17

F

Students Strength for Last 6 Years

SC ST OBC G M Total



25. Dropout rate in UG and PG (average of the last two batches) (Table.08)

UG PG

Year Enrolled Year Appeared Drop Out

2011-12 622 2011-12 600 22

NA

2012-13 783 2012-13 761 22

2013-14 778 2013-14 728 50

2014-15 785 2014-15 758 27

2015-16 759 2015-16 710 49

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.20, 51093.54

b) Excluding the salary component Rs. 7, 32,102.67

27. Does the college offer any program/s in distance education mode (DEP)?

Yes No

If Yes,

a) Is it a registered centre for offering distance education programs of another

University?

Yes No

b) Name of the University which has granted such registration. NA

c) Number of programs offered

d) Programs carry the recognition of the Distance Education Council.

28. Provide Teacher-student ratio for each of the program / course offered:

B.A. - 1:9, B.Com. & B.B.M. – 1:31, BSW. - 1:12,

(List Enclosed in Annexure 6)

-

-



29. Is the college applying for?

Accreditation: Cycle 1

Cycle 2

Re-Assessment: Cycle 3

Cycle 4

(Cycle 1refers to first accreditation and Cycle 2, Cycle 3 and Cycle 4 refers to re-

accreditation)

30. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-

assessment only): Not Applicable

31. Number of working days during the last academic year: 300

32. Number of teaching days during the last academic year: 180

33. Date of establishment of Internal Quality Assurance Cell (IQAC): 09.09.2009

34. Details regarding submission of Annual Quality Assurance Reports (AQAR)

to NAAC. : NA

*****

-

-

-



PART – C CRITERIA - WISE INPUTS

CRITERION – I: CURRICULAR ASPECTS

1.1. Curriculum Planning and Implementation

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.

Vision statement of the Institution:

“Endeavour and Excel Knowledge for Right, for Power and Harmonious Career”.

“To Develop Holistic Approach to Inculcate an Innovative Learning Attitudes and

Aptitudes in the Context of Global Learning.”

Mission:

To instill scientific zeal and develop skilled human resource to face

global challenges.

To facilitate young adult learners with opportunities to hone their ethics and

leadership potential.

To sensitize learners towards inclusive social concerns, human rights,

human values, gender and environmental issues.

Objectives:

Deliver the values, knowledge, and skill as prescribed in the courses

available so as to equip students to meet contemporary requirements of

society.

Introduce modern technology in teaching-learning as well as governance with

an aim to further improve the academic and administrative functions of the

institution.

Facilitate institution-community interaction.

Identify thrust areas and fix bench marks to translate different aspects of the

vision and mission of the college into its routine activities.



To facilitate academic, social, physical, mental and moral growth of

students so as to realize all round personality development.

Communication to Stakeholders:

The Vision, Mission and the Objectives of the Institution are displayed at the

entrance of the College so that all the students, teachers, staff and other

Stakeholders should get a chance to read them frequently and easily internalize

them.

The Vision, Mission and objectives of the College are communicated to the

students and stakeholders mainly through the college calendar, the

prospectus, website, induction programs, occasional meetings with

stakeholders and also through special issues brought out on special occasions

of the College.

The vision, mission and objectives statements of the college are also

displayed on the college website.

Our Logo:



Rationale of Logo:

The logo of the college adapted recently highlights the historical and environmental

background of the Chikkanayakanahalli where the institution is situated. The logo

specifies the regional culture which has at its centre coconut farming and rich food

grains.

Vision of the Institution:

To Endeavour and excel the knowledge for Right, for Power and Harmonious

Career. The logo has the scene of Madanigana Kanive having coconut trees and sun

rising between. It is in the Eastward of town. It has the story of Madaninga who died

with thirst while descending from hill in order to keep the promise from his Mother-

in -law to get the hand of her daughter. Henceforth the hill station is named after his

name as Madalingana Kanive. The town has a beautiful background of coconut

groves which is known as Kalpatharu. It is the basic economic source for the people

around. The sun rising between the hills is the sign of positive hope for the students

to Endeavour and excel the knowledge for right, for power and harmonious career.

The institution has a vision to develop the smart personality by providing

indigenous knowledge for yearning minds.

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).

The college meticulously develops action plans for effective implementation of the

curriculum. Bench marks are set for each department to implement the curriculum

effectively. At the outset, the principal of the college conducts meetings with the

staff members of various department heads to develop various strategies for

effective implementation of the curriculum. Teachers are encouraged beforehand to

impart the curriculum through innovative teaching methods such as presentations,

assignments, discussions, workshops, seminars, industrial visits, field work, project

work, computer education apart from regular/traditional teaching methods.



The staff members of various teaching departments conduct their internal meetings

and develop academic plans for the coming academic year. Keeping in view, the

number of working days available, the syllabus is divided into units which are to be

finished by a given deadline. Each department of the college follows the academic

calendar issued by the affiliating university.

The college plans its annual academic schedule which clearly mentions the topics to

be taught and number of working days allocated to respective topics, the amount of

syllabus to be tested in various class, monthly, terminal or half yearly exams. Heads

of each Department prepare the work load based on which guest teachers are

recruited on-line apart from the permanent staff. Teachers are guided to prepare

lesson plans as per the syllabus allotted.

Theoretical class room teachings are delivered using ICT facilities wherever

necessary by providing live examples for effective implementation of the

curriculum.

To help students for better practical understanding of the curriculum industrial

visits, Projects and social surveys are assigned for students to complete.

The Staff Council and IQAC meet at the end of each year to assess the academic

activities of the College, and suggestions for improvement are noted. At the

beginning of the next year, meetings are held to draw up an academic calendar

based on these suggestions. Each department presents its action plan in the staff

meeting at the beginning of the academic year. Feedback from stakeholders is also

considered during this stage.

For the effective implementation of the schedule, the time table committee is

constituted for formulation of the general academic timetable and methods to



record attendance, designing of teacher’s work diary, conduct of internal and

university examinations, operation of grievance redressal related to exams etc.

Monthly planners and lesson plans are drawn up by individual teachers for

effective transaction of university curriculum. The internal examinations are

conducted according to the academic calendar and parent-teacher meetings are

organized to discuss the performance of the student by Mentors. Tutorial hour’s

Remedial class are utilized to help slow learners and extra classes are arranged so

that the syllabus may be completed well in time.

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?

The curriculum prepared by the Tumakuru University, Tumakuru, to which the

college is affiliated, is well transacted to the students after serious preparation as

well as critical thought by the teachers concerned. Being an affiliated Institution we

are always in tune into the latest trends in education and guidelines.

The Tumakuru University and Tumakuru University College teachers Association

regularly organizes Seminars, Orientation programs and Workshops to keep the

knowledge and teaching aptitude of the teachers updated. The faculty of the college

can discuss their issues or problems, if any, while participating in the meetings of

the Board of Studies.

The College also encourages the teachers to participate in the Orientation/Refresher

Courses/ Workshops/ Seminars organized by the affiliating university to update

the knowledge and to improve the teaching practices. Teachers Association of

the University organizes seminars for college teachers related to UGC guidelines.



The University conducts workshops in curriculum development in which teachers

from all departments participate. Teachers are encouraged to participate in such

programs conducted by other institutions and they have published handbooks and

study materials for effective curriculum transaction. The College gives them ample

opportunities to improve their teaching practices through training in ICT and

educational CDs. All departments can have access to LCDs and computers with

internet and in library books and other learning resources available in the college.

Learning hours and tutorial sessions are held in addition to the regular working

hours, to enhance curriculum delivery. Teachers’ work diary helps them to plan

lessons so as to ensure timely completion of syllabus. Above all, the College provides

an ambience conducive to teaching-learning.

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.

Though the curriculum is designed and revised by the Tumakuru University,

Tumakuru, for effective curriculum delivery, we give weight age to academic

improvement and at the same time give sufficient importance to overall

development of students by encouraging them to work with various forums of the

college such as NSS, cultural, humanities, social and Red cross literary forums

Heritage club, Counseling cell, Placement cell, Women cell, Red ribbon and other

various Committee functioning in the college.

The college relies upon the globally trusted and followed teaching strategy, i.e., the

chalk and talk method. However, the college and the teaching Faculty has taken

many initiatives for effective delivery of the curriculum. The College faculty is

trained by the computer department to make them familiar with the use of

computers so that they are able to use the modern technological resources internet,

projectors etc. to supplement their class room lectures. Each Department has Book



Banks for the use of teachers and students wherein all the latest books are made

available to the faculty for their reference. In addition to the regular subject classes,

the college also organizes special lectures by inviting experts from various fields to

share their knowledge with the students. The college also organizes special

Personality Development Programs for its students.

The students are also taken out for educational tours such as

industries/trade fairs, exhibitions, field visits and visit to places of historical

importance/research centers to provide them a firsthand knowledge of various

things. Furthermore, for effective curriculum delivery, the college has got the

provision of special/ remedial classes for slow learners. Special classes are

conducted for those students, who could not attend the classes on account of

participation in the sports or NSS to make up their loss.

The Institution has taken measures to motivate the teachers to complete the

syllabus within the limited time and tests, quizzes, group discussions and

assignments are given to update themselves with the subject of their study.

Students are encouraged to write in the wall magazines of each department teachers

write articles to newspapers on topics discussed in the curriculum that are relevant

to the society.

1.1.5. How does the institution network and interact with beneficiaries such as

industry, research bodies and the university in effective

operationalization of the curriculum?

Industry:

The college has set up a Career guidance and Placement cell which maintains

professional relations with the representatives of industry. The students of various

departments of the college are taken for industrial visits from time to time to collect



data from various industries and entrepreneur bodies to keep them abreast of the

latest developments in the market.

Research Bodies:

To keep the research temper alive in the campus, research Scholars from various

fields are invited to the college to motivate the students to take up research

projects in their further studies. Faculty members on their own also keep on

interacting with various research bodies and participate in various research

projects. The Institution has taken measures to sign memorandum of

Understanding with literary and cultural body like Kannada Sahitya Parishat, Taluk

unit, Social Organizations like Swami Vivekananda Youth Movement.

University:

The faculty members of the college keep regularly in touch with their counterparts

at the affiliating university and get latest information regarding their own respective

subjects. They keep on visiting the Parent University time to time to keep

themselves abreast of the latest trends in their field of study.

They have also subscribed to the Journals and Magazines published by various

teaching departments of the university. Further, Professors from the parent

university campus are also invited to the college from time to time to give seminars

and talks to the faculty members.

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.)



Though the college faces a few constraints to modify the syllabus on its own, yet the

affiliating university has a system in place to get recommendations from its affiliated

colleges through Board of Studies. Few of the faculty represents the academic bodies

of the Tumakuru University who regularly participate in the process of syllabus

design. This is mainly due to the fact that most of the faculties of the college are

recently employed with an experience of not more than six to eight years.

Our teachers also participate in the discussions relating to the curriculum design

and workshops conducted by the university. Whenever they find that the syllabus

needs to be modified to meet the present trends, they communicate their ideas in

black and white to their respective Members of board of Studies through the

Principal of the college.

The members of the faculty brain storm and discuss amongst themselves the

relevance of the syllabus designed by the affiliating university. While recommending

or forwarding the suggestions to the Board of Studies our teachers normally take

into consideration the students’ feedback as well as other faculty members of

various departments.

It has been a regular practice of the college to depute senior most faculties to meet

the students in the class rooms exclusively and informally outside the class room to

get their informal feedback. Outcome of parent-teacher meetings as well as report

from the administration is also taken into consideration while forwarding

suggestions to the board of studies.

Table No 9 showing details of Board of Examiners and Board of Studies

Year

No of teachers Representation

BOE BOS 2011-12 06 02 00 2012-13 06 02 00 2013-14 06 02 00 2014-15 06 02 00 2015-16 06 02 00 2016-17 06 03 01



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.

We accept that the radius of our autonomy is limited. The college does not enjoy the

freedom to frame its own curriculum for any of the academic programs. However,

the college tries to supplement the syllabus by arranging special classes for students

or by inviting experts from various fields.

1.1.8. How does institution analyze/ensure that the stated objectives of

curriculum are achieved in the course of implementation?

The institution has formed communication channels among all the stakeholders to

ensure that objectives of the curriculum are achieved in the course of

implementation.

Once the academic session is in full swing and all the laid action plans are being

followed, the college at various points takes stock of the effectiveness of these action

plans. Also, the college ensures that during the course of implementation, the stated

objectives of the curriculum are achieved. To do this, various tests, monthly exams

are conducted to monitor the outcomes of the syllabus. Systematic documentation is

maintained to review the outcomes of the curriculum. If at any step, the college

realizes that the laid objectives are not being achieved; the college plans for a

remedial action and strategies are devised to cover up the gaps, if any; in the

delivery of the curriculum to ensure that it enables the college to achieve the stated

objectives of the curriculum.

The college has signed Memorandum of Understanding with local bodies that visit

the college often and conduct workshops and training programs for students

keeping in view the objectives of the curriculum.



The institution ensures that the stated objectives of curriculum are achieved in the

course of implementation by organizing seminars, guest lectures, Students seminars

in each departments and assigning projects to students on the topics introduced in

the syllabus.

The effectiveness of the way curriculum implemented is analyzed through

evaluation and feedback from stakeholders. Value added ICT sessions are given to

all students to ensure that they are able to keep up with the requirements of the

curriculum. Placement records of previous batches are also evaluated to bring about

necessary changes.

1.2. Academic Flexibility

1.2.1. Specifying the goals and objectives give details of the

certificate/diploma/ skill development courses etc., offered by the institution:

Apart from these regular courses which are duly affiliated with the Tumkur

University, Tumkur, the college also offers certain Skill Development courses to

enhance the students’ knowledge. Courses like Communication Skills, Personality

Development, are also provided to students of all classes to hone their interpersonal

skills based on self-resources. Students are imparted special preparatory courses for

various competitive exams like Bank, PO, UPSC, SSB, FDA, SDA, KPSC, NET / SET.

1.2.2. Does the institution offer programs that facilitate twinning /dual

degree? If ‘yes', give details.

College at its own level does not offer dual degree programs. The College has Gandhi

Study Centre (Nodal Centre of Bangalore Branch) plans to offer certificate courses

for students and Gram panchayat members. Civic awareness is given to selected

students and they are issued certificated by the Agency after successful completion

of one year course.



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

The college offers B.A. BSW, and B.Com., and B.B.M. Courses. Keeping in mind the

regional demand and to cater the younger generation with all possible facilities, the

college provides computer a compulsory paper on Environment Studies is also

introduced for all B.A. B.S.W. B.B.M. B.Com. Classes, so as to shoulder their

responsibility as a good citizen to ensure a safe environment. It is uploaded by them

regularly.

In B.Com., the students are encouraged to do CA, ICWA, CS etc. Students are

encouraged to Join Citizenship Awareness Certificate course for personality

development. Spoken English classes are conducted for those who are interested.

All these courses definitely develop employable skills among the students that in

turn helps them progress in higher studies and their potential for getting

employment is surely enhanced with these skill development courses offered by the

college.

Range of Core / Elective options offered by the University and those

opted by the college

The college provides instructions for B.A./B.Sc./B.Com./BBM at Under Graduate

level. The Tumkur University, Tumakuru has not given academic flexibility to the

affiliated institutions.



Table No 10 showing details of subjects in the Programs available

Sl. No.

Class Subjects

Optional Subjects Compulsory Subjects

1.

B.A.

Kannada, English, History, Economics, Political Science, Sociology,

English, Kannada, Computer Fundamentals, Environment Science, Indian Constitution

2.

BSW As per Tumakuru University Syllabus 3. B.Com.

4. B.B.M.

Choice Based Credit System and range of subject options

The University offers Choice Based Credit System for Undergraduate

courses in affiliated colleges.

Courses offered in modular form

Courses are provided unit wise and are arranged in the modular form at department

level by academic committees comprising of HOD’s, staff and Principal. The modules

so arranged are also used for testing the students in the exams, (1st Test, 2nd Test

and Question banks and Preparatory tests) General Test, Monthly Test.

Credit transfer and accumulation facility

No Credit Transfer and Accumulation facility available.

Lateral and vertical mobility within and across programs and courses

No lateral mobility within and across the programs exists, however, vertical

mobility exists.

Enrichment courses

The existing courses are enriched by preparing the students to design small projects

and presentations related to theory work. Presentations are also held to develop the

communication skills among the students. To add, lectures by the experts are also

organized time to time to update the knowledge of our students.



1.2.4. Does the institution offer self-financed programs? If ‘yes’, list them and

indicate how they differ from other programs, with reference to admission,

curriculum, fee structure, teacher qualification, salary etc.

The college does not offer self-financed courses. But the college has signed a

Memorandum of Understanding with CMCA, Bangalore and a certificate course is

offered on Campus Citizenship Awareness. Awareness is created for students on

Traffic Rules, Smoking, environment, Citizenship duties and responsibilities. Forty

Students have opted the course and are trained up for 30 hours. A certificate is

issued and a minimal charge of Rs 100 is taken and the syllabus is as per the rules of

CMCA. The NGO sends trainers and are assisted by Permanent teachers who draw

salary as per UGC Regulations.

1.2.5. Does the college provide additional skill oriented programs, relevant to

regional and global employment markets? If ‘yes’ provide details of such

program and the beneficiaries.

The college has conducted Leadership work shop rendered by Lokesh resource

person from leadership academy Bangalore (www.leadersmagic.com) which

enhanced the IQ level and communication skills of the participants for three sdays in

the college campus.

The college also invites Guest speakers from the industry which provides regional

and global employment opportunities for the students. Special classes are taken for

communication skills taking into considerations the rural backgrounds of the

students. Students are encouraged to take up short term computer courses.



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?

No, the university does not allow the flexibility of combining conventional face to

face and distance mode of education.

1.3. Curriculum Enrichment

1.3.1. Describe the efforts made by the institution to supplement the

University’s Curriculum to ensure that the academic programs and

Institution’s goals and objectives are integrated?

The institution being an affiliated college to the Tumkuru University does not have

the freedom of formulating its own curriculum. Still, the courses run at UG levels

have their relevance to the institution’s goals and objectives. The college aims to

impart such knowledge as may be necessary for the all-round development of the

character of students thereby making them capable of being better employed and at

par with the highly competitive job markets. To reach out to the goals and

objectives, the institution has evolved additional inputs in the syllabi to face the

current trends in competitive areas. A series of Focused Group Discussions among

faculty members at departmental level throw light on the limitations in the syllabus.

To make up any deficiencies, the college supplements the university’s Curriculum by

imparting special courses like Personality Development, Spoken English Classes,

Coaching classes for various Competitive exams like SDC, FDC, KAS and Bank, Post

Office Under placement cell etc. by the guidance of competitive cell. The cell invites

achievers in competitive exams to inspire the students to face competitive exams.

Coaching class for SDA/FDA Exam held for 2 months Date 10.08.2015 to 02.09.2015.



The college has also started Remedial classes for the empowerment of SC/ST and

other backward castes. The college ensures that the University Curriculum is

followed in the best of the spirit. The college academic calendar is prepared every

session with the active involvement of the heads of various departments and the

college advisory committee. The Principal makes sure that the curriculum framed by

the university is supplemented in such a way that it reflects “the Mission and the

Vision” of the college.

The college following the University instructions offers a compulsory paper in the

name of ‘Environmental Education’. This paper has been designed and developed by

expert academicians. The syllabus of this paper is framed in such a way by the

university that ecology and environment protection and preservation, value

orientation, global and national demands have made their entry significantly in the

course of studies.

1.3.2. What are the efforts made by the institution to modify, enrich and

organize the curriculum to explicitly reflect the experiences of the students

and cater to needs of the dynamic employment market?

As discussed in point 1.3.1, the college strictly adheres to the syllabus designed by

Tumakuru University but while delivering this syllabus content to the students, our

faculty enrich it with their own expertise and experience so that the students also

gain employable qualities that enable them get jobs in this highly competitive world.

The training and placement cell of the college regularly interacts with the HR

managers of companies and collects firsthand information about the demands and

expectations of the corporate sector regarding skill set of students. These demands

of the companies are then communicated to the Principal and Staff which in turn

formulates add on courses and extra classes which are then conducted to make up

the deficiencies in the students to make them employable.



The institution has taken measures to cater to the global market needs based on the

true assessment of strengths and services offered in the campus. To develop the

required skills, brainstorming sessions are held for the faculty to design the tools in

the areas of Spoken English, use of computers and providing in-depth knowledge in

the respective subjects. Under the guidance of various committees, special training

and tailor made orientations are conducted to enable the students to achieve the

global standards. Students are encouraged to read newspapers regularly in classes

and write mini notes and stick in the wall board in their classes. Computer labs are

well equipped with latest computers. Internet facility is made available to both

teachers and interested students. Computers and LCD Projectors have been used for

effective communication and teaching. All graduation courses involve one

compulsory Fundamentals of Computers paper. The study of this enables all

graduates to be familiar with computer fundamentals which enhance employability.

For every college that come under the preview of Department of Collegiate

Education, Government of Karnataka have introduced various skill enhancing

program’s to equip students to enter job market like Sahayog, Manavathe and Angla

programs along with Naipunya Nidhi projects. (Annexure 7) Fifty students are

employed with the help of these schemes. The department also has encouraged the

college to use Edusat programs for gaining more knowledge about the curriculum.

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 cross cutting issues like Gender, Climate Change, Environment Education,

Human Rights, ICT etc, find an ample space when it comes to applying them

positively into the curriculum. The college, at its own level plans to make

arrangements for seminars and conferences of state/national level where in the

experts from above mentioned fields are invited to share and deliver their



experiences and knowledge. The college organizes regional level seminars on

women empowerment, and legal awareness. The Institution has supported the

cause of the women education and sixty percent of the students in the college are

girl students. Many number of scholarships for merited girl students are made

available. Vanasiri-Programme is held on 01.08.2015 with collaboration under

Rotary-CN Halli and Rotract and 22 students Selected for Rotract team. The subject

of environment education is a part of the college curriculum. It is compulsory for all

the students, irrespective of any stream, to clear the paper on environment.

Committee on Anti Sexual Harassment and Anti Ragging are active. The students of

political science interact with the Grama panchayat officials and learn about its

functioning. Expert lectures are also arranged related to these areas. An add-on

course on human rights is sent for approval from UGC.

Similarly the college offers the paper on Computer Fundamentals, to the students of

the college thereby enabling them to learn the latest technology which can help

them build a better future. The University has introduced compulsory papers like

Environment Studies, Computer Fundamentals, and Indian Constitution into the

curriculum.

1.3.4. What are the various value-added courses/enrichment programs

offered to ensure holistic development of students?

moral and ethical values o employable and life skills o better career

options

community orientation

The Department of Collegiate Education has taken an initiative to train final year

students with leadership training, second year students with social skills and first

year student with spoken English course under Naipunya Nidhi Program. The

institution cooperated with the Department to conduct training course to bridge the



gap between education and employment. Final year students are encouraged to

voluntarily enroll for this course. The Department of English regularly conducts

student seminars/ talks and trains the participants in presentation skills. The

NSS/Scouts and Guides wing of the college engages the students in community

development activities which motivate the students to take up the cause of Social

Service. Various types of surveys like cross-checking pulse polio, adult education are

done by NSS students.

The institution as such does not offer any value added courses. However there are

many enrichment programs which are regularly organized to develop moral values

of the students along with the course work. It is a regular feature of the college to

celebrate festivals of national leaders and national festivals to develop a sense of

responsibility towards nation.

Moral and Ethical values:

The college commences every day with an assembly wherein students gather

together to sing Nadagitha and National Anthem. The college NSS team regularly

visits surrounding areas and villages where people are provided awareness on

various social, moral, ethical principles and ways of life. The Students are also

motivated by way of special lectures so as to instill moral and ethical values in them.

Blood Checkup and donation camps are organized. Literary forums encourage

students to organize programs to remember departed literary personalities like U R

Ananthamurthy, G.S. Shivarudrappa and discuss the moral and ethical values they

upheld. Local literary folk personalities are interviewed and their ethics about life is

collected.



Employable and Life Skills:

The college understands that the need of communication skills is vital for the

students for better career options. Therefore the institution arranges Spoken and

Written Communication Skills workshops. Group discussions, Essay writing, Paper

Reading, Recitation of poetry and debate competitions are held at regular intervals

both in regional and English language in the institution. It is a regular practice of the

institution to invite expert resource persons to conduct workshops on the

development of communication competence among the students. The department

also has encouraged Angla programs of 60 hours for first year students.

Students are also allotted the different responsibilities in organizing various events

and activities such as cultural programs, quiz competitions, seminars, workshops

etc. In this way they improve their team building and organizational skills. More

than 30 students are trained in life skills given by the department of youth and

sports ministry and in turn these students are training their juniors. NSS /Scouts

and Guides send students to various leadership camps. The cultural team has won

prize in youth festivals.

Better Career Options:

The college provides regular computer classes for all students to develop their skills

of basic computer operating principles which include Basic Computer Operation, MS

office, Internet operations etc. The Government is also sending trainers to provide

training in leadership under Naipunya Nidhi. The training programs conducted in

the college has helped around 50 students to get jobs in various companies. The

competitive exam training programs have helped 60 students to get government

jobs.

Community Orientation:

For community orientation college provides personality development sessions,

debate competitions and computer coaching classes for other members of society so



that society can get advantages of these programs. The college BSW team regularly

visits surrounding areas and villages where they train middle school students on

Life Skills. Communication club and English students are also trained to teach

English grammar to High school teachers and students and assist them to tackle

their new CBSE syllabus. The department of Kannada has encouraged its staff and

students to teach Kannada in Urdu schools. The Heritage club encourages students

to collect information about the temples in the Taluk and organize jathas to create

awareness about the need to protect them. NSS students take up campaigns to

collect plastic in the city and clean up the water body in the city.

1.3.5. Citing a few examples enumerate on the extent of use of the feedback

from stakeholders in enriching the curriculum?

The institution has various channels to collect and document responses on

curriculum from the stakeholders. The students express their opinion on

curriculum through response sheets. Oral responses are also considered.

Special formats are used for Alumni and Parents to register their views during

interface meetings. The Advisory committee analyses feedback and prepares

response chart for future use. The Principal, being the head of the institution is

responsible for collecting feedback from the different stake holders through

periodic meetings. The Mentors help to collect feedbacks. (Annexure 8)

The Principal and the staff will then process and reviews the analysis reports and

initiates interventions. The teachers collect the exit level feedback from the

graduates regarding learning processes after the end of academic session every

year.

The inputs are obtained from the stake holders regularly and further used to

improvise the overall competency of the students for employability.



Feedback from parents is taken and as per their suggestions efforts are made to

pressurize government machinery to release funds towards construction of class

rooms, labs and rest rooms.

1.3.6. How does the institution monitor and evaluate the quality of its

enrichment programs?

The institution has a very clear and transparent way to monitor and evaluate

the quality of various enrichment programs initiated by it. The feedback in the form

of interactions, discussions and suggestions is analyzed by a specially constituted

committee and report is submitted to the head of the Department. IQAC members

monitor and evaluate the efficiency and success of these enrichment programs. They

meet the higher authorities like Principal and the staff from time to time and

amend the enrichment programs to meet the desired objectives. The enrichment

programs support the programs offered in the curriculum to include contribution to

national development, fostering global competencies among students, inculcating a

value system among students, promoting the use of technology and quest for

excellence. The department of economics encourages its students to analyze the

annual budget of the state and central governments. The department of sociology

conducts surveys to help the students learn ground realities when the policies of

government are implemented. Literary Forums encourage students to read novels

and short stories of great literary men/women to get into the habit of reading and

analyzing. The College’s efforts to ensure that the curriculum bears a thrust on these

core values include the initiative for Contribution to national development. The

college uses education as the tool for empowering women and through the

transaction of the curriculum it has adopted, it seeks to address the all-round

development of the students enrolled in the various academic programs if offers.



1.4. Feedback System

1.4.1 What are the contributions of the institution in the design and

development of the curriculum prepared by the University?

The institution is an affiliated college to the Tumakuru University and therefore

there is no scope for framing institution’s curriculum on its own. However, a

systematic mechanism is installed in the institution to look after the affairs of the

feedback process and analysis through the member of Board of Studies.

Faculty members regularly attend workshops and seminars on revision of

curriculum. The College can only forward the suggestions of its faculty to the

university through the members of Board of studies. The design and development of

the curriculum is in the hands of the university only. Few teachers of the institution

are members of the Board of Studies and the Principal has worked as member of the

Advisory Council. They provide suggestions on behalf of the college staff.

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 programs?

Yes, the college has a well-established system of collecting feedback from its stake

holders. The feedback on the curriculum obtained from various segments of society

as reflected in parents feedback is analyzed properly by the departments and the

suggestions for improvements are communicated to the Principal who conveys it to

the authority of the affiliating university to aware the views of the teachers with

regard to the change in the curriculum for the betterment of students. The

institution encourages various stakeholders such as students, Alumni, faculty to give

their feedback and communicates it to the relevant authority to the university

through suitable channel. The institution collects all feedbacks and communication



in the form of questionnaires and forms those are then analyzed and develop areas

of improvement from it. The feedbacks are discussed in the staff council meetings.

The opinion of the college development committee is also taken into account. The

institution takes part in the curriculum development process through appropriate

analysis of feedback given by the various stake holders from time to time and

assimilates the suggestions in the functional style of the institution. The meeting

ratifies the responses and makes suggestions for modifying curriculum. Finally, the

institution represents these suggestions through various capacities to the

universities for appropriation of curriculum. Teachers of each department

participate in workshops organized by university on implementation of new

syllabus.

1.4.3. How many new programs/courses were introduced by the institution

during the last four years? What was the rationale for introducing new

courses/programs?)

GFGC Chikkanayakanahalli in the recent past has introduced five new combinations

from 2010-2011 which include:

Combination Subject

H.E.P History, Economics, Political Science.

H.E.S Sociology, History, English

H.E.E History, Economics, Optional English

HEK History, Economics, Optional Kannada

Eng.S.P Optional English, Sociology, Political Science

The college belongs to semi-urban area and there are two private colleges in the

nearing vicinity. The students requested to include a combination with Journalism

that will help rural students to aspire for profitable avenues in future.

*****



CRITERION–II: TEACHING-LEARNING AND EVALUATION

2.1. Student Enrolment and Profile

2.1.1. How does the college ensure publicity and transparency in the

admission process?

Publicity:

The college started in the year 1989 with BA, B.Com programs. Four new

combinations started in 2011. The college ensures wide publicity in a planned

manner. Admission notification is published in leading state and regional daily

newspapers. Banners with the information regarding admission were put near

college compound and main circles in the town. The notification contains detailed

information about number and range of courses, eligibility, process of admission

and academic as well as support facilities. Prospectus giving all the academic,

administrative and financial aspects related to admission process is made available

to students. The same information is also available on the college website:

www.gfgc.kar.nic.in/chiknayakanhalli

Transparency:

The college follows academic calendar, provided by the Tumakuru University,

Tumakuru. It gives last date for receipt of application. There is a general admission

committee as well as separate department committees to prepare the admission list.

Allocation of seats is as per the Department of Collegiate education, Govt. of

Karnataka. Then the selected candidates’ lists are displayed on the notice boards.

The selection is through admission committee which includes a convener and senior

teachers. Thus, transparency is ensured from the stage of notification till the

completion of admission process. Hence access, equity and social justice are ensured

through transparency and adherence to rules.



2.1.2. Explain in detail the criteria adopted and process of admission, Ex.

I. Merit

ii. common admission test conducted by state agencies and national

agencies

iii. Combination of merit and entrance test or merit, entrance test and

interview (iv) any other) to various programs of the Institution.

As per the directions of the university and department of collegiate education the

date of issuing of application forms/ prospectus was notified on the notice board.

Application forms were received from office. Enquiries are attended by the

Principal and the admission committee. The college admits all eligible students who

have completed pre- university courses. The student can opt combinations based on

the interest and Combination chosen in the PU level. In par with the initiative

taken by the Department of Collegiate Education to provide admission to all

students to increase the entry of students to higher education, no eligible student is

denied admission. But from the current year online choice based credit system

(CBCS) for admission is recommended by the Tumkur University.

Applications for admission to undergraduate courses are called in the month of

May/Jun. The Counseling team helps the students to make the choice of the medium

of instruction and subjects.

2.1.3. Give the minimum and maximum percentage of marks for admission at

entry level for each of the programs offered by the college and provide a

comparison with other colleges of the affiliating university within the

city/district.

Students seeking admission in our college is based on the ‘First Come, First Serve’

basis.



Table no. 11 Program Mode of Section

Course Minimum Percentage of Marks for

entry level Colleges within

the district

B.A. Must have passed 12th Standard with

minimum 35%

marks

42%

B.Sc. Must have passed 12th Standard Science

with minimum 35%

marks

39%

B.Com. Must have passed 12th Standard in

Commerce with minimum 35%

marks

55%

B.B.M. Must have passed 12th Standard in

Commerce with minimum 35%

marks

41%

2.1.4. Is there a mechanism in the institution to review the admission

process and student profiles annually? If ‘yes’ what is the outcome of such an

effort and how has it contributed to the improvement of the process?

Mechanism to review the admission process and student profile:

The college reviews the profiles of students admitted annually. The institution has a

very clear cut well defined and well designed mechanism as far as the reviewing of

the annual profiles of the students is concerned. The admission committee

reviews the profiles of students selected for admission and chalks out a comparative

summary about their academic background and economic status of the selected

candidates.

In case a particular section of students like girls, rural students or any specific

community are found to be in less numbers for new combinations like optional

English in the admission lists, the admission committee tries to motivate students to

opt the new course and future career opportunities. After admission the

performance of students is closely monitored. A record of their performance in all

the fields, academic as well as extra-curricular is maintained by concerned

committees. Students with a little bit of negative approach or disturbing



elements are motivated to get counseling so that a positive frame of mind can be

developed. These results in making the students become an asset for the institution.

Outcome:

As a result of this process, in the last five years, the college has observed a sharp rise

in the students maintaining discipline as well as results. They have learnt to

channelize their energy, their potential into more constructive activities.

2.1.5. Reflecting on the strategies adopted to increase/improve access for

following categories of students, enumerate on how the admission policy of

the institution and its student profiles demonstrate/reflect the National

commitment to diversity and inclusion.

SC/ST

OBC Women

Differently baled economically weaker sections

Minority community

Any other:

Table No 12: Student Profile

Year

Tota

l Student

s

Boys/ Girls

Girls

SC/ST

OBC

Differently

abled

Economically weaker section

s

Minorit

y Communit

y 2011-

12

622

286

336

214

334 02 48

24

2012- 13

783

349

434

271

429 02 53

28

2013-14

778

320

458

267

430 02 43 36

2014-15

785

311

474

284

410 00 52 41

2015-16

759

286

473

255

410 01 58 35



a) Students from SC/ST/OBC Community:

Reservation policies of the government are followed in letter and spirits to ensure

that the strategies adopted by the government in the creation of equity and

provision of access to the SC/ST and OBC applicants are implemented. Help

desks are set up at the college entrance to assist applicants from the most

backward sections in the admission processes.

Career Guidance and Counseling Cell units are also set up to help the new entrants

make the right choice and fill up the application form. Fees exemption and

scholarship benefits are provided to SC/ST/C-1 students. They are exempted from

University Fees, Tuition and Building Fees. Provision of Karnataka Government

order – policy of constitutionally guaranteeing education to all is strictly adhered to.

The college makes it sure that an awareness and orientation on the financial and

academic facilities is provided to the needy students.

b) Women:-

Only University Fees is collected from Girl Students. They are exempted from

Tuition and other Fees. The college provides counseling to the needy parents of

women students on the importance of women education, security and

protection provision. They are provided with rest rooms and wash rooms.

Scholarships for girls like Sanchi Honnamma and many scholarships are

provided.

c) Differently-abled:

Their requirements and needs are given a special care and attention. The college

ensures that all their classes are held on the ground floor only.



d) Economically Weaker Sections of the Society:

Students belonging to economically weaker sections of the society are encouraged

to get scholarships provided by the institution. Since 2009, as per government

orders, no student is denied admission. They are also given various benefits like

Poor Students Welfare Fund from BCM.

e) Minority:

The college under the direction from State Government and its affiliating university

offers every possible help to the students belonging to the minority community.

Scholarships are also provided to such students.

f) Athletes and Sports Persons:

College every year produces scores of players in various games. The College

provides incentives like track suits, sports shoes and mementos to outstanding

Achievers in Sports and Extracurricular Activities as per Government Norms.

2.1.6. Provide the following details for various programs offered by the

institution during the last four years and comment on the trends. i.e., reasons

for increase / decrease and actions initiated for improvement.

Table No 13: Demand Ratio

Program (UG) B.A. B.S.W B.Com. B.B.M.

No. of Applications 200 40 80 25

No. of Students Admitted 2011-12 191 32 68 19

Demand Ratio 95.5 80 85 76



Demand Ratio 89 70 81.81 82.5



Demand Ratio 83.88 93.33 87.5 66.66





Demand Ratio 91.53 76.66 89.37 72



Demand Ratio 89.09 78.12 90.62 79.31

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 institution is fully adhering to governmental policies regarding the needs of

differently-abled students. (Annexure 9) The college makes this sure that the

classes of such students are held at ground floor for the purpose of easy accessibility

classroom to them. During examinations such students are provided with help such

as writers for the students having vision and functional disability. These students

are encouraged at every level in the institution. Special Counseling sessions are also

arranged for such category of students. Such students are also given half an hour

extra time in the terminal and final examination.

Special attention is given to differently abled students in the Institution. A PTA

meeting of physically challenged students is conducted in the beginning of the year

to get an idea about their wards’ difficulties and needs. The University sanctions a

scribe and grants extra time for these students during University examinations.

2.2.2 Does the institution assess the students’ needs in terms of knowledge

and skills before the commencement of the program? If ‘yes’, give details on

the process.

Yes. The Institution is well aware of the needs of the students. Any class contains a

mix of intelligent and average students. Bridge courses are conducted



in the beginning of Program and the doubts of students if any are cleared.

Students are attached to counselors and the weak students are traced out by

mentors and further they are counseled.

2.2.3 What are the strategies drawn and deployed by the institution to bridge

the knowledge gap of the enrolled students to enable them to cope with the

program of their choice? (Bridge/Remedial/Add- on/Enrichment Courses,

etc.)

The college belongs to Semi town area. Most of the students come from rural areas.

This backwardness leads to lack of confidence as compared to the students of

several other colleges located in big cities. This disparity has to be bridged. For this

before commencement of the session, admitted students are given Bridge classes to

enable them cope up with the syllabus of the course chosen by them. Bridge course

is a three-day orientation, before the commencement of the teaching program.

Teachers are allotted classes based on the Time table prepared. (Annexure 10)

The program is common to all disciplines, which is a way to assess the skills and

knowledge levels of the fresher’s. Freshers are familiarized with the campus

facilities through Abhivinyasa-Program and activity oriented games. A database of

the newly admitted students is collected by each Mentor. Enrichment course like

personality development programs like Vikasana, Sahayog, Manavathe, Angla and

Naipunyanidhi are also conducted to improve students’ personality and motivate

them for an innovative and creative mindset. Where ever a disadvantage learner

is identified by the mentor he should help him/her with counseling.

2.2.4 How does the college sensitize its staff and students on issues such as

gender, inclusion, environment etc.?

The institution holds the tradition of imparting holistic education with emphasis on

the ethical and moral principles. The college is coeducational institution sensitizes



its staff and students on issues such as gender inclusion, environment etc. by

holding seminars and special lectures on the relevant topics like women

empowerment, National Sports Day, Environment Day. The eco-club in the college

has organized rallies. It has organized cleaning plastic waste in the city and cleaning

the tank with the help of NSS. Celebration of world women’s day on 8th march 2016

by teachers and students is also a part of the same tradition. The college, at its own

level makes arrangements for seminars and conferences. Experts from above

mentioned fields are invited to share their experience and knowledge. The college

organizes regional level seminars on women empowerment and health hygiene to

girls. Drawing and essay competitions are also organized regarding environment

issues to enliven the students collaboration with Rotary on 10.09.2015 in the

Seminar hall. Apart from this the college offers Environmental Education as a

compulsory subject to first and second year students.

2.2.5 How does the institution identify and respond to special

educational/learning needs of advanced learners?

The advanced learners are identified by the subject teachers during their class

room by means of getting feedback from the students orally and sometimes in

writing. Marks of students are subjected to various methods of evaluations like

vocal responses, active participation of the student and written tests after each unit

of syllabus. Based on their Performance, students are identified as slow and

advanced learners. Marks scored in the semesters will give a hint to classify these

students. They are supported in the best possible manner. The teachers take extra

pain in helping them with an additional and personal interest. They are provided

with the additional time, advanced learning materials/books and assistance from

the teachers. Further such learners are motivated to pursue higher education and

aspire for top most career options. Advanced learners help slow learners through

group activities.



The advanced learners are assigned with special project works and encouraged to

take part in active items such as conducting surveys, organizing quizzes, essay

writing, lecture competitions and seminars. They are encouraged to participate in

these events at competitions held in other institutions. They are encouraged to

acquire new and advanced information through the internet to bring out their full

potential. The creative abilities of students are given vent through wall magazines.

All the students are exposed to peer group learning where both the slow and

advanced learners are combined. A friendly environment is created to improve the

communication skills of the advanced learners.

2.2.6 How does the institute collect, analyze and use the data and

information on the academic performance (through the program duration) of

the students at risk of drop out (students from the disadvantaged sections of

society, physically challenged, slow learners, economically weaker sections

etc.)?

Academic performance of the student’s of above mentioned sections is identified by

the teachers during their lectures in classroom. We use marks as index for

identifying slow learners students are subjected to various methods of evaluation,

vocal responses, surprise tests & written test and question banks after each unit of

syllabus. Slow learners who do not seem to come up with the pace of learning are

advised and counseled by the teachers by assisting them with study material. They

are specially advised and counseled so as to help them improve themselves. The

morale of the slow learners is boosted by counseling sessions, remedial classes and

intensive interactive sessions. They are also given advice after class hours and are

motivated by providing additional learning material such as text books and solved

question papers from exams. Parents are advised not to marry girls until they



complete their graduation. The principal and some faculty members pay admission

fees of poor students.

2.3. Teaching-Learning Process

2.3.1. How does the college plan and organize the teaching, learning and

evaluation schedules? (Academic calendar, teaching plan, evaluation, blue

print, etc.)

The academic calendar is released by the Tumkur University and followed by our

college as per the schedules mentioned. The same academic calendar is published in

the College prospectus and college website before the beginning of the session of

every academic year. It provides plan of action for the academic year to students,

teachers and parents. Each department functions according to the teaching plan

prepared at the department level.

Action plan of each department is prepared by all the faculties and submitted to the

respective heads of the departments and signed by the Principal every academic

year. Timetable is prepared and displayed on the notice board. The departments

also carry out internal assessment based on student test performance, submission of

question banks, assignments and punctuality. Towards the end of each session /

semester, theory and practical examinations are conducted by the university and

evaluation is carried out. The exam results are declared and score cards are issued

by the Tumkur University.

2.3.2. How does IQAC contribute to improve the teaching–learning process?

IQAC provides the development and application of quality benchmarks for the

various academic and administrative activities of the institution. It also imparts

knowledge through team work at relentless efforts. It promotes the research and



consultancy and develops state of art infrastructure. It also ensures timely, efficient

and up to date recording of academic data.

This cell monitors promotion, implementation and continuous improvement of

innovations in curriculum, co-curricular and extra-curricular activities of the

institution. The IQAC works towards the enhancement of the quality of education

prevailing, learner’s knowledge, capacity and personality development of students

and teachers by motivating them to use ICT facilities for teaching and learning

providing more space for department wise seminar workshop soft skills, Teachers

Feedback, Self programs.

2.3.3. How learning is made more student-centric? Give details on the

support structures and systems available for teachers to develop skills like

interactive learning, collaborative learning and independent learning among

the students?

The college offers a lot of support services to its teachers for making the learning

student centric by laying stress on specific learning outcomes for all courses and

making it more participatory and interactive through group activities like Group

discussions, power point presentations by students, field survey, arrange mock

fairs, role playing and academic debates. These activities will strengthen the

knowledge base contribute to skill formation and managerial skills both at personal

and interpersonal levels.

All the departments organize various types of co curricular events like Quiz, Poster

making, Poets meet, paper reading, debates, skits, etc. that helps students to

strengthen their skill of presentation. The college provides a well stocked library

having latest books and journals by inflibnet which the faculty uses efficiently to

provide comprehensive and latest information to the students. Students are

encouraged to use the library independently to enhance their knowledge. The



college also encourages the use of internet and computers by the staff and students

to keep them abreast of the latest developments in their respective field of study.

2.3.4. How does the institution nurture critical thinking, creativity and

scientific temper among the students to transform them into life-long learners

and innovators?

The college concentrates on making the students original thinkers. To encourage the

artistic temper among the students, the college teachers motivate them to

participate in various activities in youth festivals. The prizes won by our students in

youth festivals and other district and state level competitions bears a testimony to

it. At the same time, to encourage the scientific temper among students, the faculty

engages the students in various practical works on science labs and computer labs.

To sharpen the critical thinking among students, Debates on current issues, and

student projects are organized in which students explore new ideas and also get a

chance to listen to the expert views of eminent professionals. Research work done

by Students from the Sociology department nurture scientific temper among the

students. The college promotes creativity amongst students by encouraging them to

publish their articles and thoughts in the college magazine. They make power point

paper presentations.

Students also got an opportunity to interact with famous Academician Hon

Dr.Thimmaiah, Prof. Of Kannanada, Maharaja College, Mysore.



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 Program on Technology Enhanced Learning (NPTEL) and National

Mission on Education through Information and Communication Technology

(NME-ICT), open educational resources, mobile education, etc.

The use of modern multi-media teaching aids like LCD projectors, Internet

enabled computer systems are employed in some class room instructions as well as

other student learning experiences. Most of the faculty members are using inflibnet

resources for research works and to improve their quality of teaching. Exposing

students to industrial environment through Industrial visits and Educational trips

are organized to give firsthand information to the students. Edu-Sat programs are

shown to students depending on the timetable provided by the department of

collegiate Education on various topics like life skill, spoken English, personality

development, computers etc.

2.3.6. How are the students and faculty exposed to advanced level of

knowledge and skills (blended learning, expert lectures, seminars,

workshops etc.)?

Dr.Srinivasappa G Dept. of English sent for faculty Extension program

Educational trips are organized to give firsthand information to students

Students are encouraged to participate and present paper in seminars. BSW

Students are sent to Gurushree College Tumkur on 16.03.2016 and History

Students to Historical places.

Seminars by experts are organized by every department.



Faculties pursue higher studies and participate and present papers in

orientation and Refresher course, seminars, workshops, and

conferences to update their knowledge and take up minor and major projects.

Few of the teachers are publication books to their credit.

Many teachers are invited as resource persons by various institutions of

excellence.

Competitive exam training classes for SDA/FDA/CET are conducted for

students.

2.3.7. Detail (process and the number of students \benefitted) on the

academic, personal and psycho-social support and guidance services

(professional counseling/mentoring/academic advise) provided to students?

There is a provision for counselors/mentors for each class or group of students for

academic and personal guidance. The students are divided into groups and each

group is provided with mentor to provide academic and personal guidance to

the needy students. It is done at all level of courses in all the divisions. The

teacher in –charge carefully monitors the regularity of attendance, participation in

seminars and other activities and also the performance of the students in internal

tests/semester examinations.

Accordingly the students are advised to improve by way of help and remedial

/corrective action. The students who seek psychological boosting or the candidates

who are psycho-socially left out are given psychological counseling by the college

faculty itself. To add, the college teachers really act as a true friend, philosopher and

a guide for the students.

2.3.8. Provide details of innovative teaching approaches/methods adopted by

the faculty during the last four years? What are the efforts made by the

institution to encourage the faulty to adopt new and innovative approaches

and the impact of such innovative practices on student learning?



Innovative teaching methods have been adopted by the faculty to boost the capacity

to learn and to teach meaningful application of knowledge to young minds. They are

encouraged to use computers, Internet and library resources to enrich their

teaching. The college encourages the faculty to compliment the academic system

with practical skill through various teaching methodologies that extend beyond the

classrooms.

Activities undertaken

Power point presentations and use of Internet to make teaching learning

more interactive and interesting

Field trips /Study trips

Visits to Industries

State/Regional level seminars percolated Presented paper by faculty

Workshops and extension lectures by resource person

Feedback on lectures obtained by faculty members from students

ICT based teaching methods are used to learn related topics

Students are allotted topics to prepare Power point presentations and class

seminars are held.

Students are encouraged to maintain Coordination by Shylandra kumar.

After adopting these new innovative techniques of teaching the overall result has

been raised. More students are benefited from the counseling cell. And it has helped

many students to improve their academic performance and cope with their

problems.

2.3.9. How are library resources used to augment the teaching-learning

process?

College has both General library and a Departmental library that caters to the needs

of the teachers and students. There is separate section for Reference books. Text



books are kept in separate book shelves/almirahs. The books from the general

library are issued to the students. The library functions on all days except Sundays

and government holidays.

The library is well stocked and new titles are added every year. Department

wise details of books and titles are provided in (Annexure 11). Students are

encouraged to refer available books and journals for their assignments and

presentation. An Electronic information section in the college library provides

Inflibnet and free Internet connectivity and provides facilities for students to view

documentaries and CD’s of educational value. Projects and dissertations require

students to utilize the reference section. Question banks in the printed forms are

available for student reference. Study material for the Competitive examinations is

also available in the library.

2.3.10. Does the institution face any challenges in completing the curriculum

within the planned time frame and calendar? If ‘yes’, elaborate on the

challenges encountered and the institutional approaches to overcome these:

NO

2.3.11. How does the institute monitor and evaluate the quality of teaching

learning?

Through IQAC, interaction with teachers and students submit reports and the

Principal collects feedback from students in person. The institute through

examinations of mentors’ duties, feedback from students and mentors report,

monitors and evaluates the quality of teaching learning.

2.4. Teacher Quality

2.4.1. Provide the following details and elaborate on the strategies adopted by

the college in planning and management (recruitment and retention) of its

human resource (qualified and competent teachers) to meet the changing

requirements of the curriculum.



The college is not a recruitment authority. However, it strives to improve

competency of teachers and use their experiences in their respective field of study.

The college is always ready to utilize the best of the teachers available. The

Government prepares a list of merited teachers who are interested to work as guest

faculty and as such the teachers working in the college are the merited ones.

To retain the available staff, the government has made the whole process of

recruitment on-line, and they are paid their salaries (those with only Post

Graduation get 9500/-, and those who have passed NET/SLET/Ph.D. are paid

11,500 Rs) regularly every month. They are paid salaries according to the grades

specified by the Department of Collegiate Education. The staff is also provided other

requisite facilities like Casual Leave etc.

Table No 14: Staff details

Highest Qualification

Professor Associate Professor

Assistant

Total

Male Female Male Female Male Female

Permanent teachers:08

D.Sc./D.Litt. - - - - - - -

Ph.D. - - 0 - 1 0 1

M.Phil. - - 1 0 4 1 6

PG - - 0 - - - 0

NET/SLET - - 0 0 1 0 1

Temporary teachers: Nil

Ph.D. - - - - - - -

M.Phil. - - - - - - -

PG - - - - - - -

Guest- teachers: 36

Ph.D. - - - - 2 - 2

M.Phil. - - - - 7 2 9

NET/SET - - - - 9 0 9

PG - - - - 8 8 16



2.4.2. How does the institution cope with the growing demand/ scarcity of

qualified senior faculty to teach new programs/ modern areas (emerging

areas) of study being introduced (Biotechnology, IT, Bioinformatics etc.)?

Provide details on the efforts made by the institution in this direction and the

outcome during the last three years.

The courses of Biotechnology and Bioinformatics are not yet available in our college.

The availability of senior faculty is fluctuating as teachers are transferred or

upgraded as Principals. The institution conducts training programs and its related

trades at regular intervals to upgrade the technological skill of our teachers.

To encourage the staff to participate in workshops and seminars, teachers are sent

on duty leave and are also given to upgrade their knowledge by participating in

state/national and international seminars/Conferences/ workshops. Teachers are

also given permission to attend Refresher course to enrich their new teaching

techniques.

2.4.3. Providing details on staff development programs during the last four

years elaborate on the strategies adopted by the institution in enhancing the

teacher quality.

a) Nomination to staff development programs

Table No 15: Staff Development Programs

Academic Staff Development Programs Number of Faculty

Nominated

Refresher courses 06

HRD programs 01

Orientation programs 06

Staff training conducted by the university 02

Staff training conducted by other institutions 03

Summer / winter schools, workshops, etc. 03

Teachers empowerment program by Dept. of collegiate education

05



b) Faculty Training programs organized by the institution to empower and

enable the use of various tools and technology for improved teaching-

learning

Teaching learning methods/approaches

Teaching faculty has cleared Computer Literacy Online Test conducted by the

department. The college organizes programs to motivate teachers to prepare

computer aided teaching/learning materials, Mostly using software and other

electronic tools. The college has a lot of licensed software such as Windows, MS

Office, Visual Basic, Java, Linux, etc. The college also supports these endeavors by

providing infrastructural support.

Teachers engage Multimedia classes for teaching concepts using computer and LCD

projector. The computer department of the college regularly Computer

Fundamentals class and training programs for teachers of other departments to

make them aware of the latest developments in the technology.

Handling new curriculum

We have experienced and qualified staff to handle the new curriculum with ease.

The syllabus is updated after a long period in the university. Recently the BOS of all

departments had conducted workshops related to change of syllabus. The HODs

then called meetings of their teachers and explained the developments related to

change of syllabus. We are eagerly awaiting change of syllabus by next academic

year.

Assessment

The self-assessment report is one of the important yard sticks used for the

promotion of the faculty. It also gives a picture of the needs of the faculty in terms of

their research and other activities. Suggestions to improve the academic system

provided by the faculty through the self-assessment report are also taken into



account by the college. The Principal also maintains the confidential reports of the

teachers which records the annual performance of the teachers. The annual

increments of the teachers are subject to the grades earned in their CRs and API. 6

teachers are assessed by the Screening Committee headed by the Tumakuru

University and eligible for AGP.

Cross cutting issues

The cross cutting issues like Gender, Climate Change, Environment Education,

Human Rights, ICT etc, find an ample space when it comes to applying them

positively into the curriculum.. The college regularly organizes state level seminars

on women empowerment and health awareness. Sixty percent of the students are

girls. College has been celebrating ‘Vana Mahotsava’ with the support of the staff

and the local forest department. One of our faculty members has delivered lecture

and presented paper on the relevance of Human Rights and Public Interest and

Litigation etc. The subject of environment education is a part of the college

curriculum. It is compulsory for all the students, irrespective of any stream, to clear

the paper of environment. Similarly the college offers the paper of CF i.e. Computer

Fundamentals, to the students of the college whereby enabling them to learn the

latest technology which can help them make a better future. Seminars at the

college level are held on the topics of Sexual harassment, Ragging, Human

rights, Legal awareness etc.

Audio Visual Aids/multimedia

It includes projectors, computers, sound system etc. Faculty members are provided

with computers with internet browsing facility for preparation of teaching/learning

materials.



OER’s

College provides the facility of open educational resources which includes full

Syllabus, course materials, textbooks, test materials, software, and any other tools,

materials, or techniques used to support access to knowledge for faculty members.

Teachers are requested to develop and share their notes and teaching material with

other teachers through hard copies kept in the departments.

Table No 16: Percentage of faculty/ activities

Activities

% of faculty members

2015-16

Invited as resource persons in Workshops / Seminars / Conferences organized by external professional agencies

20%

participated in external Workshops / Seminars / Conferences recognized by national/ international professional bodies

30-40%

presented papers in Workshops / Seminars / Conferences conducted or recognized by professional agencies

20%

2.4.4. What policies/systems are in place to recharge teachers? (eg:

providing research grants, study leave, support for research and academic

publications teaching experience in other national institutions and specialized

programs industrial engagement etc.)

As college have no 12B and any UGC grant no faculty getting round work.

2.4.5. Give the number of faculty who received awards / recognition at the

state, national and international level for excellence in teaching during the

last four years. Enunciate how the institutional culture and environment

contributed to such performance/achievement of the faculty.



The college provides necessary infrastructure and other required support to

encourage teachers to excel in their teaching. Awards/Recognition Details: Nil

2.4.6. Has the institution introduced evaluation of teachers by the students

and external Peers? If yes, how is the evaluation used for improving the

quality of the teaching-learning process?

Yes, our institute gets the evaluation of the teachers done by students for the

improvement of the college. The head of the institution takes feedback of the

teachers from the students and their guardians. At the end of every academic year

students fill the feedback format of individual faculty members on their teaching

skills on a prescribed format. The feedback mainly focuses on the various teaching

skills of the faculty members, like presentation, communication, knowledge, content

covered, innovative practices and availability of the teacher after class hours. If any

faculty doesn’t meet the benchmark on feedback, he/she is counseled for the future.

2.5. Evaluation Process and Reforms

2.5.1. How does the institution ensure that the stakeholders of the institution

especially Students and faculty are aware of the evaluation process?

Since student evaluation is a regular and ongoing process the faculties are familiar

with the methods. It is clear in the teachers’ internal evaluation register. If changes

are introduced, faculty and students are informed well in advance. Students and

parents are briefed about the evaluation process at the time of admissions.

Individual teachers give instructions on evaluation and a common orientation is

given to students before the first university examination.



2.5.2. What are the major evaluation reforms of the university that the

institution has adopted and what are the reforms initiated by the institution

on its own?

The institution has adopted many methods to evaluate the students. Apart from

regular tests, projects, and assignments, invariably the students are evaluated by

group discussions, seminars and sometimes blackboard tests are also held for some

interesting and short topics.

2.5.3. How does the institution ensure effective implementation of the

evaluation reforms of the university and those initiated by the institution on

its own?

The evaluation reforms of the university are followed in the best of the spirit. The

evaluation is all fair; the students are satisfied by showing them the evaluated

performance in the answer sheets. The Internal marks are displayed in the notice

board before final entry so that, any doubt about evaluation is made clear to the

students. All record is maintained i.e., answer sheets, Internal marks award lists etc.

Monthly tests are taken and record is kept. Whenever class tests and term tests are

taken the results of the students’ performance/awards are shown to the students to

encourage them or counsel them for better future performance. The institution

follows the examination system as prescribed by Tumkur University, Tumkur.

2.5.4. Provide details on the formative and summative evaluation

approaches adapted to measure student achievement. Cite a few examples

which have positively impacted the system.

The college adopts both formative and summative evaluation approaches to

measure student achievement in a program. Formative evaluation is conducted

through assignments, quiz, field trip reports, seminars, term papers, project



reports, Industrial trips and practical which are used to provide internal marks and

Summative Evaluation is conducted by the university through final examination.

Impact on the System

Motivated by this system, management has undertaken innovative research

projects. Each the department have student projects, educational trips, quizzes and

tests. The students of the college have gained ranks in the university.

Table No: 17 List of Rank holders

Sl. No. Name Year Course Rank

01 Netravathi C N 2011-12 BSW 1st 02 Nandini M 2011-12 BSW 2nd 03 Pratibhanayak C N 2011-12 BSW 3rd

04 Shivamma M 2011-12 BSW 5th 05 Supriya K C 2012-13 BBM 7th 06 Menaka L 2012-13 BSW 1st

07 Ragavendra B K 2012-13 BSW 3rd

08 Lakshmi K N 2012-13 BSW 4th 09 Poornima T M 2012-13 BSW 9th

10 Pooja T G 2013-14 BSW 1st 11 Chandini 2013-14 BSW 2nd 12 Lalitha K 2013-14 BSW 3rd 13 Shivaprasad R B 2013-14 BSW 9th 14 Sahera K S 2013-14 BSW 10th 15 Shruthi D L 2014-15 BSW 2nd 16 Prathapa P L 2014-15 BSW 4th 17 Shashikala C 2014-15 BSW 5th 18 Jyothi M 2015-16 BA 1st 19 Manjula K C 2015-16 BSW 1ST 20 Harish S P 2015-16 BSW 3rd 21 Sachin H C 2015-16 BSW 5th 22 Karishma 2015-16 BSW 7th 23 Manjunath T G 2015-16 BSW 9th

2.5.5. Enumerate on how the institution monitors and communicates the

progress and performance of students through the duration of the

course/program? Provide an analysis of the students’ results/ achievements

(Program/ course wise for last four years) and explain the differences if any

and patterns of achievement across the programs/courses offered.



The institution evaluates the students through tests and preparatory exams during

each semester. The parents are informed through meetings and even telephonically

(for weak students). To monitor the students’ performance during each semester

period, an examination committee comprising of HODs is constituted in the college.

This committee works under the directions of the Principal. The record of the whole

evaluation process is transparent. The answer books are returned back to the

students. A special test is also conducted in the month of September and March

during each semester for students. The committee arranges to display the marks

they have earned in tests along with their class attendance.

The college monitors the performance of the students through university result

marks sheets after exam results are published by the university. Results of the last

four years (Percentage) are mentioned below:

Table No 18: Result Details

Sl. No. Program 2011-12 2012-13 2013-14 2014-15 2015-16

01 BA 54% 50% 85% 68% 81%

02 BSW 94% 100% 63% 61% 94%

03 B.Com 62% 51% 66% 73% 42%

04 BBM 85% 78% 60% 72% 50%



BA BSW B.COM BBM

2012-13, BA, 50%

2012-13, BSW, 100%

2012-13, B.Com, 51%

2012-13, BBM, 78%

RESULT 2012-13

Figure: 02

Figure: 03

2011-12, BA, 54%, 18%

2011-12, BSW, 94%, 32% 2011-12, B.Com,

62%, 21%

2011-12, BBM, 85%, 29%

RESULT 2011-12

BA

BSW

B.Com

BBM



Figure: 04

Figure: 05

Result, BA, 85%, 31%

Result, BSW, 63%, 23%

Result, B.Com, 66%, 24%

Result, BBM, 60%, 22%

RESULT 2013-14

BA

BSW

B.Com

BBM

BA

BSW

B.Com

BBM

2014-15, BA, 68%

2014-15, BSW, 61%

2014-15, B.Com, 73%

2014-15, BBM, 72%

RESULT 2014-15



Figure: 06

Consolidated Result of Last Five Years

Figure: 07

2015-16, BA, 81%

2015-16, BSW, 94%

2015-16, B.Com, 42%

2015-16, BBM, 50%

RESULT 2015-16

BA BSW B.Com BBM

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011-12 2012-13 2013-14 2014-15 2015-16

54% 50%

85%

68%

81%

94% 100%

63% 61%

94%

62%

51%

66% 73%

42%

85% 78%

60%

72%

50%

RESULT-2011-2016

BA BSW B.Com BBM



2.5.6. Detail on the significant improvements made in ensuring rigor and

transparency in the internal assessment during the last four years and weight

ages assigned for the overall development of students (weight age for

behavioral aspects, independent learning, communication skills etc.)

Arts students are awarded 10 marks internals in each subject, whereas commerce

and Management students BSW students are awarded with 20 marks. Out of ten

marks four marks are awarded for academic performance in tests and assignments,

three marks for attendance and three marks for performance in preparatory exams

and completion of question bank. 20 marks awarded on the basis of viva-voice.

After allotting the internal marks, the heads of each department displays it on the

notice board at the end of the semester. The internal assessment is made by the

faculty members keeping in mind the following aspects /factors of students’ For

BBM Viva voice with project submission 100 marks award by external exams and

the same with the BSW for 50 marks for vivo voice and 50 marks theory.

Performance during the academic year:

1. Class attendance

2. Class assignments

3. Field work

4. Project work

5. Student seminar

6. Reference work

7. Score in the term examination etc.

8. Submission of Question Bank/Preparatory exam

9. participating in inter colleges sports and cultural competitions.

In spite of all the above aspects of the students and their behavioral independent

learning and communication skills etc., are also taken into consideration

during the assessing of a student.



2.5.7. Does the institution and individual teachers use assessment/

evaluation as an indicator for evaluating student performance, achievement of

learning objectives and planning? If ‘yes’ provide details on the process and

cite a few examples.

The institution uses assessment and evaluation both as an indicator for evaluating

students’ performance. As soon as the results arrive, each department make a list of

slow and advanced learners and provide tutorial classes for slow learners and

remedial classes for SC, ST and OBC students. Advanced learners are assisted to get

merit scholarships and also provided intensive training to get ranks. The students

who excel in the academics, sports or extra-curricular activities are given due

advantage in assessment. General classroom behavior of the students is also kept in

mind when evaluation of a student is undertaken.

2.5.8. What are the mechanisms for redressal of grievances with reference to

valuation both at the college and University level?

The student is provided an opportunity to photocopy his answer sheets by paying

an allotted amount of fee. The same copy will be evaluated by the respective faculty.

By comparing the marks obtained with the examination marks he/she can proceed

for reevaluation. If students have any problem, the principal of the college

communicate to the concerning authority (Registrar of Evaluation) of university.

The institution follows open evaluation system where the student performance is

displayed on the notice board and the same is informed to the parents. All

grievances regarding evaluation, including the internal assessment marks awarded

for the students, are redressed by the office authorities who communicate with the

evaluation section of the University.



2.6. Student performance and Learning Outcomes

2.6.1. Does the college have clearly stated learning outcomes? If ‘yes’ give

details on how the students and staff are made aware of these?

The college has clearly stated its learning outcomes in the vision and mission.

Learning Outcome Assessment is the process of collecting information that will tell

an organization whether the services, activities, or experiences it offers are having

the desired impact on those who par take them.

The institute’s approach to the learning outcome assessment is defined clearly. The

first important learning outcome is….

Academic Excellence:

The students are expected to have,

In-depth knowledge of their discipline and a strong sense of intellectual

integrity,

High level of achievement in writing, problem-solving and

communication,

Critical and creative thinkers, with an ability to examine, synthesize and

evaluate knowledge across a broad range of disciplines,

Be adept at learning in a wide range of ways, including ICT,

Ability to initiate and formulate viable and relevant research questions

contribute to new knowledge, or an original interpretation and application of

existing knowledge,

Have the capacity to participate fully in collaborative learning and to confront

unfamiliar problems

Skills:

The students are expected to have a set of flexible skills for different types of

employment.

Have excellent interpersonal, communicative and decision-making skills.

Socially responsible citizens with leadership qualities .



Be well-informed and sensitive citizens with a profound awareness of

community needs,

Accept social and civic responsibilities and be involved in a meaningful public

discourse, Initiate and implement constructive change in their communities.

Induced with Nationalistic Spirit:

Have an understanding of the social and cultural diversity in our

community,

Respect indigenous knowledge, cultures and values.

2.6.2. How are the teaching, learning and assessment strategies of the

institution structured to facilitate the achievement of the intended learning

outcomes?

At the time of admissions student database is collected and bridge courses are

designed according to the needs of the students. Students are evaluated on the basis

of internal tests, assignments, seminars, presentations and group discussions. Their

performance in the external examinations and placement drives are also assessed.

The fact that the numbers of students proceeding to higher studies/ research/

employment are positive indication of learning outcomes. Students who need extra

attention are given tutorial sessions and remedial classes. To help students face

examinations with confidence, question banks prepared by the departments are

made available in the library. Students are encouraged to use ICT in their learning

and presentations and participate in workshops /seminars in their respective

disciplines. Overall learning outcomes, both curricular and extracurricular are

recorded through students’ self-appraisal in their mentor forms, which are

monitored by mentors.

2.6.3. What are the measures/ initiatives taken up by the institution to

enhance the social and economic relevance (quality Jobs, entrepreneurship,

innovation and research aptitude) of the courses offered?



The courses run by our college have both social and economic relevance. The

institution at the time of the admission provides counseling regarding the courses

and combinations available for students. They are guided regarding the future

prospects of various options. Further they are sensitized on the social

responsibilities through guest lectures. The students are motivated through

personality development programs. Students are encouraged to participate in

activities for social and community service. The College has made dedicated efforts

to impart quality education and generate new knowledge through research and

development activities. It has been contributing significantly in transforming socio-

economic conditions of the people of this region by collecting data by assigning

simple research projects to students. Students participate in industrial job

placement fairs and close to thirty students are recruited in various companies.

Some of the students have attained Jobs in Government Services. The college has

Gandhi Study Centre which teaches students of values on Gandhiji’s thought

Organized and coordinator of Suresh.CG Principal of the college, Program held on

15.02.2016 with collaboration of Rotary.

2.6.4. How does the institution collect and analyze data on student learning

outcomes and use it for planning and overcoming barriers of learning?

Institution has specified procedure to collect and analyze data on student learning

outcome. The following points are adopted by the institute in this context:

Midterm and continuous evaluation comprising of monthly internal tests,

assignments, term paper and seminar presentations.

Introduction of unit wise internal choice and objective and analytical type

question consisting of objective, short and descriptive and analytical answers.

This ensures comprehensive study and understanding of the entire course

contents by the student.

Semester system of examination for all courses.



Presentation by students in each semester.

Institute has taken following steps to overcome barriers:

Providing Question bank of all subjects to the students.

Timely redressal of students’ grievances.

By evaluating answer books with suggestive corrections to make students to

understand their relative strengths and weaknesses.

Minimum attendance limit for students to minimize absenteeism.

Tutorial classes for slow learners to solve their problems.

The periodic evaluation of teachers through feedback from students helps in

the improvement of learning outcomes.

2.6.5. How does the institution monitor and ensure the achievement of

learning outcomes.

The institution has a clearly setup mechanism to monitor the learning outcomes.

Attendance is compulsorily taken for every lecture. Tutorials and laboratory hours

are fixed. Assignments are corrected within a short duration and the marks are

entered in marks register, which acts as a ready beckoner for the academic progress

of the students. Based on the participation in the class and the marks scored in the

tutorials and assignments, the student level is judged by the staff member and

appropriate action is taken. At the end of each periodical test, progress reports

which consist of test results and attendance status are submitted to the office for

further action.

Counseling is given to slow learners. Parents of such students are called to meet

their respective faculty member, if required. As the entire lab courses are

continuously assessed, students who lag in these courses are given additional help

and guidance. They are also given additional lab practice. The faculty members are

encouraged to conduct surprise tests, quizzes, etc. to monitor the academic progress

of each student.



2.6.6. What are the graduates attributes specified by the college/ affiliating

university? How does the college ensure the attainment of these by the

students?

Academic Excellence

Equip the students with knowledge and understanding as well as a range of

generic skills.

Attitudes of intellectual curiosity and motivation for independent thinking.

Critical and creative thinkers, with an ability to examine, synthesize and

evaluate knowledge across a broad range of disciplines.

Capacity to participate fully in collaborative learning and to confront

unfamiliar problem.

Ability to initiate and formulate viable and relevant research questions

Skills-

Critical analysis, problem solving, and creative thinking

Communicating effectively and appropriately in a range of contexts

Developing, planning and managing independent work

Working effectively as part of a team

Effectively using information and communication technologies

Practical application of knowledge acquired

Socially Responsible citizen

Awareness of ethical issues, social responsibility and cultural diversity

Awareness of environmental sustainability issues and the contribution of the

field of study to address such issues.

Imbued with Nationalistic Spirit



Adept to address the larger issues of life and become effective in building a strong

and modern India. Value- based education founded on democratic, secular, social,

scientific and good citizenship qualities for the development of integrated

personalities. Awareness and practice of sustainable development through

ecofriendly living has become an inevitable requirement for survival in the modern

world and the College aims to inculcate these values in its student’s National

festivals and Martyrs day is celebrated very effectively to develop national spirit.

*****



CRITERION– III: RESEARCH, CONSULTANCY AND

EXTENSION

3.1. Promotion of Research

3.1.1 Does the institution have recognized research center/s of the affiliating

university or any other agency/organization?

Institute does not have any University approved research center/s of the affiliating

University or any other agency/organization.

3.1.2 Does the Institution have a research committee to monitor and

address the issues of research? If so, what is its composition? Mention a few

recommendations made by the committee for implementation and their

impact.

The institution has a Research Committee to guide the students and faculty and it

has following members:

Chairperson : Dr. Srinivasappa. G (English)

Co-ordinator : Dr. Shekar (Kannada)

Member : Dr. Manu( English)

Impact of the Recommendations of Research Committee:-

Faculties of the institute participate in State/National/International

seminars and present papers, few of them have participated as resource

persons.



Advanced learners of each Department are encouraged to do projects on

regional topics and write reports.

16th Innovative Projects by students are taken up and completed, Six

projects are ongoing.

The college has attained 2F status.

Four teachers have registered for PhD.

3.1.3. What are the measures taken by the institution to facilitate smooth

progress and implementation of research schemes/projects?

Institute encourages students and faculty to involve in research activities. To create

the zeal among students and teachers, college has procured latest equipments,

updated the library facility and subscribed research journals. Inflibnet service is

provided to teachers and selected students.

3.1.4. What are the efforts made by the institution in developing scientific

temper and research culture and aptitude among students?

The institute motivates the students for higher education; the staff is always on

its toes when it comes to encouraging the students to join higher education for

research. To develop scientific temper and aptitude, the institution organizes

university tours of final year students of all departments to interact with the

research scholars of the university campus. Various departments of the college also

organize library visits and institutions of excellence to create curiosity among the

students as well as to get a chance to meet with the distinguished persons of the

related area. The students are encouraged to write mini research projects and

regular workshops on how to write seminar papers are organized by the research

cell.



3.1.5. Give details of the faculty involvement in active research (Guiding

student research, leading Research Projects, engaged in

individual/collaborative research activity, etc.

Some of the faculty members are involved in research activity at their own level.

Three of the Faculty has completed their PhD before joining service.

Table No 19: Staffs engaged in Research:

Sl. No.

Name

Department

Research Activity

Area of Specialization

1

Shivaramaiah

Political Science

Registered for PhD Research

Work- Dravidian University-

Kuppam.

The Study of Role and Function of

Madhugiri -Taluk Panchaiath

2

Shailendra kumar SJ

Physical Education

Registered for PhD Research

Work- Dravidian University-

Kuppam.

Analysis of physical growth

motor ability and

psychological variable rule

and Urban High school.

3 Chaitanya S

Commerce

Registered for Ph.D Research Work- Mysory

University- Mysore

A study on Pension Fund

Investment Pattern in India.

4 Manjunathaiah Social Work

Registered for Ph.D Research

Work in Tumkur University, Tumkur.

An integrated theory and Practice of

Social Work Education- A

study of School of Social work in

Karnataka



Table No 20: Regional Seminars/ Lectures organized by the various Departments

during last few Years:

Department

Year

Training Program

Seminars Topic Resource Person

Commerce

2013

Special lecture

program

Job Opportunities for Business Education

and Personality Development

Dr. Thimmarayappa. Mysore University,

Mysore

2015

Seminar

Importance of Computer Education

in Competitive Exams

Mahesh. CN Halli

2015

Seminar

Importance of Computer Education

in Competitive Exams

Mahesh. CN Halli

2016 Quiz General Knowledge Sridevi Engineering

college, Tumkur

Sociology

2015

Special Lecture

Importance of Sociology today

Prof. Narasimha murthy. Turuvekere.

2016 Special Lecture

Role of Youth in the Eradication of Drugs

Prof. Shankrappa Siddagaga college, Tumkur

Kannada

2012

Workshop Reading Kuvempu Prof. K P Nataraj

Tumkur University, Tumkur

2013 Seminar

“Pioneers of Western Literary Criticism – Plato,

Aristotle and Longinus”

Dr. Thimmaiah Associate Prof. of Kannada,

University of Mysore. Mysore.



2014 Special

Lecture

An insight into the Tejswi’s

writing

Dr. Natarajbudhal G.F.G.C. Gubbi.

2015

Seminar

Lingadevaru halimane and his

dramatic presentation Of dramama

Tharinishubadayani.G.F.G.C.-Javaganahalli.

2015

Seminar Politics in reading

Kannada literature.

Dr. Natarajbudal G.F.G.C.-Hebbur.

History

2012 Special talk WTO Smt. Malige, Mandya

2015

Seminar Russian

Revolution.

Raveendra Sharma Associate Prof. of History.

G.F.G.C. Kunigal.

2015

- Causes and

effects of I world war

Satheesh. G.F.G.C. Tiptur.

2015 -

Problems and Challenges in Disarmament.

Arunkumar .P University College of Arts

Tumkur University. Tumkur.



Economics

2012

Special Lecture

Elements of Woodoo

Economics in India.

K.C.Basappa’ Dept. of Economics

Navodaya First College,

C.N. Halli.

2013 Special Lecture

Life Skills

training camps in

associati on with

Samvada , NGO,

Bangalor e.

“Meditation and Memory

Improvement”

2015

Special Lecture

2.Gandhian Economic Thought

H.S. Prakash Dept. of Economics

Navodaya First College,

C.N. Halli.

2015

Inter College Budget

Discussion

Discussion of Central Budget

Effects of Obama’s visit

on Indian Economy

Student Represention 1.M.B.Meghana

2.Mohan Kumari

2016 Budget

Discussion by Students

State budget presentation

by the students

1. Naudeem 2.Meghashree M.B.



Computer

Fundamentals

2012

Visit to

INFOSYS

“Computer Networks and

Securities”

2013 EDUSAT

English

2011

st

1 Annual Film Festival

“African Life in Chinua Achebe’s Novel

– Things Fall Apart”,

2014

Seminar

Language and Literature

Dr. Sreenivasappa. G B.M.S. G.F.G.C.

Huliyar.

2015

Special Lecture

The Role of L2

English in understanding

literature.

Dr. Umesh Dept. of English G.F.G.C. Gubbi.

Political science

2012

Seminar Voters’ Day

Importance of Voting in democratic India

Girija Asst. Prof. of English.

G.F.G.C. Tumakuru.

2014

Seminar Human rights

Dr. Mahalingappa

Tumkur University Tumkur



3.1.7. Provide details of prioritized research areas and the expertise

available with the institution.

As stated earlier, we do not have any research centre in our college but our faculty

members are involved in the research at individual/collaborative level.

3.1.8. Enumerate the efforts of the institution in attracting researchers of

eminence to visit the campus and interact with teachers and students?

As stated earlier the college is not having a registered research centre of the

affiliating university. Despite its unavailability of a research centre, the faculty keeps

on inviting experts on various subjects to deliver special lecturers to the students.

The institute invites eminent personalities to visit campus in such a way that overall

awareness of each student takes place. The Research cell invited Dr Aziz Ahmad,

Eminent Research Scholar in ISEC, Bangalore. A Veteran Gandhian Dr. Ho.

Srinivasaiah, the President of Gandhi Memorial Trust, Bangalore visited the campus.

Eminents in the field of Literature and Criticism like, Dore Swamy-Freedom

Fighter, Omkar- International Yoga Teacher,Veereshananda Swamiji- Ramakrishna

Mission Tumkur, Abdul Ameed, , Prof. Chandrashekar Nangli, Prof. S.G.

Siddaramaiah, Krishnamurthy Beligere, l, Dr. Kumsi Umesh, Social Sciences

Professors like, Shivanna, Devendra, Laxman, Jagadeesh H.C., Prof. Manigaiah L.,Dr.

Yogeeshappa, Vijay Kumar, Shivakumar Swamy S.N., Veereshanandaswamiji, Dr.

Natarajabhudal, Dr. Khadar, Mallige-the women activist, Ramakrishnappa- the

president state science centre, O.M.Srinivasaiah- Gandhi Studay Centre B,lore , K.Y.

Narayanaswamy, Shivananjaiah Balekhai, C. Yatiraju-Science Centre Tumkur, B.S.

Lingadevaru -film Director, Dr. Thimmaiah Dr.Tarinishubhadayini, Dar. Mahalinga,

PrakashNaik-Judge, Damaruga Umesh and Nasir Ninasam, Heggodu and so many

experts have visited the campus and interacted with the teachers and students.



3.1.9. What percentage of the faculty has utilized Sabbatical Leave for research

activities? How has the provision contributed to improve the quality of

research and imbibe research culture on the campus?

NIL

3.1.10. Provide details of the initiatives taken up by the institution in creating

awareness/advocating/transfer of relative findings of research of the

institution and elsewhere to students and community (lab to land)

The students who are trained in life skills have set up life skills clubs in their

respective villages and are motivating young boys and girls in their villages to

develop life skills.

In addition, the awareness about the latest research available at institute level and

university level is shared among the students and persons from all walks of life.

Some workshops are conducted by literature departments wherein the resource

persons guide the students on how to take up creative writing. Some students

respond well and the final shape is given to the desired project and teacher in-

charge monitors all the activities of new basic research. Students are encouraged to

write synopsis and Research Reports.

3.2. Resource Mobilization for Research

3.2.1. What percentage of the total budget is earmarked for research? Give

details of major heads of expenditure, financial allocation and actual

utilization.

Nil

3.2.2. Is there a provision in the institution to provide seed money to the

faculty for research? If so, specify the amount disbursed and the percentage of

the faculty that has availed the facility in the last four years?



The institution as such has no provision to provide seed money to the faculty but

they are provided on official duty leave (four OOD per semester) to attend

seminars/ conferences/ workshops/ symposia.

3.2.3. What are the financial provisions made available to support student

research projects by students?

As per university Syllabi or curriculum, except BBM, no degree program includes

any research work/project.

3.2.4. How does the various departments/units/staff of the institute interact

in undertaking inter-disciplinary research? Cite examples of successful

endeavors and challenges faced in organizing interdisciplinary research.

The institute has been conducting basic degree program and in these degree

programs, there is no provision for research work. However, for the inculcation of

research aptitude in the students, institute takes several initiatives like

interdisciplinary seminars on the current, relative and burning issues in

Environment Science. Faculty of Arts, Commerce and Management also takes

several initiatives in these directions.

Humanities which include sociology, economics and history coordinate with each

other and have succeeded in bringing Gandhi Study Centre which helps to do

research in all these areas from a Gandhian perspective.

Kannada and English departments work together to organize workshops in creative

writing and developing communication skills.



3.2.5. How does the institution ensure optimal use of various equipment and

research facilities of the institution by its staff and students?

Library facilities and its conducive environment encourage/ motivate the staff and

students to take a forward step to pursue research in their relevant field/interests.

The number of books in the library is increasing gradually as the need demands. It

includes latest syllabi as well as reference books of all relevant subjects and

disciplines and the institute is always eager to purchase new edition of books every

year. Institute also ensures that the deserving students should be facilitated to

use the equipment, books, Journal and Inflibnet facility.

3.2.6. Has the institution received any special grants or finances from the

industry or other beneficiary agency for developing research facility? If ‘yes’

give details.

The college has got donations from donors/teachers like books and computers

which can be used for research. Taking into consideration the age of the college,

much of the resources provided by the government and donors are utilized to

construct class rooms and very essential infrastructure. The college has limited

number of gadgets like computers with internet facilities, projectors, to do research.

Some of these gadgets are donated by philanthropists of the taluk.

3.2.7. Enumerate the support provided to the faculty in securing research

funds from various funding agencies, industry and other organizations.

Provide details of ongoing and completed projects and grants received during

the last four years.



Table No: 21 Grant Details for Research:

Nature of the Project

Duration Year From To

Title of

the Project

Name of

the Funding Agency

Total Grant

Total Grant

received till date

Sanctioned Received

Industry sponsored - - - - -

Nil

Research projects

- - - - -

Any other (Specify)

Nil

Nature of the Project

Durati

on Year From

To

Title of the Project

Name of the

Fundin g

Agency

Total Grant

Total Grant

received till date Sanctioned

d

Received

Nil - - - - -

Major Projects Nil Interdisciplinary y projects

Nil

3.3. Research Facilities:

3.3.1. What are the research facilities available to the students and research

scholars within the campus?

As mentioned earlier, we have an under graduate college and curriculum of the

courses available in the college does not carry any research component, hence no

research scholar is enrolled. But in spite of this, the basic research facilities are

available for the faculty. Internet connectivity has also been provided in IQAC and

Library to enable the faculty and students to review their academic as well as their

research programs.



3.3.2. What are the institutional strategies for planning, upgrading and

creating infrastructural facilities to meet the needs of researchers

especially in the new and emerging areas of research?

As per the curriculum issued by the affiliating University, i.e., Tumkur University,

Tumkur, the basic infrastructure is available for the under graduate students. The

college has plans to establish a well-equipped auditorium, internet facilities to all

departments, unlimited power supply, and well equipped Computer labs,

3.3.3. Has the institution received any special grants or finances from the

industry or other beneficiary agency for developing research facilities?? If

‘yes’, what are the instruments/ facilities created during the last four years.

The college has received no funds towards purchase of books and computers for

research work.

3.3.4. What are the research facilities made available to the students and

research scholars outside the campus / other research laboratories?

As such, there are no research facilities in the campus and but the institute has tied

up with the following companies/Institutes to train our students of Arts, and

Commerce.

1. Kannada Sahitya Parishad, CN Halli Branch, CN Halli

2. Bharatiya Agro Industrial Foundation, CN Halli

3. Gandhi Study Centre, Bangalore.

3.3.5. Provide details on the library/ information resource centre or any other

facilities available specifically for the researchers?



Table No. 22: List showing the Statistics details of Library

Sl. No. Items Numbers

1 Books 18130

2 Titles 2075

3 Reference Books 300

4 Journals and Periodicals 12

5 e-books -

6

e-journals Open access

journals

7 News papers 10

8 Magazines 10

3.3.6. What are the collaborative researches facilities developed / created by

the research institutes in the college? For ex. Laboratories, library,

instruments, computers, new technology etc.

In the college campus the following infrastructure exists which can be utilized for

teaching as well as research-

Library

Computers

Seminar Hall

Edusat

Staff, students and researchers are benefited when Expert lectures are arranged.



3.4. Research Publications and Awards

3.4.1. Highlight the major research achievements of the staff and students in

terms of

Patents obtained and filed (process and product):

NIL

Original research contributing to product improvement:

NIL

Research studies or surveys benefiting the community or improving the

Services:

Surveys and case study are conducted by students of management and Social work

on various entrepreneurs working on extraction of coconut oil in the Taluk. The

students of Kannada department have collected information about folk art. Social

Work students have done a survey on socio-economic development in their native

village and alcohol abuse. Students of Economies have done surveys on families with

low income and social status and its impact on their personality development.

Surveys on the number of news papers/journals are distributed in the Taluk.

Research inputs contributing to new initiatives and social development:

The initiative is taken to collect information about the possibilities of coconut oil

extraction has encouraged many management students to install oil extraction

plants which will surely inspire many farmers to take up such plants which will

improve their economic conditions.

3.4.2. Does the Institute publish or partner in publication of research

journal(s)? If ‘yes’, indicate the composition of the editorial board, publication

policies and whether such publication is listed in any international database?

-Nil-



3.4.3. Give details of publications by the faculty and students:

Table No 23: Publication per faculty:

Year Faculty Publications

2013-16 Dr. Srinivasappa. G

Number of research articles are published in peer journals and newspapers. Journals.

2014-15

Shivaramaiah Number of research articles are published in journals.

2013-15 Chandrashekar C.S. Number of research articles are published in journals

2014-15 Prasannakumar H.C. Number of research articles are published in journals. newspapers

2014-15 Shailendrakumar S.J. Number of research articles are published in journals .

Table No 24: Publications in peer reviewed Journals

Year Faculty Publication in peer-reviewed journal

2012

Dr Srinivasappa. G

International Decan Literary Journal

2013 Pratishpanda

2014 Pratishpanda

2015 E-Journal (RSIRJLE-ISSN2320-6101) EL)

2016 E-Journal (RSIRJLE-ISSN2320-6101)

*Number of publications listed in International Database (for Eg: Web of Science,

Scopus, Humanities International Complete, Dare Database - International Social

Sciences Directory, EBSCO host, etc.): NO

*Monographs: NO

*Chapter in Books: Two

*Books Edited: NO

*Books with ISBN/ISSN numbers with details of publishers: YES



*Citation Index: NO

*SNIP: NO

*SJR: NO

*Impact factor: NO

*h-index: NO

3.4.4. Provide details (if any) of

*research awards received by the faculty: No

*recognition received by the faculty from reputed professional bodies and

agencies, nationally and internationally: No

*incentives given to faculty for receiving state, national and international

recognitions for research contributions: NIL

3.5. Consultancy:-

3.5.1. Give details of the systems and strategies for establishing institute-

industry interface?

We have a placement cell in our college which communicates from time to time with

the companies and fulfill their requirements. The placement cell takes the students

to the job fairs where different companies come and select the students according to

their requirements. The Training and Placement Officer (TPO) makes a liaison with

the H.R. departments of different companies. The institute keeps in touch with the

passed out students of the college who are at present working in the companies.

These students are also very helpful in guiding the students for placements. As per

requirement, bio-data of the eligible students is also mailed to different companies

directly by the Institute.



3.5.2. What is the stated policy of the institution to promote consultancy?

How is the available expertise advocated and publicized?

The Institutes policy towards consultancy is not formal. Experts use their resources

to provide guidance to the needed and are sometimes invited as resource persons

to conduct workshops and give a lecture in seminars. The faculty considers

such consultancy as a service and no income is generated from it.

3.5.3. How does the institution encourage the staff to utilize their expertise

and available facilities for consultancy services?

The Institute makes every effort to encourage the staff for utilization of all human

resources, intellect and available facility in the campus to promote liaison with

educational institutions/ industries/companies so as to thicken the ties

between the two in a very flexible manner by which the consultancy services gets a

boost.

The college motivates the professionally qualified faculty to utilize their expertise

for consultancy services with the permission of the institute. In return, the students

get an opportunity to visit these companies and the placement process is, thus,

facilitated.

3.5.4. List the broad areas and major consultancy services provided by the

institution and the revenue generated during the last four years.

The Consultancy is provided by the college faculty only on the gratuitous basis and

no revenue is generated from the same. The English department has provided

training to the High School Team. The faculty of English and Library department

have trained the High school teachers of the Taluk and oriented high school and

pre-university students.



3.5.5. What is the policy of the institution in sharing the income generated

through consultancy (staff involved: Institution) and its use for institutional

development?

As stated in the previous point 3.5.4, the Consultancy is provided by the college

faculty only on the gratuitous basis and no revenue is generated from the same.

3.6. Extension Activities and Institutional Social Responsibility (ISR)

3.6.1. How does the institution promote institution-neighborhood- community

network and student engagement, contributing to good citizenship, service

orientation and holistic development of students?

The college aims to achieve its goal of providing higher education to create just,

plural and equitable society in consonance with constitutional values.

The major strength of this college is its ability to ensure holistic development of

students to make them enlightened citizens. The college is an

‘Equal opportunity’ institution established to provide knowledge and quality

education to all sections of society. It aims to provide knowledge and quality based

education to the students by inculcating moral values, scientific temper and

employing state of the art technologies. It aims to pursue excellence towards

creating manpower with high degree of intellectual, professional and cultural

development to meet the national and global challenges. The institute is conscious

of its role in campus-community connection, wellbeing of its neighborhood and has

initiated a number of community development activities. These include:

Organizing regular blood donation camps and blood donation on life saving

emergency call

Involvement of the faculty for raising various charity activities and relief

funds during natural calamities.



Under regular activities of the college, B.S.W. students visits local

communities and educate them about drug, health and hygiene.

Tutoring rural students in life skills and English Language helps them to

develop higher cognitive skills and experience the joy of learning.

Quiz competitions are organized in every departments and intercollegiate

competitions in quiz, paper presentations by students of other colleges is

organized and motivational class was - Sridevi Instute of Technology .

The annual seven day camp organized by the NSS in neighboring villages

creates a healthy rapport between the college and the community. Volunteers

carry out programs like literacy campaigns, cleanliness drive, environment

friendly initiatives like tree plantations and drive against polythene

Haralikere, Muddenahalli, Salkatte, Kandikere and Hesaralli.

Health checkups, AIDS awareness programs, and awareness during Fire

hazards are organized in the college. Government hospital surgeons are

invited to create awareness about health and hygiene.

Rallies and Jathas are organized to create civic awareness under the aegis of

NSS, Eco Club and Heritage Club.

The college honors personalities who have served the community in different

areas like education, entrepreneurship, social service and who have brought

laurels to the state and nation like in literature, culture or sports. Community

festivals like Ganesha festival are celebrated by students with pomp and

devotion.



3.6.2. What is the Institutional mechanism to track students’ involvement in

various social movements / activities which promote citizenship roles?

The institute is committed to encourage students to learn citizenship roles. The

students of political science celebrate ‘Voters Day’ on 25th Jan.2012 to let the

students know about the importance of voting. The students take pledge to create

awareness about voting to the voters in their villagers and to vote compulsorily to

elect responsible representatives.

The Political Science and B.S.W. students have also interacted with members of

Gramsabha and learnt about importance of participatory democracy. Political

science students along with teacher visited Legislative assembly to watch the

proceedings in Vidhana Soudha and Parliament.

The students of Social work had interactions with the police personnel of the nearby

police station and learnt about the necessity of following civic rules and features of a

healthy citizen.

The department of economics has conducted workshops to Women self- help

groups and assisted them to collect information about financial assistance provided

by banks.

Commerce and management and department of economics organize visits to banks

to learn about its functioning and Industrial visit to get more knowledge.

Meditation program and health related programs like yoga and art of living

activities are also organized during NSS camps and maximum students join these

events.



3.6.3. How does the institution solicit stakeholder perception on the overall

performance and quality of the institution?

The goals and objectives of the College are prominently displayed in the Information

Bulletin given to the students at the time of admission. The College web site

provides adequate space to these goals. They find place in all the offices of the

college, library and other major buildings of the college.

Immediately after admission the students are made aware of these goals and

objectives.

The institute has evolved a stakeholders’ web by forming different platform like

Alumni, Literary/Humanities Forums, Eco Club, Science Club, Women

Empowerment Cell, Anti-Sexual Harassment Cell, Placement Cell and Grievance

Redress Cell with a fair representation of Students. The IQAC in the planning

process considers feedback collected from the entire stakeholder to prepare

perspective on development. These developments prospective will be discussed in

the respective committee. The reflection off the meeting will be incorporated in the

plan. The management has developed evaluation tools for stakeholders to record

their opinion, suggestions and objection for constructive developments for future.

Institute is highly concerned with its stakeholder i.e. includes students, parents,

staff, and alumni.

Students:-

We value the opinions and needs of our students.

Two students of each class are nominated as Representatives. They

communicate students’ requirements and problems to the respective

Mentor/ Head of Department/ Principal. Each semester a meeting is

arranged with the principal and mentors and their suggestions are taken and

complaints answered.



Suggestion / Complaint box is placed at various places on the campus which

are accessible to students.

Students have the freedom to approach the Principal during working hours

without prior appointment.

Parents:-

Teacher/ head of department/ Principal interact with guardians regularly.

They are informed about their wards academic performance, co-curricular

activities and attendance records through meetings, letters and phone calls.

Direct interaction of the guardians with the H.O.D. is also encouraged.

Opinion of parents is considered with respect to various aspects such as

planning of industrial visits, participation in youth festivals, adventure club

activities etc. are valued.

Parents of any student are allowed to meet the teachers, Coordinators and

Principal on any day of the week at any time to make any suggestions or

complaints.

Parents’ representatives are members of CDC.

Staff:-

We have regular staff meetings to keep the staff updated about changes and

developments of the institute. The staff association conveys teachers’

grievances to KGCTA or the department through the principal.

Most of the decisions are taken only after consultation with the staff during

staff meeting.

Alumni:-

We have constituted an alumni Association headed by Professor Shivaramaiah in-

Charge. The association organizes meetings and has regular formal and informal



interactions wherein any alumnus is free to give their suggestions. They meet

annually and the alumni funds are used for the benefit of the institution.

3.6.4. How does the institution plan and organize its extension and outreach

programs? Providing the budgetary details for last four years, list the major

extension and outreach programs and their impact on the overall

development of students.

The college is incessantly organizing a number of outreach activities which relate to

academic, social, cultural, community service, adventure etc and all culminating in

building a healthy society contributing to nation building. The college with the help

of many voluntary organizations and NGOs organizes the outreach programs. The

Red Cross unit/NSS has conducted several blood donation camps, road

constructions, installing drip irrigation, construction of vermin compost pit and

tree plantations. The expenditures for the same are generally borne by such

organizations but over and above if need arise; it is reimbursed by college. In the

past 4 years the following extension and outreach programs have been conducted

by the college:

Table No. 25: Outreach programs in terms of rupees

Year

AIDS Awareness (In Rs.) Blood Donation-

Red-Cross (In Rs.)

NSS (In

Rs.)

2011-12 4000 - 77,000

2012-13 3500 - 77,000

2013-14 4000 - 77,000



2014-15 - For- 785-39250 77,000

2015-16 - For- 759-37950 77,000

2016-17 - For-682-34100 77,000

3.6.5. How does the institution promote the participation of students and

faculty in extension activities including participation in NSS, NCC, YRC and

other National/ International agencies?

The college under takes wide spread cross-curricular enrichment activities through

NCC (Infantry-wing), NSS, Red-Ribbon, Red-Cross, Eco-Club and other forms of

community development activities. During admission and orientation, the

representatives of these units apprise students on the benefits and scope of the

extension activities. The detail of the program is displayed on the notice board and

an interaction of students is organized with NSS officer, and Sports, and cultural

coordinators of the college

3.6.6. Give details on social surveys, research or extension work (if any)

undertaken by the college to ensure social justice and empower students from

under-privileged and vulnerable sections of society?

The institute has made a conscious effort to promote social justice as a value in

learning process and administrative interactions. The institution sincerely practices

social affirmative schemes like NSS, Red Ribbon, Red Cross, introduced by the

government to ensure social justice and empower under privileged communities.

The college NSS unit has been organizing pulse polio check-ups in the villages from

where students come from. Selected students are interested in teaching uneducated

adults and children in slums. The life skill students teach life skills to small girls and

boys in their villages by forming Life skill clubs.



A survey on alcoholic addiction was conducted by the department of sociology in CN

Halli during 2011-12. Recently students of the B.S.W. department visited

Lingadahalli Colony an adjoining village and conducted a social survey and

collected data regarding education status, child labor, source of income and

women self employment.

3.6.7. Reflecting on objectives and expected outcomes of the extension

activities organized by the institution, comment on how they complement

students’ academic learning experience and specify the values and skills

inculcated.

Objectives:

Extension activities conducted by the institute always imbibe academic learning

experience, values and skills not only in students but faculty too. These activities

refresh the environment of the institute as well. The major strength of this college is

its ability to ensure holistic development of students to make them enlightened

citizens. The college is an ‘equal opportunity’ institution established to provide

knowledge and quality education to all sections of society. It aims to pursue

excellence towards creating manpower with high degree of intellectual, professional

and personality development to meet the national and global challenges.

Outcome:

The result of the participation in the various socially relevant activities has

resulted in inculcating the feeling of being socially awakened citizens in the

students. The students who have been a part of this process have been spreading

awareness in the institution and motivating other students as well to stand tall for

the cause of social upliftment.



3.6.8. How does the institution ensure the involvement of the community in its

reach out activities and contribute to the community development? Detail on

the initiatives of the institution that encourage community participation in its

activities?

The institution is roping in communities to actively participate in all the

extension activities. This has contributed to both community- institution

networking and development of institutions.

The local villagers are initially consulted and the youth of the villagers are

made to involve in all the NSS activities.

Workshops are conducted to women Self help groups where they are given

knowledge about financial facilities given by the government and bank

transactions.

Extensive local participations are witnessed during tree plantation, blood

donation etc. the alumni association is also involved in all these extension

activities.

The institution has taken the initiative to make aware the society about social

and health problems like female feticide, dowry system, environment

protection, consumer protection awareness, HIV awareness, anti tobacco and

cleanliness awareness etc.

The department of political science has organized legal awareness

programs for students in collaboration with courts.

Professional like doctors, lawyers, social activities and freedom fighters are

invited to share their experiential knowledge about community service

through lectures.



Seminars, debates and group discussion are made to discuss these

problems.

3.6.9. Give details on the constructive relationships forged (if any) with other

institutions of the locality for working on various outreach and extension

activities.

The institution has constructive relationships with other institutions of the

locality. The blood donation camps are organized with the help of Government

hospital and the Fire Engine Department had organized a mock show to create

awareness about fire accidents. The police department guides the students about

civic awareness. The local association of advocates conducts legal awareness camps

annually in the college. The Block Education Officer is cooperative in taking the

assistance of student trainers to teach English in needed schools. The NSS,

coordinate all their camps in cooperation with local institutions like

Gramapanchayats, Primary Health Centers and community groups.

The sports section of the college has constructive relationship with the Tumkur

University and Rotary CN Halli and has provided space for students to practice

various games and sports.

3.6.10. Give details of awards received by the institution for extension

activities and/contributions to the social/community development during the

last four years.

Many NSS students have represented the state at various prestigious events and

national integration camps. NSS units are awarded mementos for their good

performance in extension activities by local NGOs in villages like Haralikere,

Kandikere and Salkatte.



3.7. Collaboration

3.7.1. How does the institution collaborate and interact with research

laboratories, institutes and industry for research activities. Cite examples and

benefits accrued of the initiatives - collaborative research, staff exchange,

sharing facilities and equipment, research scholarships etc.

The institution has not a recognized research centre. Hence research activities at

the students’ level are not undertaken because the research is not a part of the

curriculum.

3.7.2. Provide details on the MOUs/collaborative arrangements (if any) with

institutions of national importance/other universities/ industries/Corporate

(Corporate entities) etc. and how they have contributed to the development of

the institution.

The following NGO’s and Institutions have contributed to the development

of the Institution:

1. Children Movement for Civic Awareness, Bangalore.

2. Bharatiya Agro Industrial Foundation, CN Halli

3. Kannada Sahitya Parishat, CN Halli branch, CN Halli

4. Gandhi Study Centre, Bangalore.

5. Swami Vivekananda Youth Movement, Bangalore.

Rotary C.N. Halli Support for the Programs. The Gandhi Study Centre has set up a

regional branch in the college, monitored by the political science department to

encourage Gandhian studies. The Seminar is arranged in the college on the

essentials of Gandhian principles today on 15.02.2016

3.7.3. Give details (if any) on the industry-institution-community

interactions that have contributed to the establishment / creation/up-

gradation of academic facilities, student and staff support, infrastructure

facilities of the institution viz. laboratories / library/ new technology

/placement services etc.



Interaction with eminent personalities from various reputed universities and

industries is very useful for the creation of establishing better academic knowledge

for staff and students. As stated above the Gandhian Study Centre, Kannada Sahitya

Parishat and BESCOM has been providing assistance by sending resource persons

and conducting workshops in the college. The Swami Vivekananda Youth

Movement, CMCA has encouraged the students to take up life skill training

programs. Dr. Thimarayappa Mysore University, encouraged B.Com and BBM

students that he would provide employment opportunities for those interested.

Some of the students are selected.

3.7.4. Highlighting the names of eminent scientists/participants who

contributed to the events, provide details of national and international

conferences organized by the college during the last four years.

The as college has no 12B States, no National /International Conferences are be

conducted in the College. But Instruction plans to do it at instructional level micro

Seminars are being organized and encouraged the students

3.7.5. How many of the linkages/collaborations have actually resulted in

formal MOUs and agreements? List out the activities and beneficiaries and cite

examples (if any) of the established linkages that enhanced and/or facilitated

a) Curriculum development/enrichment b) Internship/ On-the-job training

c) Summer placement

d) Faculty exchange and professional development e) Research

f) Consultancy

g) Extension h) Publication

i) Student Placement

j) Twinning programs

k) Introduction of new courses l) Student exchange

m) Any other



The college has been running only UG but not PG Courses. Moreover it is the priority

of the University to provide a PG Centers. The MOUs signed with some of the

institutions referred above are limited to the extent of training the students and

creating interest to take up research. The MOUs are not of a higher level that could

help facilitate any of the above mentioned requirements.

3.7.6. Detail on the systemic efforts of the institution in planning,

establishing and implementing the initiatives of the linkages/ collaborations.

Any other relevant information regarding Research, Consultancy and

Extension which the college would like to include:

Not Applicable

*****



CRITERION–IV INFRASTRUCTURE AND LEARNING

RESOURCES

4.1. Physical Facilities

4.1.1. What is the policy of the Institution for creation and enhancement of

infrastructure that facilitate effective teaching and learning?

POLICY FOR CREATION & ENHANCEMENT

In order to create and enhance the infrastructure that facilitates effective teaching

and learning, the policy is framed according to the strength of students in different

streams. With the increase in strength, as per requirement, the institution

approaches CDC to seek various funds. The CDC actively offers helps as and when

any infrastructural change is required. The infrastructural enhancement is liberally

funded on need base and on the availability of the funds. Many a times the college

has raised funds from public, students, parents and teachers to enhance the

infrastructure.

Table No. 26: Amount spent by CDC towards infrastructure and other development:

Sl. No. Year Amount

1 2012-13-Water Service 9659/-

2 2013-14-Computer+Refilling 26942/-

3 2014-15-Podium 56169/-

4 2015-16-UPS+Printer+Xeroxs 43276/-

5 2016-17-Unskilled+Stationary labour+Stationary

51535/-

Total - 187581/-



Table No. 27: Funds allocated by government for infrastructure development:

Sl. No.

Year

Amount

Remarks

1 2014- 15 12,50000

For ladies waiting room

2 2014-15

50,0000

For toilet rooms

3

2015-16

6,50,0000

For class rooms

MLA Grants

1 2009-10

50,000

Building main- gate fund donated by M.L.A.

2 2015-16

8,50,000

Compound wall donated by M.L.A.

3 2016-17

3,0000 Cycle stand by M.L.A.grant

4

2016-17

64000 Drinking Water MLA grant

100000

Bore well by Municipal grant



4.1.2. Detail the facilities available for

a) Curricular and co-curricular activities – classrooms, technology enabled

learning spaces, seminar halls, tutorial spaces, laboratories, botanical garden,

Animal house, specialized facilities and equipment for teaching, learning and

research etc.

b) Extra-curricular activities – sports, outdoor and indoor games, gymnasium,

auditorium, NSS, NCC, cultural activities, Public speaking, communication

skills development, yoga, health and hygiene etc.

The College is endowed with sufficient physical infrastructural facilities to support

the teaching-learning process. The main campus is spread over 4.39 acres of land.

(refer Annexure 3). A master plan has been prepared for the campus. To

accommodate the enormous strength the College works. Our College has one

computer Lab, One seminar hall, adequate number of classroom, 16 Class rooms,

and staff rooms for the faculty to facilitate the academic programs.

The College has .separate independent rooms. The Central Library has around

18,130 books, journals and e-journals. Support facilities like Internet are provided

both for students and teachers. The College has an out-door Sports Ground for

sports activities, NCC,NSS/Scouts and Guides to meet the requirement of students

and staff. The College also has one fully furnished and equipped Computer Lab. The

infrastructure involves spacious class rooms, proper lighting and ventilation,

seating arrangement with proper visibility for both students and lecturers. There is

facility of common room for girls separately.

The student of the college has hostel facility provided by the government BCM

SC/ST hostels. (List of students studying in BCM Hostel: Annexure 12) The

details of the facilities available with the institution are as under:



(A) For curricular and co-curricular activities:

Class rooms:

Our College has 16 spacious class rooms with proper light arrangement and

ventilation, Dias and podium.

Library:

A spacious library with seating capacity for 20 students

Technology Enabled learning facility:

The teachers use ICT facilities like LCD Projectors to teach students and internet to

acquire learning resources.

Seminar Hall:

The college has a seminar Hall. This hall is regularly used for conducting seminars

and programs. The students of various departments are regularly promoted for

active involvement in paper presentations, group discussions. The teachers use the

seminar halls to interact with the students through power point.

Tutorial rooms:

Tutorial rooms are there in college campus and special remedial classes for weak

and needy students.

Specialized Facilities and equipments available for teaching, learning and

research:

The college has a computer lab with nearly 10 computers. The ratio of the computer

and student is 70:01. The staff and students are given a free access to internet in

IQAC so that they can enrich their knowledge and then in turn the students can

benefit from their experience and knowledge.



(B) For extra-curricular activities: Sports:

The college has always created a niche for itself in the field of sports within the

university. The college has since long times, been participating in various inter

university, university level tournaments. In sports, our college provides indoor and

outdoor games to student and achieved a lot. World Sports Day is organized as

Dyanchand-day with a seminar.

Outdoor Games:

A play ground is available for outdoor games i.e. cricket, badminton, Weight lifting,

Kabaddi, and Kho-Kho etc. in college campus. The college students have a free access

in the Stadium for games like Athletics.

Indoor Games:

Facilities for the sports like, Chess, Carom etc, are provided to students in the college

campus.

NSS and Red Ribbon:

College has four NSS units of 100 students. Various socially relevant services are

provided by NSS students like, AIDS Awareness Camps, Health checkups, counter

checking of pulse polio drive, regular activities and annual special camps, adult

education etc.

Red Cross:

Blood Camps are arranged regularly by Red Cross. and Blood Group is identified.



Cultural Activities:

The College has carved out a special niche for itself in the field of extracurricular

activities. The college has been regularly participating in the zonal and inter-zonal

youth festivals. The students have been participating with full fervor and zeal in all

activities, academic, theatrical, fine arts or musical. They have proved their mettle in

all the fields. In the last five years, the college has bagged many prizes which have

brought laurels to the name of college.

Public speaking communication skills development:

Personality development programs are run by the college which involves various

activities like public speaking and communication development etc. This besides the

college faculty keeps on enriching the students with the art of communicative skills.

Yoga:

The college organizes Yoga camps during NSS camps in which many students are

benefitted and learn about the importance of Yoga. Special lecture and workshops

are held in the college.

Health and Hygiene:

In addition to above mentioned activities, our College has a very special concern for

the health and hygiene of the college students, staff and other members. The college

specially takes care of the health and hygiene of the students and staff. For this

the college keeps on organizing health check up camps where local doctors, dentists,

eye surgeons and skin specialists visit and keep a strict watch on the health of the

stakeholders, the students and the staff. Proper arrangement of drinking water is

available in the college campus (R.O. purified drinking water). The institution has a

tie up with the local hospitals in emergency needs. The local NSS unit is also very

active in holding pulse polio check drive. The volunteers willingly stand tall for the

noble cause and help the nation to eradicate the problem of polio.



Mental Health of the students is taken care of by the Department of Psychology by

regular counseling of problems related to adolescent and studies related anxieties

commonly found.

4.1.3. How does the institution plan and ensure that the available

infrastructure is in line with its academic growth and is optimally utilized?

Give specific example of the facilities developed/ augmented and the amount

spent during the last four years (Enclose the Master Plan of the Institution/

campus and indicate the existing physical infrastructure and the future

planned expansions if any).

Since its inception in 1959, Government First Grade College CN Halli has been

keeping pace with the changing needs and requirements to meet its academic

growth. To keep pace with the needs and requirements, additional infrastructure is

being added from time to time. In the last four years, many buildings have been

constructed. The details of the facilities which have been added are as under:

Table No. 28: Fund allocation details

Sl. No. Built Year Amount

1 Toilets 2014-15 05 lakhs

2 2 Additional Class rooms 2014-15 34 lakhs



Table No. 29: Grants provided by the Government for infrastructure

Sl. No.

Infrastructure

Amount Spent (in Lakhs)

Year 2011-12

1 Library 1.56,000

2 Furniture 1,00,000

Year 2012-13

3 Library 1,50,500

4 Furniture ----

5 IQAC 10000

Year 2013-14

6 Library 2,40,000 7 Library/Furniture

60,000

8 IQAC 40,000

9 Edusat 52,000


Year 2014-15

11 Library/Furniture ---- 12 IQAC 20,000

Year 2015-16

13 Library/ Contingency 3000

14 IQAC 10,000

Year 2016-17

15 EduSat 52000 16 IQAC 10000

17 Library/Furniture 50000

18 Contingency 3,12,000

19 Book purchase 4,50,000


The newly built physical infrastructure as well as existing infrastructure is furnished

with adequate furniture and equipments to facilitate teaching and research.

The college has been providing its campus/premises for social activities like Theatre

festivals, dramas enacted by theatre groups from different parts of the state,



celebration of government programs Valmiki Jayanthi, Basava Jayanthi etc. and local

tournaments and activities during Sundays and other holidays.

4.1.4. How does the institution ensure that the infrastructure facilities meet

the requirements of students with physical disabilities?

The institute ensures that infrastructure facilities meet the requirement of the

students with physical disabilities. For differently-abled students, it is ensured that

they don’t have any physical obstruction. The institution is committed to

accommodate them on the ground-floor, especially front-seating arrangement,

comfortable furniture, attendant facility. They are provided classes with ramp

facility. The library facility is provided to them in the multipurpose hall located at

the ground floor. The needs of the physically challenged students are fulfilled by the

supporting staff. The students are given extra attention during the college terminal

examinations as well as the final examinations. They are helped by providing the

seats on the ground floor.

4.1.5. Give details on the residential facility and various provisions available

within them:

o Hostel Facility – Accommodation available

o Recreational facilities, gymnasium, yoga center, etc.

o Computer facility including access to internet in hostel

o Facilities for medical emergencies

o Library facility in the hostels

o Internet and Wi-Fi facility

o Recreational facility-common room with audio-visual equipments

o Available residential facility for the staff and occupancy Constant supply of

safe drinking water

o Security

Hostel Facility:



In BCM, and Social Welfare

4.1.6. What are the provisions made available to students and staff in terms of

health care on the campus and off the campus?

Arrangements for first aid and medical care are fully available for the staff as well as

the students inside the campus and in the hospital near to the college in case of any

serious medical emergency. Arrangements for first aid kit are made available in the

sports room. Health checkup camps are regularly arranged for NSS/Sports students.

4.1.7. Give details of the Common Facilities available on the campus –spaces

for special units like IQAC, Grievance Redressal unit, Women’s Cell,

Counseling and Career Guidance, Placement Unit, Health Centre, Canteen,

recreational spaces for staff and students, safe drinking water facility,

auditorium, etc.

The college has clearly marked space for the common facilities available on the

campus. These facilities include IQAC (Internal Quality Assurance Cell), Grievance

Redressal unit, Women’s Cell, Counseling and Career Guidance cell, Placement Unit,

Health Centre, Canteen, recreational spaces for staff and students, safe drinking

water facility, and provision of auditorium etc.



Table No. 30: Details of Common Facilities

Sl. No.

UNIT

Place of Location

Teacher In charge

1 IQAC NAAC Room Shylendrakumar

2 Grievance Redressal Unit Dept. of English Dr. Sreenivasappa G

3 Women’s Cell Dept. of Commerce Darshana T.N.

4

Counseling and Career Guidance Cell

Dept. of Economics

Chandrashakar K.S.

5

Placement Unit

Dept. of Economics

Chandrashakar K.S.s

6 Health Centre Sports Room Sylendra kumar S.J.

7 Canteen Campus -

8 Recreational Space Seminar Hall Prasannakumar H.C

9

Pure Drinking Water Facility

Campus

Ravichadra V

10 Auditorium Campus Prasannakumar H.C

4.2. Library as a Learning Resource:

4.2.1. Does the library have an Advisory Committee? Specify the

composition of such a committee. What significant initiatives have been

implemented by the committee to render the library, student/user

friendly?

The institution has a very effective and efficient Advisory Committee.

The composition of the Library Advisory Committee is as under: Heads of All

Departments and

Arpitha V. III B.A .Student Representative

Darshana III B.Com Student Representative



The advisory committee discusses and finalizes the infrastructural and academic

requirement of the library & chalks out the strategy regarding the working of the

library affairs so that the facility can be utilized to the maximum extent by the staff

and the students. They also give the advice to the Principal for the purchase of books

and journals. For students reading room, the Advisory Committee gives advice for

maintenance. Newspaper and Journals stands in the library provide an access to

research, news and other information to the students/readers. In the recent past, on

the advice of the advisory committee lay out of the library has been changed,

automation is complete and computer with adequate software got installed.

4.2.2. Provide details of the following: (Table .31)

Sl. No. Details Comments

1 Total area of the library 48x33sq ft

2 Total seating capacity 20

3 Working hours (Daily) 10.00– 05.00

3A Before examination days 10.00– 05.00

3B During examination days 10.00– 05.00

3C Vacations 10.00– 05.00

3D National Holidays and Holidays as per Tumkur University Calendar

CLOSED

4.2.3. How does the library ensure purchase and use of current titles, print

and e-journals and other reading materials? Specify the amount spent on

procuring new books, journals and e-resources during the last four years.

The principal of the college circulates a notice and requisitions for books are invited

from all the head of departments. Every department of the college is asked to submit

the lists of books, magazines and journals to be purchased with reference to new

syllabi and current needs of the students. The lists are forwarded to the librarian. A

purchase committee is constituted. The members of book purchasing committee are

sent to purchase books, magazines and journals from different sources. Whenever



any book fair is held, the college makes necessary arrangements for the purchasing

of the books. But from last year the e-tendering is in practice.

Table No. 32: The table shows the amount spent on procuring new books etc. during

2011 to 2016and the last four years

Library

Holdings 2011-12 2012-13 2013-14 2014-15 2015-16

No. Cost No. Cost No. Cost No. Cost No. Cost

Text books 1390 176372 1244 156500 1709 240000 - - - -

Reference

Books

-

-

-

-

300

30000

- -

300

30000

Journals/

Periodica

ls

-

-

-

-

12+10 15000 - - 12+10 15000

e-resources (INFLIB NET) e-books

- - - - - - - - -

Free Access to

Users

e-journals

- - - - - - - -

News Papers

4

10,000

06

10300

08

12678

12

12318

13

14779

Magazines

5

5,000

05

2878

09

3767

14

8176

20

5369

4.2.4. Provide details on the ICT and other tools deployed to provide

maximum access to the library collection?



Sl. No. Details Comments

1 OPAC YES

2 Electronic Resource Management package for e- journals

No

3 Federated searching tools to search articles in multiple databases

NO

4 Library Website NO

5 Inflibent/remote access to e-publications No

6 Library automation yes

7 Total number of computers for public access ONE

8 Total numbers of printers for public access ONE

9 Internet band width/speed □ 2mbps □ 10mbps □ 1GB 10mbps

10 Institutional Repository YES

11 Content management system for e-learning NO

12 Participation in Resource sharing networks/consortia (like Inflibnet)

No

4.2.5. Provide details on the following items:

1 Average number of walk-ins 300-350

2 Average number of books issued/returned 150-200

3 Ratio of library books to students enrolled 08:1

4 Average number of books added during last three years 12047

5 Average number of login to opac (OPAC) 100

6 Average number of login to e-resources 10

7 Average number of e-resources downloaded/printed 05

8 Number of information literacy trainings organized YES to staff

9 Details of “weeding out” of books and other materials NA



4.2.6. Give details of the specialized services provided by the library

1 Manuscripts NO

2 Reference 1180

3 Reprography (Xerox Machine) 01

4 ILL (Inter Library Loan Service) NO

5 Information deployment and notification (Information Deployment and Notification)

YES

6 Download 01

7 Printing 01

8 Reading list/ Bibliography compilation NO

9 In-house/remote access to e-resources No

10 User Orientation and awareness 01

11 INFLIBNET/IUC facilities No

4.2.7. Enumerate on the support provided by the Library staff to the

students and teachers of the college.

Teachers and Librarian help finding the books. They keep the library noise free so

that serious studies could be carried out in the library. The staff provides the list of

catalogues of various publishers to teachers so that new and relevant books can be

purchased for library. The students are helped by the librarian to access the books

they desire.

4.2.8. What are the special facilities offered by the library to the

visually/physically challenged persons? Give details.

The Physically and visually challenged students are given first priority while issuing

books. The Librarian helps them to have easy access to the books they are in need

of.

4.2.9. Does the library get the feedback from its users? If yes, how is it

analyzed and used for improving the library services. (What strategies are

deployed by the Library to collect feedback from users? How is the feedback

analyzed and used for further improvement of the library services?)



A suggestion box is installed in the library. The suggestions are placed before the

advisory committee and suggestions from feedback are analyzed twice in a year at

the end of each semester and attempts are made to implement the suggestions. Any

suggestions given by the students are also taken into consideration.

Suggestions to library from stake holders:

Parents: The parents have suggested often and often to shift the library from a

small room to the big room, it is shifted to upstairs accordingly.

Alumni: The alumni wanted to increase the number of books and requested to

provide facilities to enable them to use the library even after completion of course.

Students: The students wanted to increase the number of books issued and as per

their request they are allowed to use books during their exams and submit during

admissions.

4.3. I T Infrastructure

4.3.1. Give details on the computing facility available (hardware and software)

at the institution.

1

Number of computers with Configuration (provide actual number with exact configuration of each available system)

Annexure

2 Computer-student ratio 20:1

3 Standalone facility NO

4 LAN facility YES

5 Wi-Fi facility YES

6

Licensed software

Software installed in the system when purchased

7 Number of modes/ computers with Internet facility Ten



4.3.2. Detail on the computer and internet facility made available to the faculty

and students on the campus and off-campus?

Internet service is available in the college for faculty and students. There are 05

computers with the facility of Internet in each. The Principal office, the

Administrative Block, Computer Lab, IQAC and NAAC have the facility of internet..

The students and the society have a free access to the college website,

www.gfgc.kar.nic.in/chikanaikanahalli

4.3.3. What are the institutional plans and strategies for deploying and

upgrading the IT infrastructure and associated facilities?

The institute is optimistic as far as the infrastructural up gradation is concerned.

The college intends to upgrade the P Cs with latest configuration available in the

market. This apart the stress will be laid on the purchasing of New Hardware.

Students are encouraged to install new parts by themselves.

4.3.4. Provide details on the provision made in the annual budget for

procurement, up gradation, deployment and maintenance of the computers

and their accessories in the institution (Year wise for last four years)

The computer systems are supplied by the Department of Collegiate Education.

4.3.5. How does the institution facilitate extensive use of ICT resources

including development and use of computer-aided teaching/ learning

materials by its staff and students?

Computers are available for specific use in some departments. The teachers

liberally take help of the ICT resources to enrich their prescribed curriculum with

the help of internet. The college has adequate computer facility for its faculty.



Faculty members are provided with computers with internet browsing facility for

preparation of teaching/learning materials in the IQAC, Library and Computer lab.

Also Multimedia projectors are available within the college for the faculty use. The

college also has seminar halls equipped with projectors and are available as and

when requested by particular teacher. Internet facility and Library is thrown open

to faculty members for learning materials. Also the faculty is provided with Audio-

Visual aids which facilitate multimedia teaching.

4.3.6. Elaborate giving suitable examples on how the learning activities and

technologies deployed (access to on-line teaching - learning resources,

independent learning, ICT enabled classrooms/learning spaces etc.) by the

institution place the student at the centre of teaching-learning process and

render the role of a facilitator for the teacher.

The institution has always been placing the students at the centre of the teaching

learning process. The vision and the mission of the institution have always been to

provide holistic knowledge to its students. Keeping the students’ learning at the

centre of everything, the college understands that the teachers have to be reoriented

from time to time. The times have changed. So has changed the way of imparting the

knowledge. Use of technology has become very vital in imparting quality based

education. The institution encourages the staff to undergo training on the computer-

aided teaching and training. The college also has been conducting week-long

sessions, in tune with the orientation courses, for the college faculty on the use of

computers. Well-equipped computer Lab is available to the faculty for computer

aided teaching. The computer faculty is always available for any need based

assistance in the use of ICT.



4.3.7. Does the Institution avail of the National Knowledge Network

connectivity directly or through the affiliating university? If so, what are the

services availed of?

The College does not avail of the National Knowledge Network connectivity.

4.4. Maintenance of Campus Facilities

4.4.1. How does the institution ensure optimal allocation and utilization of the

available financial resources for maintenance and upkeep of the following

facilities (substantiate your statements by providing details of budget

allocated during last four years)?

The institution has made adequate arrangements for the maintenance and upkeep

of the college infrastructure. The Department ensures that enough funds are

allocated and then utilized for the maintenance. The details of the budget allocated

during the last four years are as under: (Refer table No: 29)

Table No. 33: Budget allocation details

Year Sl. No. Infrastructure Budget Allocated

2011-12

1 Building 220 Lakhs


3 Equipment Nil

4 Computers Nil

5 Vehicles Nil

6 Cycle Stand Nil

2012-13

1 Building 75 Lakhs

2 Furniture (Library/Furniture) 8,00,000

3 Equipment Nil

4 Computers Nil

5 Vehicles Nil

6 IQAC 10,000

7 EDU-SAT 30,000

8 Cycle Stand Nil

1 Building Nil

2 Furniture Nil



2013-14

3 Equipment Nil

4 Computers (Science Lab) 95,000

5 Vehicles Nil

6 Library 115860

7 IQAC 10,000

2014-15

1 Building Nil

2 Furniture Nil

3 Equipment(Library/Furniture) 20,66,000

4 Computers Nil

5 Vehicles Nil

6 Cycle Stand Yes

4.4.2. What are the institutional mechanisms for maintenance and upkeep of

the infrastructure, facilities and equipment of the college?

The maintenance and improvement of the campus is under taken with the help of

CDF and Department of Collegiate Education. The Principal, on the basis of the

perspective development plan, proposes the infrastructural augmentation needs to

the concerned authorities. The Government of Karnataka sanctions funds based on

the requirements, student strength, and the nature of the academic programs

offered by the institution. The college development fund is utilized for maintenance

and minor repairs of furniture and equipments. The Principal prioritizes the

activities, estimates the cost and allots funds in discussion with the planning body.

An effective monitoring system through various committees ensures the optimal

utilization of budget allocated. We have a centralized maintenance department for

the entire campus with full time salaried employees and the expenditure is a part of

income-expenditure account.



4.4.3. How and with what frequency does the institute take up calibration and

other precision measures for the equipment/instruments?

Annual maintenance and repair of the infrastructure is taken care by the college in a

systematic manner. Day to day maintenance is carried out by the un Skilled labors

appointed for cleaning and maintenance of the building. The laboratory

equipments are maintained through College Development Fund and annual grants

received from the government. The computers and electronic devices are

maintained and repaired through the funds available in the institution.

4.4.4. What are the major steps taken for location, upkeep and maintenance of

sensitive equipment (voltage fluctuations, constant supply of water etc.)?

The college has clear cut mentioned places for the sensitive equipments like water

purifiers; The College has its own water source. Their repair or replacement or

another required upkeep is fully undertaken in their supervision. The supporting

staff is responsible for the upkeep of electrical equipment’s and their maintenance.

Any other relevant information regarding Infrastructure and Learning

Resources which the college would like to include.

Four Additional class rooms, ladies waiting room and compound is under process.

*****



CRITERION – V: STUDENT SUPPORT AND PROGRESSION

5.1. Student Mentoring and Support

5.1.1. Does the institution publish its updated prospectus/handbook

annually? If ‘yes’, what is the information provided to students through these

documents and how does the institution ensure its commitment and

accountability?

The institution publishes its updated prospectus annually. The prospectus provides

all the necessary information the students need to know. The college prospectus

provides a complete profile of the college. The handbook contains the admission

schedule, courses and combinations available, the details of the college working

days, the faculty details, cells and committees functioning and the rules and

regulations which the students need to observe during their stay in the college.

The handbook contains the list of the facilities being provided to the students, which

is also updated on the college website www.gfgc.kar.nic.in/chikkanayakanahalli

5.1.2. Specify the type, number and amount of institutional scholarships /

freeships given to the students during the last four years and whether the

financial aid was available and disbursed on time?

Table No. 34: Scholarship disbursement details (Annexure 13)

Year

Type of Scholarship No. of

Scholarship Amount of

Scholarship

2

01

0-1

1

Metric 30 22800 EBL – Cat1 24 30,000 Government of India 78 71100 Minority 07 28,000 Nomads/SemiNomads 08 24,000 Soldiers Welfare Fund 02 1,385 SC/ST 152 3,65,041 Handicap Scholarship 01 2,000



Jindal 01 3,000 Sir C.V.Raman 05 25,000 Sanchi Honnamma 33 66,000

Total 652 723826

2

01

1-1

2

Sanchi Honnamma 30 60000 Sir. C V Raman 3 15000 Merit 275 82500 Goi’s Merit 78 71100 Phy. Handicap 1 2000 Bt Scholarship 24 29000 SC/ST Day Scholar 149 532387

Minority Scholarship 7 28000

Post Metric Scholarship (S.C.) 45 113847

Sainik Welfare Fund 2 1385

Total 587 848547

20

12

-13

Sanchi Honnamma 24 48000

Minorities 07 16000

Merit 20 22800

Phy. Handicap 02 4,000

Bt Scholarship 96 135000

Sc/St Day Scholar 283 12,49,518

Post Metric Scholarship (ST.) 59 236115

Labour Welfare Fund

02

4400

Jindal 15 45000

Opt Language Scholar 03 1500

E.B.L. 30 3200

Total 536 1720718

20

13

-14

----

----

---2

01

5-

16

Sanchi Honnamma 13 26000

Post Metric Scholarship (S.C.) 123 342497

Sc/St Day Scholar 85 5,13,274

Jindal 02 6000

Karnataka Science Academy 02 15,000



Post Metric Scholarship (ST.) 62 166434

Minorities - - 2

01

4-1

5

Post Matric/Food And Accommodation/ Fee Concession

84 8,70,000


180 378,000


26 273,000


02 8,000


212 14,22,500


24 50,400

20

15

-16

Post Metric Scholarship (S.C.) Post Metric Scholarship (ST)

170 1273530

Sanchi Hon namma.

163 166434

Jindal 07 15659

5.1.3. What percentage of students receives financial assistance from state

government, central government and other national agencies?

The college caters to the academic needs of the students belonging to the rural

areas. There are lots of students who belong to the non creamy layer of the society

or who are from economically weaker sections of the society. The college provides

financial assistance to these students, which is received from the Central Govt., State

Govt., other agencies and CDF of the college. Nearly 20-25 % students of the college

get benefit from these scholarships.

5.1.4. What are the specific support services/facilities available for

o Students from SC/ST, OBC and economically weaker sections

o Students with physical disabilities



o Overseas students

o Students to participate in various competitions/National and

International

o Medical assistance to students: health centre, health insurance etc.

o Organizing coaching classes for competitive exams

o Skill development (spoken English, computer literacy, etc.,)

o Support for “slow learners”

o Exposures of students to other institution of higher learning/

o Corporate/business house etc.

o Publication of student magazine

The institution is committed to provide the students every possible help and

support they need in their pursuit to become civilized and worthy citizens. The

college, as stated earlier, was set up with a mission of imparting holistic education.

The institution for this purpose provides the following support facilities to its

students:

Students from SC/ST, OBC and economically weaker sections:

The students who belong to SC/ST, OBC and the economic weaker sections are

identified during the time of the admission. The college maintains a detailed record

of the same. These students are provided every possible help during their stay in the

college. The college offers scholarships and concessions to such students. Every

year the Principal and few teachers sponsor a few students. The total expenditure of

the education of some 5-7 students is borne by the CDF. To make up any

deficiencies, the departments arrange remedial classes for the empowerment of

SC/ST and other backward castes. In addition, free course for personality

development, coaching classes for various competitive exams have been started to

benefit the students.



Students with physical disabilities:

The requirements and needs of differently-disabled category or physically

challenged students are given special care and attention. The college ensures that

infrastructure facilities meet the requirement of the students with physical

disabilities. For differently-disabled students, it is ensured that they don’t have any

physical obstruction. The institution is committed to accommodate them on the

ground-floor for their classes. The need of the help from the supporting staff, if

required, is fulfilled on the request of physically challenged students. The students

are given extra attention during the college terminal examinations as well as the

final examinations.

Overseas students:

There are no Overseas Students studying in the college.

Students to participate in various competitions / National and International /

Organizing coaching classes for competitive exams:

The coaching for Banking, KPSC competition, short term computer courses, FDA,

SDA, TET and Police Constable Jobs is imparted to needy students. Competition

classes are also held for SC/ST/OBC students, free of cost using the teaching

resources and staff available in the college.

Medical assistance to students: health centre, health insurance etc.:

Our College has a very special concern for the health and hygiene of the college

students, staff and other members. For this the college keeps on organizing check

up camps where local doctors, dentist, eye surgeon and skin specialist visit and keep

a strict watch on the health of the stakeholders, the students and the staff. With the

assistance of scouts and guides proper arrangement of drinking water is present on

the college campus (R.O. purified drinking water). First aid Box is available in the



sports room. The institution is having a tie up with the local hospitals in emergency.

Free health checkups are done for NCC Cadets during camps.

Skill Development (Spoken English, Computer Literacy, etc.):

The college regularly conducts Personality Development Programs which enhance

the IQ level and communication skills of the participants. The college also invites

Guest speakers from the industry which provides regional and global employment

opportunities for the students. Special classes are taken for communication skills

taking into considerations the rural backgrounds of the students. This besides the

college offers ‘Computer fundamentals’ as one of the subjects to all the students

taking admission in the first year. This has really helped the students learn the

basics of the computer language.

Support for “slow learners”

The institute understands that the college has to serve the basic education needs of

one and all. The students from this area have many options to get better higher

education. The students who are slow in their learning or if their grasping power is

not up to the mark, the faculty members identify such students after tests and

exams. For them the institution conducts remedial classes in different subjects to

enhance their skills and competence Enrichment courses like Personality

Development Programs are also conducted to improve students’ personality and

motivate them for an innovative and creative mindset. Wherever

disadvantageous learner is identified by the class teacher; the institute appoints a

guardian teacher to help him/her with counseling and intensive coaching.



Exposure of students to other institutions of higher learning:

Many of the departments of the college have exposed students to universities,

libraries, Grama Panchayats, Legislative Assembly, Legislative Council, Police

Stations and Civic Bodies.

Publication of student magazines

The college publishes its annual college magazine ‘Srujana’. The students of the

college very enthusiastically contribute with their articles in the magazine. The

college magazine is printed in the supervision of the college editorial board. All the

major sections of the magazine are having their staff editors as well as the students’

editors. The staff is always there to help the students chisel their artistic and

creative skills.

5.1.5. Describe the efforts made by the institution to facilitate

entrepreneurial skills, among the students and the impact of the efforts.

The institute has a placement cell of its own. Over the years the college has helped

scores of its students in finding better job opportunities and better enterprises to

work in. Our Placement Cell encourages outgoing students to visualize the starting

of their own enterprises and become active contributors to the nation’s GDP. The

placement cell assesses the needs of entrepreneurs and prepares a comprehensive

training module to equip the outgoing students with necessary skills.

The module focuses on the following skills:

1. Leadership Skills

2. Marketing Skills

3. Business Development Skills

4. Managerial Skills

5. Risk Assessment and Management



6. Communication Skills

7. Public Speaking

8. Team Building Skills.

5.1.6. Enumerate the policies and strategies of the institution which promote

participation of students in extracurricular and co-curricular activities

such as sports, games, Quiz competitions, debate and discussions, cultural

activities etc.

* Additional academic support, flexibility in examinations

* Special dietary requirements, sports uniform and materials

* Any other

The institution is committed to attract students for participating in various

extracurricular activities by ensuring consistent encouragement and motivation.

The necessary facilities are provided and adequate funds are allotted. The sports

and cultural committees supervise the extracurricular activities. The students who

participate in the sports activities or other extracurricular activities are provided

with extra classes so that the time they have given in for the various activities can be

compensated for. Attendance exemption is given to students who participate in

sports. Diet to the sportsmen is borne by the institution as per the norms laid down

by the Tumkur University from time to time. The present rate of diet is around Rs.

100/- per day. Sports uniforms are provided for every team and individual event

which participates in intercollegiate tournaments. Special motivation like sports

supportive materials like shoes, track suits are given to those who participate in

interuniversity/Zonal tournaments.

5.1.7. Enumerating on the support and guidance provided to the students in

preparing for the competitive exams, give details on the number of students

appeared and qualified in various competitive exams such as UGC-CSIR- NET,

UGC-NET, SLET, ATE / CAT / GRE / TOFEL / GMAT / Central/ State services,

Defense, Civil Services, etc.



The Institute has a separate support system for the students appearing and

qualifying in various competitive examinations. Students who are interested and

willing to appear in various competitive examinations are helped by the teachers in

matters of study materials and counseling for the right strategies. Students are

allowed to have access to library and to refer the books related to entrance test. In

the recent past many students have appeared and qualified in various competitive

exams.

5.1.8. What type of counseling services are made available to the students

(academic, personal, career, psycho-social etc.)

The college has a career counseling and guidance cell located in the Dept of

Sociology. The teacher in charge is available round the clock to the students. The

counseling cell makes adequate arrangement for the guidance of the students during

the time of the admissions. The students seeking admission are counseled in the

choice making matters during the admission. The choice of the career and the

doubts of the students are listened to very carefully and the solutions of the

problems are provided. The students who need psychological counseling or any

type of social counseling are also attended to very carefully. The following services

are made available for the students:

ACADEMIC & CAREER COUNSELING:

The students, at the time of the admission, are helped by the faculty present in

choosing right stream. They are informed about the scope and nature of the various

subjects that form the syllabus. The students are not pressurized in choosing the

subjects. They are given right kind of counseling which helps them shape their

career.



PERSONAL & PSYCHO-SOCIAL COUNSELING:

The students during the course of their studies in the college come across various

issues. They are, at times, too immature to handle the problems. The college

provides them personal counseling. They can share their problems with the

teachers. The teacher concerned are very supportive in guiding them fight their

problems. The candidates at times come face to face with certain social issues or

problems which tend to bring the inferiority complex in them. The teachers make it

sure that no such deterioration happens with the psycho social understanding of the

students. They are counseled to become better human beings and advised to stand

tall for the social cause.

5.1.9. Does the institution have a structured mechanism for career guidance

and placement of its students? If ‘yes’, detail on the services provided to help

students identify job opportunities and prepare themselves for interview and

the percentage of students selected during campus interviews by different

employers (list the employers and the programs).

Placement and career counseling centre renders efficacious service to the students.

The placement cell extends its service to the students in career guidance, organizes

lectures concerning career planning and invites companies for campus recruitment.

The following services are provided in the career guidance and placement service:

Information of Job Opportunities:

The students are informed regarding the vacancies offered by govt. and other

agencies. The notice of the advertisement is put up on the notice board. The

students are informed regarding the last date and other important information

regarding the vacancies.



Preparation of Curriculum Vitae:

Members of the placement centre render guidance to the students in formal

and informal meetings. They are taught how to make CVs. The various technicalities

are sorted out, if any.

Discussion of Exam Module & Preparation of the Exam:

The centre organizes lectures on career opportunities. A thorough discussion takes

place on the exam module. The students are informed regarding the syllabus, the

pattern and the ways of attempting the paper. Mock tests are held to facilitate them

in this pursuit. Their performance is analyzed after every test and then a brain

storming session is organized to assess their strengths and weaknesses.

Follow up:

The placement cell keeps track of the post examination developments. As and when

the result is declared, the cell informs the students regarding the result. The results

are analyzed by mentors and then the next process of helping the successful

candidates start.

G.Ds/Interviews:

The college organizes sessions of Group Discussions and mock interviews for the

candidates who have succeeded in the written test. The drilling exercise takes place

till the candidate is totally confident regarding his performance for the final

interview.

Campus Placement:

The placement cell of the college sends students to off campus interviews. The

details of the placement for the last two sessions are enclosed in Annexure 14.



5.1.10. Does the institution have a student grievance redressal cell? If yes, list

(if any) the grievances reported and redressed during the last four years.

Grievance Redressal Cell actively interacts with the students to help them sort out

their grievances. It attends to both registered and unregistered grievances of the

students. The institution has a grievance redressal cell headed by the

Dr.Sreenivasappa G. HOD of English. It is also supported by the other faculty

members. The students drop their grievances in the suggestion box. Students are

also free to share their grievances with the class teachers and the Principal

also. The necessary action is taken after issues are discussed in the concerned cell.

In addition, the student liaison officers establish linkage between the university and

students to address the anomalies related to exams and results.

Grievances addressed:

Internet facility is provided in the Computer Lab for students and in IQAC for

teachers.

Suggestion boxes were set up on the major locations on the campus.

Better and improved Mobile Canteen facility is provided.

Girls’ common room with attached toilet is built.

Water purifiers were installed at major points in the college.

24 hour back up of electricity in case of electric shut down for office purpose

and Edusat is provided.

Display of internal marks at the end of each semester.

Trash bins were placed in convenient places on campus.

The Boundary wall of the college ground has been renovated.

Students demand for a separate sports room is fulfilled.

Regular health checkups of sports students are done.

NCC unit is functioning.

Audio-Visual Room established

Library books provided to students during exam days.



5.1.11. What are the institutional provisions for resolving issues pertaining to

sexual harassment?

The college has a woman Coordinator. She is available round the clock to listen to

the problems of the girl students. In 2011-12, Women Cell was constituted to take

all necessary measures to ensure the safety and the dignity of the female students.

The cell comprises of Lady Tutor, counselors and members specialized in the area of

gender issues. Institution takes necessary steps if the incidents pertaining to sexual

harassment require the intervention of the law. Till date no such case of sexual

harassment has been reported in the institute. Continuous vigilance of college

authority and strict punishment provisions prevent sexual harassment of women

student.

5.1.12. Is there an anti-ragging committee? How many instances (if any) have

been reported during the last four years and what action has been taken on

these?

Ragging in India commonly involves serious abuses and clear violations of human

rights. The University Grants Commission has made it mandatory for the institutions

to incorporate in their prospectus, the anti-ragging directions of the Central

Government. With the situation of ragging worsening yearly, there is emerging a

spontaneous anti-ragging movement in India. The college is also very cautious

regarding this menace. The college has set up a committee, the anti- ragging

committee in this direction. It comprises of the physical education director and

NSS and NCC Coordinator and all the Heads of Departments.

Mentors, assigned to check the students, make surprise visits and maintain a diary

of his/her interaction with the fresher’s. Till date, no incident of ragging of any kind

has been reported in the college.



5.1.13. Enumerate the welfare schemes made available to students by the

institution.

The institution is working towards ensuring social justice through the various

students’ welfare schemes. The induction program clearly presents the

welfare schemes available to the students. The following welfare schemes are

made available to the students:

Scholarships & Freeships:

Details about the scholarships, various free-ships are displayed on the notice board

of the institution. The class teacher guides the students to be the beneficiaries of the

various welfare schemes. The student welfare officer (a faculty member) addresses

and responds to all the academic and nonacademic challenges of the students.

Similarly scholarships received from various central, state and other agencies are

made available to the students through Poor Students’ Welfare Fund)

Counseling & Placement Service:

The students counseling centre comprises of two counselors from the faculty of

political science and history. The counselors reach out to the students formally and

informally. The placement cell extends its service to the students in career guidance,

organizes lectures, workshops, and mock interview sessions concerning career

planning and motivates students to attend job fairs.

Grievance Redressal Cell:

Grievance Redressal Cell actively interacts with the students to help them sort out

their grievances. They are asked to drop in their grievances in the complain box. It

attends to both registered and unregistered grievances of the students.



Women Empowerment Cell:

Women Cell sensitizes the students to develop a healthy relationship with the

opposite gender. It acts rigorously to check the transgressions of the code of conduct

of the students. This cell creates an awareness of the socio-cultural, political and

biological complexities of the issue. It enhances the understanding of the other

gender. The institution provides hostel facilities for female students.

Free Bus and Train Passes:

The College has appointed a teacher coordinator Prof. Chandrashekar Department

of Economics to provide help for students to get free bus passes with concessional

charges.

Loan Schemes:

Rajiv Gandhi Loan Scheme is introduced by the Government of Karnataka and a

teacher coordinator is appointed to assist the students.

Training Programs:

Various training programs like Manavathe, Sahayog, Angla and Naipunya Nidhi

programs introduced by the Department of Collegiate Education are functioning in

the college.

5.1.14. Does the institution have a registered Alumni Association? If ‘yes’, what

are its activities and major contributions for institutional, academic and

infrastructure development?

College has an Alumni Association, under the leadership of an Assistant Professor.

We have registered our college Alumni Association under Society’s Registration Act,

1860. Association regularly meets and interacts with the management. The Alumni

organizes lectures on personality development. Over the years it has been helping in

holding interactive sessions to motivate students regarding social adjustments. The



alumni also help the institution by influencing industries and other agencies in

getting placements fests for the institution. The alumni has expanded and

strengthened it with new enrolments.

5.2. Student Progression

5.2.1. Providing the percentage of students progressing to higher education or

employment (for the last four batches) highlight the trends observed.

Table No 36:

Year Student Progression Percentage

2010-11

UG to PG - 28 1.64 Employed - Campus selection 16 Other than campus recruitment 04 Entrepreneurship / Self Employment 01

2011-12

UG to PG - 54 2.30 Employed - Campus selection - Other than campus recruitment 10 Entrepreneurship / Self Employment 04

2012-13

UG to PG – 72 2.31 Employed - Campus selection 01 Other than campus recruitment 07 Entrepreneurship / Self Employment 01

2013-14

UG to PG -79 2.42 Employed - Campus selection 01 Other than campus recruitment 06 Entrepreneurship / Self Employment -

2014-15

UG to PG -80 2.44 Employed - Campus selection 01 Other than campus recruitment 06 Entrepreneurship / Self Employment -

2015-16

UG to PG -79 2.42 Employed 06 Campus selection 01 Other than campus recruitment 02 Entrepreneurship / Self Employment -



5.2.2. Provide details of the program wise pass percentage and completion

rate for the last four years (Cohort wise/batch wise as stipulated by the

university)? Furnish program-wise details in comparison with that of the

previous performance of the same institution and that of the Colleges of the

affiliating university within the city/district.

Table No. 37: Program- wise pass percentage compared with university results

2011-12 2012-13 2013-14 2014-15 2015-16

BA

BSW

B C

om

BB

M

BA

BSW

B C

om

BB

M

BA

BSW

B C

om

BB

M

BA

BSW

B C

om

BB

M

BA

BSW

B C

om

BB

M

GFGCC 54 94 62 85 50 100 51 78 85 81 70 40 68 61 73 72 81 94 42 50

University 62 0 56.

1 70 62.7 0

64.5 70 54 0 60

71.89 62 0 66

70.8 75 0 61 68

Figure-08

54

94

62

85

50

100

51

78

85 81

70

40

68

61

73 72

81

94

42

50

61.75

0

56.12

69.81

62.72

0

64.46 70.44

54.26

0

60.17

71.89

61.71

0

65.72 70.83

75

0

61

68

BA

2

01

1-1

2

BSW

B C

OM

BB

M

B

A

20

12

-13

BSW

B C

OM

BB

M

B

A

20

13

-14

BSW

B C

OM

BB

M

B

A

20

14

-15

BSW

B C

OM

BB

M

B

A

20

15

-16

BSW

B C

OM

BB

M

Percentage compared with University Results

GFGCC University



5.2.3. How does the institution facilitate student progression to higher level of

education and/or towards employment?

The institution facilitates student progression to higher level of education or

towards employment through the proper placements in all the fields so that the

students get the job as well as the chance of higher education. The institute from

time to time makes arrangement of various guest lectures. Eminent personalities

from diverse field of education are invited to interact with the students. This step of

college has facilitated the students in earning better job opportunities. Even the

personality of the student enhances after working and also provides a secure future.

Personality development programs are also available for the student progression to

higher level of education or employment.

5.2.4. Enumerate the special support provided to students who are at risk of

failure and dropout?

The institution is committed to bring down the dropout rate. The socio economic,

cultural and psychological issues contribute to the drop out factor. It deals with the

socio cultural problems, the counseling cell and grievance cell address the problems

of the students and sometimes parents too. The institute provides hostel facility to

the girls in this border area.

There are a number of teachers in the college who extend financial support to the

needy students. The Department of English arranges special lectures on the spoken

language to address the issue of foreign language compatibility. The students who

are weak or seem to fail in the exams are provided coaching through extra classes in

the college. The college also arranges cost free remedial classes for the weak

students.



5.3. Student Participation and Activities

5.3.1. List the range of sports, games, cultural and other extracurricular

activities available to students. Provide details of participation and program

calendar.

The college has a wide range of sports, games, cultural and extracurricular

activities that are available to the students.

The college has always created a niche for itself in the field of sports. The

college has since long times, been participating in various inter university,

university level tournaments.

Various cultural and extracurricular activities like folk dances, Classical

singing, Group singing, theatrical items, traditional heritage items, fine arts

items, Quiz, Literary items are offered to the students.

The college participates in competitions organized by Tumkur University

Tumkur. In every Session University arrange sports and youth festivals at

zonal and inter zonal levels. The college has been actively participating in

these activities both at state and national level.

College also organizes Annual Sports Meet, Annual Cultural week in the college

campus.



Program Calendar of events:

Government First Grade College, C.N.Halli.

Cultural- Forum

State Level Cultural - Achievements 2015-16

Sl No

Year Name Class Event Medal/Place

01

2015-16

Nazma Sultana III- B.Com Group Dance I-Place

02 Pooja C. I- B.Com Group Dance I-Place

03

Pooja B.S. I-Eng Sp Group Dance I-Place

04

Sakiba Banu II- B.Com Group Dance I-Place

05 Saraswathi M III-BA HES Group Dance I-Place

06 Dana Lakshmi C.H. I- BSW Group Dance I-Place 07 Architha II- BSW Janapada Geete III-Place 08 Channa Keshava II- BBM Janapada Geete III-Place

09 Pushpa Latha B II- BBM Janapada Geete III-Place

10 Tejaswini H.N II- BBM Janapada Geete III-Place

11

Nalina Y.S II- BBM Janapada Geete III-Place

12 Buvaneshvari II- BSW Janapada Geete III-Place

13 Asha Y.C II- B.Com Bhava Geete III-Place

(Table. 38)

Inter class competitions, Inter college competitions, Cultural week organized

annually which includes Folk songs, Reading Vachanas, Rangageethe, devotional

songs, Theatre-songs, patriotic songs, film songs, group songs, solo dances, group

dances, debates, essay writing, drawing, Rangoli, Mehandi drawing, skits, dramas

and mimicry, folk dances, Classical singing, Group singing, theatrical items, Film

Club, Quiz and Literary items.



Sports:

Government First Grade College, C.N.Halli. Department Of Physical Education & Sports

Representation For Inter-Collegiate sports 2013-14 Sl No

Name of the Tournament

Date Venue Place

Secured

01 Cross Country (Man &Women)

12-08-2013 to

03-08-2013

Government first grade College, Badavanahalli, Tumkur Dist.

Representation

02 Ball badminton (Man)

22-08-2013 to

33-08-2013

Government first grade College, Sira,

Tumkur Dist.

Representation (Quarter final)

03 Kabaddi (Man) 11-09-2013

to 13-09-2013

Pallagatti Adavappa First Grade College,

Tiptur.


04 Wrestling 28-09-2013

Sree Siddaganga College

of Physical Education, Sree Siddaganga

Math, Tumkur

01-Silver

05 Weightlifting (Man &Women)

01-10-2013 University Science College, Tumkur

02-Gold 06- Silver

03- Bronze, Man &Women Teem

Champion Ship, Man &Women

Best lifter Award.

06 Shuttle Badminton (Man &Women)

22-10-2013 to

23-10-2013

Kalpataru First Grade Science College,

Tiptur.

Representation (Semi Finals)

07 Athletics 29-10-2013

to 30-10-2013

University Science College, Tumkur

03- Silver 01- Bronze,

(Table.39)



Government First Grade College, C.N.Halli. Department Of Physical Education & Sports

Representation For Inter-Collegiate sports 2014-15 Sl

No Name of the Tournament

Date Venue Place Secured

01 Chess (Man &Women)

05-09-2014 to 06-09-2014

Government first grade College, Tiptur, Tumkur Dist.

Representation (Stand by South Zone)


07-10-2014 Honndevi Government first grade College, Dandinashivara,, Tumkur Dist.

09-Gold 07- Silver 05- Bronze, Man &Women Teem Champion Ship, Man &Women Best lifter Award.

03 Athletics (Man &Women)

10-10-2014 to 11-10-2014

Sri Babu jagajivanaram First Grade College, Tumkur.

01-Gold 01- Silver 02- Bronze

04 Shuttle Badminton (Man &Women)

14-10-2014 to 15-10-2014

University Science College, Tumkur .


05 Wrestling 30-12-2014 Government first grade College,Hebbur, Tumkur Dist.

01-Gold 01- Silver

06 Kabaddi (Man) 28-09-2013 Government first grade College, Madhugiri, Tumkur Dist.


(Table.40)



Government First Grade College, C.N.Halli. Department of Physical Education & Sports

Representation for Inter-Collegiatesports 2015-16 Sl


Date Venue Place Secured


29-08-2015 to 30-08-2015

Union Christian College, Tumkur.

Representation (VI-Round)


10-09-2015 to 11-09-2015

Kalpataru Science first grade College, Tiptur, Tumkur Dist.


03 Yoga (Man &Women)

01-10-2015 Honndevi Government first grade College, Dandinashivara,, Tumkur Dist.

VI-Place

Athletics (Man &Women)

13-10-2015 to 14-10-2015

Siddaganga Arta, Science &Commerce Women’s First Grade College, Tumkur.

02- Bronze


04-01-2016 Government First Grade College, Chikkanayakanahalli Tumkur, Dist.

08-Gold 07- Silver 03- Bronze, Man &Women Teem Champion Ship, Women Best lifter Award & All India Inter-university Selection, (Nationals) 06 Students

05 Wrestling (Man )

05-01-2016 Siddaganga B.P.Ed, College, Tumkur.

01-Gold 02- Silver All India Inter-university Selection, 01 Student.

(Table.41)



Government First Grade College, C.N.Halli. Department of Physical Education & Sports

Representation for Inter-Collegiate sports 2016-17 Sl


Date Organizing College/Venue

Place Secured


10-08-2016 to 11-08-2016

Government First Grade College,, Tumkur.

Representation (V-Round)

02 Athletics (Man &Women)

22-09-2016 to 23-09-2016

Tumkur,University, Tumkur

Representation


26-09-2016 to 27-09-2016

Government First Grade College, Koratagere, Tumkur, Dist.

08-Gold 07- Silver 02- Bronze, Man &Women Teem Champion Ship, Women Best lifter Award & All India Inter-university Selection,(Nationals) 07 Students

04 Best physique (Men)

26-09-2016 to 27-09-2016

Government First Grade College, Koratagere, Tumkur, Dist.

02-Gold 01- Silver 01- Bronze, Best physique (Men) Champion Ship,


05-10-2016 Government First Grade College, Sira, Tumkur, Dist.


06 Wrestling (Man &Women)

13-10-2016 to 14-10-2016

Government First Grade College, Turuvekere, Tumkur, Dist.

03- Silver 04- Bronze,

(Table.42)



NSS:

Weekly activities, annual special camps, Vana Mahotsava, AIDS awareness

rallies, Gandhi Jayanthi, Swachchata Andolan, celebration of national festivals.

We have two units in NSS. 50 students registered in each unit. In unit 01- Co-

Ordinateor is Mrs. T.N. Darshana, Dept. of Commerce &Management and in unit 02-

Co-Ordinator is Mr. Shivaramaiah, Dept. of Political Science.

Regular activities conducted every week in our college campus. And one special

camp is conducted for a week in a year nearby village. In special camps we do

Shramadhana, Swatcha Abhiyana, Health camp for both men and women and

veterinary camp for domestic animals. Lecturer Programmes are relating to

modern agriculture using modern agricultural equipment’s and organic forming.

Awareness programmes on cleanliness. Legal awareness programme, women

empowerment. Child labour Drug addiction / Smoking Awareness regarding deadly

diseases. (Annexure 15)

NCC: Nil

Red Cross: -

Red Cross unit activities inaugurated on 17-07-2016 in the academic year 2016-17.

We are conducting a programme on controlling the effects of drinks and Drugs

under the Coordination of youth Red Cross and Health Dept. Dr.Sharea delivered a

lecture on this matter. Chief Guest Sri. Krishnamurthy Judge , CN Halli.

On 18-08-2016 we are conducting world population day with the coordination of

YRC and District Health and Family welfare and Taluk Health dept.

On 28-02-2017 we are conducting a short play on Relationships safetly , Gender Sex

Education under the co-ordination of YRC and Yuva Spandhana Group Bengaluru.

Blood donation camps, Health checkups, Plastic free, National Youth day. (Annexure

16)



5.3.2. Furnish the details of major student achievements in co-curricular,

extracurricular and cultural activities at different levels: University / State

/Zonal / National / International, etc. for the previous four years.

The college teams participate in different extracurricular sports and cultural

activities and bringing laurels to the college.

CULTURAL ACHIEVEMENT LIST (Annexure 17)

Year Sl. No.

Name of the Game

Level of Participatio

n

Place Achieved

2012-13 List Enclosed in Annexure No. 17 NSS Activities

2010-11

1 Special camp

Level Leadership Camp

Muddenahalli+ Hesarahalli

2011-12 2 -do- Somalapura-village 2012-13 3 -do- Belaguli-villlage 2013-14 4 -do- Kandikere-Village 2014-15 5 -do- Salakette- village

2015-16 6 -do- Aralikere-Village

2016-17 7 -do- Katrikehalla

5.3.3. How does the college seek and use data and feedback from its

graduates and employers, to improve the performance and quality of the

institutional provisions?

The institute has a clearly set and defined mechanism of obtaining the feedback

from the students to improve the performance and quality of the institutional

provisions. The advisory committee consisting of the Principal as the Chief and

senior teachers collects the exit level feedback from the graduates regarding

learning processes. The inputs are obtained from them and further used to

improvise the overall competency of the students for employability.



5.3.4. How does the college involve and encourage students to publish

materials like catalogues, wall magazines, college magazine, and other

material? List the publications/ materials brought out by the students

during the previous four academic sessions.

The college encourages its students to publish materials like college magazine, wall

magazines. The students are motivated to express their talent through articles and

paintings. Their creativity is given a free flight. The college magazine provides them

with a platform to express themselves.

The departments have encouraged the students to write articles for magazines own

wall magazine. The teachers motivate the students to bring out the creative genius

in them.

5.3.5. Does the college have a Student Council or any similar body? Give details

on its selection, constitution, activities and funding.

There is a ban on the students’ elections as it was apprehended that the law and

order situation in the city might deteriorate because of the excessive political

involvement, therefore, as of now there is no student council in the college.

The student representatives are free to express their opinions and suggestions with

the principal and student mentors. Regular meetings of Students representatives are

held.

5.3.6. Give details of various academic and administrative bodies that have

student representatives on them.

The institution believes in giving the equal opportunity to the students in

supporting the authorities and the college faculty in running the affairs of the

college. For this the college endeavors to provide them with opportunities to

participate in the various academic and administrative bodies. The details of

academic and administrative having students’ representation is as under:



Extra-Curricular Activities Committee:

This Committee is constituted to promote the cultural activities among the students.

Culturally talented students are spotted to organize activities and programs in each

department and co-curial activities by Committee members and the efforts are

made to develop their skills and talents by encouragement, right training and

performances. The committee consists of 10 members, a governing body is

constructed.

Sports Committee:

The sports committee comprises of Physical Education Director as Sports Secretary

and Manager of the college and Heads of Different Departments as members. There

will be a minimum of six members with two students.

Library Advisory Committee:

This committee consists of 9 members. Six are from the teaching faculty. The

Librarian and two students are a part of it. This Committee is constituted under the

headship of the Faculty members who are in charge of the library.

The Committee is responsible for the maintenance of library books and journals,

easy access of the students to the library facilities, students’ facilities in the library

such as reading rooms, drinking water, uninterrupted power supply, opening and

closing times of library, availability of daily newspapers and the maintenance of

library records.

Suggestions are invited from the students and other readers for making the library

atmosphere congenial.



Students Grievances Cell:

The cell has a teacher coordinator, members of anti-ragging and anti sexual

harassment cell along with student representatives.

NSS Units:

The college has two units of NSS. Each unit has a teacher coordinator, members and

students representatives.

Women Empowerment Cell:

The unit has a teacher coordinator and all women faculty are its members and it

also has representatives from students.

5.3.7. How does the institution network and collaborate with the Alumni and

former faculty of the Institution.

The college alumni committee keeps on meeting twice or thrice a year. The

committee is always in touch with the members of the alumni club. The committee

is also concerned about the teachers and staff of the non-teaching who have

Transferred. This adds to the experience of the committee. Their advice is followed

very promptly.

Any other relevant information regarding Student Support and Progression which

the college would like to include.

*****



CRITERION – VI:

GOVERNANCE, LEADERSHIP AND MANAGEMENT

6.1 Institutional Vision and Leadership

6.1.1 State the vision and mission of the Institution and enumerate on how

the mission statement defines the institution’s distinctive characteristics in

terms of addressing the needs of the society, the students it seeks to serve,

institution’s traditions and value orientations, vision for the future, etc.?

What is the role of top management, Principal and Faculty in design and

implementation of its quality policy and plans?

Vision statement of the Institution:

“Profess knowledge to enlighten, empower and ennoble minds”

Mission:

To instill scientific zeal and develop skilled human resource to face

global challenges and com…. Crisis .

To facilitate young adult learners with opportunities to hone their ethics and

leadership potential.

To sensitize learners towards inclusive social concerns, human rights, gender

and environmental issues.

Objectives:

Impart the values, knowledge, and skill as prescribed in the courses

available so as to equip students to meet contemporary requirements of

society.



Introduce modern technology in teaching-learning as well as governance with

an aim to further improve the academic and administrative functions of the

institution.

Facilitate institution-community interaction.

Identify thrust areas and fix bench marks to translate different aspects of

the vision and mission of the college into its routine activities.

To facilitate academic, social, physical, mental, moral growth of students so as

to realize all round personality development.

The vision and mission statements are in keeping with the intellectual potential and

needs of the region. Most of the students seeking higher education of this college are

from rural areas and are first generation learners. They are from economically

weaker section of the society. The college has thus made higher education accessible

to the hither to deprived lot.

The college ensures that the vision and mission of the Institution is in tune with the

higher education policies of the nation by introducing career-oriented courses,

offering the benefit of education to all without fixing any cut-off list, facilitating

economic empowerment of students by motivating them to take up higher

education by skill development programs paving the way for economic, social and

educational empowerment of under privileged sections of society.

The college translates its vision into its activities by:

imparting quality education

establishing a number of cells and committees to deliberate on quality

related issues pertaining to higher education

fostering a vibrant atmosphere conducive to research by students

undertaking capacity building initiatives

Identifying areas of cooperation /collaboration with institutions of civil

society and establishing a link with society.



Committed on the radical idea that under privileged/women cannot be excluded

from the domain of education, GFGC C.N. Halli provides quality holistic education to

young students to transform them into empowered leaders of the future.

The college is built and stands on the core values of nationalism, dedication,

commitment to social causes and integrity, service before self in all academic and

administrative affairs of the college. These values are explicitly reflected in the ethos

of the college in its quest for excellence, student centric approach, pro women

centric practices, social outreach, promotion of use of technology as it serves the

society.

The supportive administration facilitates its faculty members in updating on the

latest trends in higher education and teaching pedagogy. It ensures that the lecturer

is a continuous learner, who motivates students to become lifelong learners by

enhancing the specific professional competence of faculty through enrichment

programs.

6.1.2. What is the role of Top Management, Principal and Faculty in design and

implementation of its quality policy and plans?

The college is governed by the Department of Collegiate Education, Government of

Karnataka. The Principal and the staff/faculty are always stepping in together for

designing and proper applications of the quality policy and plans. The Principal of

the college is the head of the institution and is always there to provide requisite

leadership to the system.

The Principal, Administrative Coordinator of the College, the President of the

Managing committee keeps on meeting the college staff to discuss various

policy matters and their application and adjudication. The Principal ensures that

all provisions of the University bye-laws, the Statutes and the regulations are



observed. He also convenes meetings of the Advisory Committee, various others

bodies and performs all such acts as may be necessary to carry out and give effect to

the decisions of the said bodies. Importantly, the Principal provides academic

leadership and in association with the various faculties, evolves strategies for

academic growth. The faculty is actively involved in decision-making process. The

teachers hold periodic meetings. The recommendations of the conveners of the

Committees are submitted to the Managing Committee and the Management arrives

at suitable decisions for implementation. A few, namely two faculty members, in the

capacity of teacher representatives, are members of the Advisory council. Hence

they are actively involved in the decision-making process to sustain and enhance

quality of education imparted by the institution.

6.1.3. What is the involvement of the leadership in ensuring :

o The policy statements and action plans for fulfillment of the stated

mission

o formulation of action plans for all operations and incorporation of the

same into the institutional strategic plan

The Principal gathers information about the various aspects of college functioning

through a number of ways. He encourages the participation of the staff in the

process of decision-making in institutional functioning. Both teachers and non-

teaching staff have their representatives in the CDC which is its highest decision-

making body. The College has constituted different committees headed by teachers

and members of the non-teaching staff which play an important role in the

planning and implementation of activities in different spheres of institutional

functioning.

The personal interaction of the Principal with various stakeholders, the faculty, the

non-teaching staff, the students, the guardians play an important role in this. This



apart, information available in student feedback forms and information available

in self-appraisal forms of teachers help the authorities plan proper support for the

policies. The participatory role of the management encourages and sustains the

involvement of the college staff, which is necessary for the efficient and effective

running of the College.

The Principal is the Head of the Institution and he bears the ultimate responsibility

for the smooth running of the College. Role of the Principal of the College is multi-

dimensional. As the Head of the Institution, the Principal is responsible for both the

academic and administrative functioning of the College.

He prepares the agenda for teaching and non teaching meetings. He places before

the body, academic and administrative matters requiring the body’s approval and he

is responsible for executing its decisions. He is also responsible for all

correspondence with the Advising body, Government of Karnataka, the Central

Government, University Grants Commission, the Tumkur University and different

stakeholders of the College. The Principal receives reports from the different College

Committees, which offer advice to him in matters defined in the terms of reference

of their functions.

o Interaction with stakeholders

The college makes conscious efforts to build a healthy relationship with its

stakeholder namely-Students, Parents and Alumni.

o Proper support for policy and planning through need analysis,

research inputs and consultations with the stakeholders

Interaction with Students:



Interaction with the student body is initiated by IQAC and the student

representatives orient and induct the student body into the college ethos and make

them feel as a part of the institution.

A time slot is made available for the students to meet the Principal. The Principal

also meets the student representatives as and when needed to address any matter

of concern pertaining to the student body. All students freely approach the Principal

and Senior Faculty for matters related to their academic life.

Alumni (Old student Association)

The annual old Students Association meet gives an opportunity for the old students

to feel as part of the institution. Even after leaving the college they continue to

contribute to the overall development of the institution through the provision of

becoming lifetime members of the Alumni (refer Annexure 8).

Parents Association:

The parents are invited to the college twice in a semester Saturday when college

runs in full swing. They are informed of the developments in the college and

feedbacks if any are taken. They are free to meet the principal and staff whenever

they need. And they interact about the process of the children. (Refer Annexure 8A)

Teaching and Non-teaching Staff:

The college considers its faculty team and the support staff as one of its strong

pillars. Programs like Get-Together lunch and an excursion are arranged to bring in

a sense of belonging for the faculty members. Personal or Professional needs or

grievances of the staff members are addressed by the Staff Association in the best

possible manner.



Industry:

Linkages have been established with management colleges and their involvement in

college activities is encouraged and facilitated. Campus placement information like

job fairs organized in various centers are provided to students, employability exams

and mock interviews are conducted on a regular basis apart from industrial tours.

Society:

The Principal values the opinion of the public and makes specific efforts to reach out

to the public and interact with the public whenever possible. Press meet is

organized to make public any significant achievement made by the institution. The

college flashes the upcoming events that are planned in the departments or

centers through its website. Nominees of elected representatives (MP/MLA/MLC)

are members of CDC and IQAC and NAAC.

Reinforcing the culture of excellence

Participatory Leadership is ensured at every level to promote the culture of

excellence. A fair representation of all the faculties-Humanities, Sciences, and Social

Sciences is kept in mind while constituting committees for various aspects of

college‘s functioning. Innovation and collogue organized with the guidance of the

Principal, to keep the faculty

Champion organizational change

The college has attained temporary Affiliation and 2F status under the able

leadership of the principal. He has taken extreme efforts to make sure the college

has its own land. The heavy strength of students has demanded construction of

new classrooms in a limited period of five years. Efficient Financial

Administration which is seen in regular salaries of all employees, scholarship

distribution and quick service to students. Changes in the existing rules and



regulations are brought about after a thorough discussion in Staff Committee based

on the needs of the present generation. At the end of annual examinations, the

Principal discusses with the Heads of Departments the proposed workload for the

next academic year and can request for additional faculty members by way of

posting/deputation or appointing adhoc/contract faculty through On-line

recruitments.

6.1.4. What are the procedures adopted by the institution to monitor and

evaluate policies and plans of the institution for effective implementation and

improvement from time to time?

The Principal of the college, at the helm of the affairs, has complete autonomy to

govern the institution within the purview of the rules and regulations framed by the

government. In the beginning of the academic year, a self mapping exercise is

conducted for the staff by IQAC. This exercise exposes the strengths and challenges

of each of the personnel to draw a potential map, which gives insight to the

Principal, for the distribution of responsibilities.

The head of the institution appoints the conveners for various committees with the

consent of the advising body, and further nominates the members of committees in

consultation with the respective conveners based on the potential map.

Official notice is issued along with the guidelines defining the roles and

responsibilities of the committees. The committees prepare action plans and

submit to the principal for approval. The committees carry out the activities and at

the end of the academic year the conveners submit the reports of the work done to

the head of the institution. All these activities are evaluated by the IQAC.



The faculty is informed of their duties and responsibilities by the head of the

institution in the scheduled staff meetings and departmental briefings. The

administrative staff is given a job map along with the roles and responsibilities.

6.1.5. Give details of the academic leadership provided to the faculty by the

top management?

The College is run by the Government and the Department of Collegiate Education is

the highest authority. It is in constant touch with head of the institution and has an

amicable rapport with the head of the institution. The Directors of the Department

visit the institution and inspect the overall progress. In the institution the members

of the CDC meets frequently and the problems and issues related to college

development, administration, and infrastructural needs and student disciplines are

discussed. In the Staff committee meeting, head of the institute and HODs are also

present to provide information and suggestions if any. In the meetings

responsibilities are defined and communicated to the staff through the head of the

institution. If the situation demands, the Principal holds meeting with the teachers

to communicate directly and bestows the responsibilities. The teaching as well as

the non-teaching and supporting staff follows on instructions and obey the order in

the interest of the institution.

6.1.6. How does the college groom leadership at various levels?

The Principal is always encouraging and supporting the involvement of the staff in

the improvement of the effectiveness and efficiency of the institutional process. The

head of the institution involves the staff members in various activities related

to the development of the college. The staff members are involved by way of

constitution of various committees. The college has around 25 committees. The best

working committee is appreciated by the Principal. The office staff like and

superintended and clerk are assigned certain responsibilities.



6.1.7. How does the college delegate authority and provide operational

autonomy to the departments / units of the institution and work towards

decentralized governance system?

At the departmental and college levels, largely the decision making role is of the

faculty. A decentralized functioning mechanism, empowers the departments

and individual faculty with a great level of flexibility in academic administration,

and helps the faculty in making decisions. The policies are well defined by the

Principal which are to be followed by the staff, non teaching staff. The principal is

the head of each committee. At the same time, there are sufficient checks and

balances built in the system to see that these decisions are carefully taken. These

decisions can also be reviewed by higher authorities and committees in case of

needs. The Departments along with the various committees of the College meets at

regular intervals.

The college development Council also has representation of faculty and non-

teaching employees of the College. The Principal gives suggestions on various

aspects on the basis of Principals report and feedback it gets from the society. The

suggestions of the CDC are communicated to the teaching and non- teaching

employees and implemented by the Principal. He also assigns specific duties to

various academic and administrative bodies of the College on the basis of

suggestions of the Planning body and IQAC.

6.1.8. Does the college promote a culture of participative management? If ‘yes’,

indicate the levels of participative management.

The institution can proudly boast of a participative management. The members of

the college actively take part in the working of the institution. The head of the

institution is in the leading role in governance and management of the institution.

He, along with the other members of the committee, keenly observes the day to day



working of the college administration, governance, management and academic

activities. He inspires the staff members in staff meeting and by personal interaction

to give their best in their teaching assignments. He communicates to the teachers

the decision taken by the Department and ensures that all the points are

implemented properly. He is responsible to constitute different committees

involving the staff members. He looks after the financial expenditure and manages

the funds for different developmental activities taking place on the campus.

6.2. Strategy Development and Deployment

6.2.1. Does the Institution have a formally stated quality policy? How is it

developed, driven, deployed and reviewed?

Yes, College has formally stated quality policy. A number of steps have been taken to

translate quality to its various units by the college. The perspective plans and

policies are prepared by the IQAC based on the activities proposed by various

departments for the calendar year. The planning body grants permission for the

perspective plan to be presented to the stakeholders. Then it is placed before the

Teachers, Student Representatives and administrators for an open discussion. A

consensus is arrived at, finalized and submitted to the principal for scrutiny and

implementation.

The principal holds formal and informal dialogues with the staff, from time to time,

to redress any grievances.

In the academic units, teachers are encouraged to participate in seminars,

conferences, workshops and refresher and orientation courses to update

their knowledge and skill base.

The administrative functionaries though depleting in numbers is regularly

subjected to internal transfers so that staff is exposed to the working of

different departments.



6.2.2. Does the Institute have a perspective plan for development? If so, give

the aspects considered for inclusion in the plan.

The institution intends to extend its developmental work which is already being

carried out in the college. Intends to start many Science Courses, namely in

BSc/PMCs The college is a young college with minimum facilities, the perspective

plan includes all efforts to fully equip the basic infrastructure classrooms, well

equipped playground, laboratories, all-purpose seminar hall, increase number of

titles in the library and reduce student- computer ratio.

The perspective institutional plan is developed following the procedure of involving

the cooperation of teachers, students and members of the CDC. In order to formulate

the strategy of development and deployment, the committees are constituted for

each and every developmental work. Teachers have to participate in all the

institutional plans and wherever the situation demands, students and members of

Cells/Committee are involved. The meeting of students is summoned to take their

participation by means of selection of some students. All committees have student

representatives. In the committees related to infrastructural developments,

teachers are the main participants. In the Committee, related to financial matters

and administrative, members of office staff, especially manager herself becomes the

Chairman of such Committee.

6.2.3. Describe the internal organizational structure and decision making

processes.

The organizational structure of the college facilitates its smooth functioning. The

Directorate of College Education is the policy making body. The Regional Directors

at the Divisional level is the official link between Commissioner and the Principal.

The Academic Section of the Commissioner’s Office and the University shape the

academic policy keeping in view the National policies in Higher education, existing



priorities and local needs. The feedback obtained from the experts, students,

alumni and their employers, industries, faculty constitutes the major inputs for

the perspective planning. These inputs are carefully analyzed by the Heads. The

perspective institutional plan for academic programs and infrastructural

development is developed by the Head of the institution in consultation with the

Directorate of College Education. The plans proposed are discussed at the respective

committees, fine tuned and then implemented. The resources involved and the

possible roadblocks are thoroughly looked into before finalizing any plan. The

developmental activities are according to a master plan. The Principal and the

Heads of Departments monitor the efficient implementation of these policies.

Appropriate financial allocations on priority basis are made for various schemes.

6.2.4. Give a broad description of the quality improvement strategies of the

institution for each of the following:

o Teaching & Learning

o Research & Development

o Community engagement

o Human resource management

o Industry interaction

Teaching & Learning

The institution has framed for itself various strategies which enhance the quality

improvement. These strategies are framed by the principal keeping in view the

quality changes required for the development of the college. The procedure adopted

for admissions to various courses provided by the college is based on student’s

academic records. The rules and regulations set by the affiliating University and the

State Government are strictly followed for students’ admission. Bridge courses

are conducted at the beginning of the year for fresher’s to counsel them to achieve

academic excellence. Apart from the lecture method of teaching, group discussion,



field studies, debates, tutorials, seminars, study tours, learning through Edusat, and

ICT etc are adopted for proper understanding of the subjects. The college has well

experienced faculty members. The faculty members of various departments

participate actively in academic programs.

The evaluation methods are communicated to the students by the teachers in the

class rooms and also displayed on the notice board of the college. Academic

audit is conducted by the principal to check the completion of syllabus, feedback on

teachers and student grievances about teaching and learning. The teachers are given

full permission to enrich their knowledge through Seminars, Refresher Courses, and

Orientation Courses etc.

The college follows the self- appraisal method to evaluate the performance of

faculty, which is used for correcting shortfalls. The college encourages the teachers

to participate in self-enriching courses whenever different institutions organize

them.

Research & Development

The assessment of this criterion of institutional functioning is done by using the key

aspects prescribed by NAAC i.e. the ability of the institution to promote and sustain

research culture, freedom to publish results of research, extent of use of

consultancy, healthy participation in extension programs.

The college is not having a recognized research centre duly approved by the

affiliating university. The scope of research motivation is very little. However, the

faculty is very much aware of the growing importance of the research based

education. The college encourages the teachers for research work. The college is



already having three Ph.D.s in the humanities faculties, four in languages. Many

teachers of the college have registered for PhD and involved in active research work.

Three teachers have registered for Ph.D.

Twenty Nine teachers have done their M.Phil.s.

22 teachers have got PG

Students are encouraged to write synopsis and research reports.

Community Engagement

College engages many organizations like Red Cross, Red Ribbon, N.G.Os for holding

blood donation camp, NSS camps, free medical checkup, Eco Club Activities,

Heritage Club activities, Celebration of National Festivals, Gandhi studies,

Workshops to women SHGs, Vana Mahotsava festival, Civic awareness programs.

As far as development is concerned, the NSS officers co-ordinate various extension

activities of the college. Through NSS, Scout and Guides, the students are

encouraged to undertake community-oriented activities like Social work, health-

hygiene awareness, medical camp, adult education and literacy, blood donation,

Pulse-Polio cross check surveys, survey of tribal, AIDS awareness, environmental

awareness. Students and teachers are provided with money and time from the

college for extension activities. N.S.S. and sports students participate in such

activities. The college also organizes sports activities and encourages the students to

participate in them.

Human Resource Management

In the institute, the process of assessing adequate human power requirements,

monitoring and planning and seeking appropriate feedback responses is very

good. Effective system of appraisal of performance of teachers is there. Teaching,



Nonteaching staff and students as resources are fully utilized for various activities

in the college. Students voluntarily share their labor resources for infrastructure

development.

Industry Interaction

The institute interacts with various local as well as outside institutes. We consult

with other institute on various issues for the improvement of education system.

Inter college competitions are being held by college to interact with other colleges.

College has also participated in various culture programs held at various places.

Seminars and workshops on various subjects are conducted in the college premises.

The college organizes field tours to various industries. The students come to learn a

lot from these visits. BBM students are encouraged to do projects by visiting

industries.

6.2.5. How does the Head of the institution ensure that adequate

information (from feedback and personal contacts etc.) is available for the top

management and the stakeholders, to review the activities of the institution?

The Department of Collegiate education and head of the institution are always in

interactive mode with each other. The department collects information needed by

sending information through the department website. The head of institution gets

the feedback from teachers, students and the public with regards to the teaching

quality, curriculum, extracurricular activities and infrastructural demands. In the

meeting of the Department information gathered from different sources are

discussed with the principal. After thorough discussion and deliberation the

existing facilities and activities of the institution are reviewed and decisions are

taken for their implementation after going through the available resources and

modalities. The achievements of the college are displayed in the college web site and

in CDC and stakeholders meetings.



6.2.6. How does the management encourage and support involvement of the

staff in improving the effectiveness and efficiency of the institutional

processes?

The Department of collegiate education is always encouraging and supporting the

involvement of the staff in the improvement of the effectiveness and efficiency of the

institutional process. It has organized many workshops on IQAC, RUSA, Naipunya

Nidhi (Placement Cell). It also informs the college of various job fairs held in the

various parts of the state. It also provided financial assistance for colleges to

prepare the NAAC Report and IQAC activities. The Commissioner and the

department authorities interact with the college through Edu-Sat Interaction held

regularly. The department provides ATI training to Principals and senior teachers.

The Government of Karnataka conducts training for Non teaching staff through

District Training Institutes.

The College Development Council through the head of the institution involves the

staff members in various activities related to the development of the college. They

have also provided financial assistance to construct common room for girls. The

staff members are involved by way of constitution of various committees such as

Building Committee, Admission Committee, Advisory Committee, Examination

Committee, etc.

6.2.7. Enumerate the resolutions made by the Management Council in the last

year and the status of implementation of such resolutions.

The Government First Grade College, C.N. Halli keeps on working for the betterment

of the institution. The College Development Council last year, in the meeting of the

council passed the following resolutions:



Construction of boundary wall of the College Ground

Multi Zim, Bore well drilling Drinking water facility

Construction of New Class room complex.

Fulfilled:

Common toilet for girls

Drilling bore well

Construction of five class rooms

Construction of compound wall for old campus and new campus.

6.2.8. Does the affiliating university make a provision for according the status

of autonomy to an affiliated institution? If ‘yes’, what are the efforts made by

the institution in obtaining autonomy?

The affiliating university does not make any provision for according the status of

autonomy to any affiliated institution.

6.2.9. How does the Institution ensure that grievances / complaints are

promptly attended to and resolved effectively? Is there a mechanism to

analyze the nature of grievances for promoting better stakeholder

relationship?

The institute has well defined grievance redressal procedure. Prompt and effective

disposal of grievances of various stakeholders are being done. Institute has

constituted a Grievances Redressal Committee. This committee discusses the matter

with Principal to solve the problem. The college has a women tutor as well which

caters to the grievances and other needs of girl students.

6.2.10. During the last four years, had there been any instances of court cases

filed by and against the institute? Provide details on the issues and decisions

of the courts on these?

No such instance so far in the college most of them are settled in the cell itself



6.2.11. Does the Institution have a mechanism for analyzing student feedback

on institutional performance? If ‘yes’, what was the outcome and response of

the institution to such an effort?

The institute has a clearly set and defined mechanism of obtaining the feedback

from the students to improve the performance and quality of the institutional

provisions. The advisory committee consisting of the senior teachers collects the

exit level feedback from the graduates regarding learning processes. The

Department of Collegiate Education has developed a format to obtain the feedback

of students on teachers and feedback on facilities available in the college. The

alumni coordinator and parents meeting coordinator have developed feedback

formats to collect information from stakeholders. The inputs are obtained from

them and further used to improvise the overall competency of the students for

employability.

Outcome of feedback:

Improve library

Provide more space for playground

Some teachers’ method of teaching needed to be changed

Provide drinking water facility

Increase number of classrooms and teaching faculty

Response:

Library shifted to up stair

Teachers are guided to change their methods of teaching

The number of class rooms is increased

6.3. Faculty Empowerment Strategies

6.3.1. What are the efforts made by the institution to enhance the

professional development of its teaching and non teaching staff?



The Principal rightly identify the individual strengths, areas of interest and

accordingly assign responsibilities to teachers. He protects the freedom of

individuals, appreciating their innovations and thereby motivation is achieved.

Responsibilities of every staff are communicated to them through notices that

clearly define their role in the implementation of any given assignments. Besides

they are also informally counseled so as to make them aware of their duties. The

college raises funds if needed to organize programs for professional development,

enabling the teaching departments to organize seminars, conferences and

workshops. The department of Collegiate Education has provided one lakh to

organize academic activities for both teachers and students. Faculty members of the

institution actively participate in national and international seminars and

conferences. OOD facilities are provided. The institution encourages faculty

members to enroll for or provide resources for training programs and workshops. It

also encouraged to get Computer Literacy Program and all the staff both the

teaching and non-teaching cleared the state level exam. Most of the members of the

teaching faculty are members of District/State professional bodies. Examination

training and Computer training is given to non teaching staff.

6.3.2. What are the strategies adopted by the institution for faculty

empowerment through training, retraining and motivating the employees for

the roles and responsibility they perform?

There are relevant rules in the institution regarding the faculty empowerment.

These rules pertain to attending seminars, conferences, refresher and orientation

courses, and other training programs. The need for such training is assessed by the

Heads of Departments who recommend members of the faculty for such programs.

The head of the institution suggests the names of senior faculty who need to be

trained for administrative positions when promotions are due. The College has

organized one state level seminar on Research Methodology for the faculty of other



institutions in the District. The strategies adopted by the Government of Karnataka

for faculty welfare include monetary and Career Advancement benefits for those

with higher qualifications such as M.Phil and Ph.D. as well as opportunities for those

who wish to improve their qualifications. At the institutional level, the Principal

motivates faculty members through prompt appreciation of exceptional merit and

talent and by providing opportunities for self-expression.

6.3.3. Provide details on the performance appraisal system of the staff to

evaluate and ensure that information on multiple activities is appropriately

captured and considered for better appraisal.

The achievements of faculty members are monitored and updated in the college

records. Performance appraisal system is implemented as per the guidelines from

UGC. The appraisal report of faculty is made by the principal on the basis of his/her

yearly achievements, discipline, quality etc., and is then submitted to the DCE. This

besides the assessment of the teachers comes through the feedback forms, which in

turn indicate the teachers’ quality, by the students also. All the students from each

and every class and section are expected to do so for all the teachers concerned with

their classes. The identities of students are not disclosed. The feedback form has a

well defined set of questions that help the students to evaluate the teaching capacity

based on lecture understanding and define how far the teacher has succeeded in

reaching out to the students. These details are accessible to staff so as to help them

judge their performance. The Principal understands the students’ reflections and

shares it collectively and individually across the staff. If there are any issues of

concerned, the faculty member is facilitated to overcome the lacunae without

lowering self esteem. Wherever required, counseling is provided to staff in order to

help them improve their professional capabilities. The participation of the teachers

in various college affairs is closely monitored by the principal. The head of



institution also uses evaluation in an informal way to improve the services of the

office staff.

6.3.4. What is the outcome of the review of the performance appraisal

reports by the management and the major decisions taken? How are they

communicated to the appropriate stakeholders?

The Department of Collegiate education keeps a keen vigil on the working behavior

of the members of the teaching as well as the non teaching faculty. It has made

mandatory to upload all details like time table of teachers and their participation in

various committees. Annual increments and placement in the grades are all

implemented under the signatures of the Principal. The department has in the

recent past given due recognition to the teachers who have completed their Ph.D.

The college takes effective decisions and provides the appraisal details to the

appropriate stakeholders by incorporating the decisions in the proceedings of the

meetings with them. As for the UGC Guide line, API system is followed for AGP.

6.3.5. What are the welfare schemes available for teaching and non teaching

staff? What percentage of staff have availed the benefit of such schemes in the

last four years?

The strategies adopted by the Government of Karnataka for faculty welfare include

Career Advancement benefits for those with higher qualifications such as M.Phil

and Ph.D. as well as opportunities for those who wish to improve their

qualifications. There are also government schemes in place to provide loans for

those who wish to buy/construct houses or to purchase Cars/Flats.

At the institutional level, the College Council motivates faculty members through

prompt appreciation of exceptional merit and talent and by providing opportunities

for self-expression. The Government and the Collegiate Department of Education

has implemented following social welfare schemes:



There is a provision of maternity leave and paternity leave given to the staff.

Many types of Duty leave are given, if applicable

Facilities like insurance policies and KGID are given to the staff members

whose premium is automatically deducted from their salary.

Festival Advance, Postal Life insurance, Encashment leaves are provided

6.3.6. What are the measures taken by the Institution for attracting and

retaining eminent faculty?

The college is a Government Institution and recruitment is done by direct selection

from Karnataka Public Service Commission. Many of the guest faculty prefers to

choose the college because of its amiable environs of staff and the principal.

6.4. Financial Management and Resource Mobilization

6.4.1. What is the institutional mechanism to monitor effective and efficient

use of available financial resources?

The financial resources of the college are managed in a very effective manner. There

is fully computerized accounts department in the college. Double entry system is

followed to maintain the accounts of the college. The following three types of

accounts are created:

1. Receipts & Payment Accounts

2. Income & Expenditure Accounts

3. Balance Sheets

Each and every transaction is supported by the vouchers. All the collections are

deposited in the bank and all expenditure, recurring and non- recurring, are

incurred through cheque. Only duly authorized persons can operate through the

bank. For effective check on the accounts the two tier system is followed; the

internal and the external audit. Internal audit is done perpetually. The internal audit



committee consists of Principal, Office Superintendent and the Manager. The

external audit is done by the DCE and Accountant General before the session comes

to an end. For efficient use of the financial resources, the budget is prepared. There

are three types of payments/expenditures:

1. Recurring

2. Non recurring (Prov. Fund & Gratuity etc.)

3. Capital Expenditure

Separate budget is allocated to enable the institution for efficient use of the financial

resources. Budget depends of Funds allotted by the Department.

6.4.2. What are the institutional mechanisms for internal and external audit?

When was the last audit done and what are the major audit objections?

Provide the details on compliance.

The accounts of the college are subject to audit by the Department of Collegiate

Education before 31st of March every year. The Audit team will visit the college in

June-2015. If any objection is made by the audit team then the same is complied in

totality before the next claims are submitted. The qualified remarks given by the

auditor are taken into consideration in the forth coming years. As of now no serious

audit objections are noticed by the audit committee.

6.4.3. What are the major sources of institutional receipts/funding and how is

the deficit managed? Provide audited income and expenditure statement of

academic and administrative activities of the previous four years and the

reserve fund/corpus available with Institutions, if any.

The college’s major sources of funding are as follows:

CDC fee collected from the students.

Grants received from Government of Karnataka.

Deficit Management: NIL

Reserve Funds: NIL



6.4.4. Give details on the efforts made by the institution in securing

additional funding and the utilization of the same (if any).

Various steps are being taken by the institute to generate additional funds. With

great effort the college has acquired 2f status to get financial assistance from UGC.

The Local MLA has helped to build Common toilet for girls, Five Class rooms, cycle

stand and Compound wall. The institution organizes seminars and conferences

through self funding. The expenditure for the conduct of these seminar and

conferences is met by the assistance of donors and teachers.

6.5. Internal Quality Assurance System (IQAS)

6.5.1. Internal Quality Assurance Cell (IQAC)

a) Has the institution established an Internal Quality Assurance Cell

(IQAC)? If ‘yes’, what is the institutional policy with regard to quality

assurance and how has it contributed in institutionalizing the quality

assurance processes?

b) How many decisions of the IQAC have been approved by the

management/ authorities for implementation and how many of them were

actually implemented?

c) Does the IQAC have external members on its committee? If so, mention any

significant contribution made by them.

d) How do students and alumni contribute to the effective functioning of the

IQAC?

e) How does the IQAC communicate and engage staff from different

constituents of the institution?

Yes, the institution is having its Internal Quality Assurance Cell. Following is the

composition of the same:



C J.SURESH Principal

Shailandra Kumar Co-Ordinator

Dr. Srinivasappa. G NAAC Co-Ordinator

Chandrashekar Senior Teacher

Shivaiah Superintedent

Hanumantha rayappa CDC Member

Prasanna Kumar H. C IT Coordinator

Shivaramaiah Teacher Member

Darshan T.N. Teacher Member

Within the existing academic and administrative system, the institution has

developed mechanisms of its own for the quality assurance. The academic quality of

the institution is evaluated on the basis of the performance of the students in their

examinations. The teachers also judge the student’s academic abilities by way of

question-answer and written tests. The poor students are helped by the teachers to

improve their academic quality by taking extra classes, remedial classes and

providing books and literature.

The administrative system also looks after the quality education in the institution.

The different committees set up by the institution are always aware to the

administrative needs. The Advisory Board, the Examination Committee, the

Magazine Committee, the Purchase Committee different committees are all

constituted and are well equipped for quality assurance of the institution’s

administration.

The academic and administrative systems in the institution have been quite

effective to the enhancement of quality education. The institution has fool proof

mechanism to get the academic and administrative machinery of the institution in

motion. The academic quality of the institution is maintained by the teaching and



learning processes. The administrative quality is maintained by the effective

functions carried out by the various committees. The two mechanisms are

interdependent and, therefore, there is no scope for any failure in any system.

Organizing seminars has become a regular feature

Update of data. IQAC functions as a information centre.

Student participation increased in extracurricular activities, participation in

seminars and workshops outside the campus

Mentor system and feedback system introduced o Various committees set up

to motivate students o Alumni registered.

Placement of students increased.

Head of the Institution conducts meeting regularly and visit the class rooms to

ensure proper delivery of the material and timely completion of course as per

syllabus in time. The students play a major role in assuring quality of education

imparted by the institution. It is through their active participation in classrooms

that the quality of the education is maintained. Students are punctual and attend

classes regularly. They also interact with the class mentors and request for extra

classes if needed. They approach to the teachers for the solution of their problems

related to their syllabus. Their participation is also assured by involving them in

Cultural and other activities. The students also approach to the head of the

institution directly for the redressal of their problems.

The best practices in the institution have been promoted in full gusto. The

institution has internalized the best practices in order to improve the functioning of

the academic and administrative systems. The insistence on student’s participation

in academic and administrative matters has improved the quality of the education

and administration in the institution. The students come forward to maintain the

best practices evolved through academic and administrative systems. The

administration in the institution is maintained by the involvement of the staff at



every level. The examinations are held quite smoothly by the active participation of

the staff. The teachers have been quite supportive to the academic needs of the

students by offering those who are reading materials and tutorials. Each committee

has student representatives.

Table No. 44 List of Committees and Cells functioning under IQAC.

Sl. No.

Name of the Cell / Committee

Coordinator

Department

1 Purchasing Committee Chandrashekar K S Office Manager

2 NAAC & UGC Dr. Srinivasappa G English

3 IQAC / Counseling

Shylendrakumar S.J. Physical Education

4

Timetable Committee / Parents Association

Chadrashekar K S Economics

5

Sports Committee / Anti-Ragging

Shylendrakumar S. J. Sports

6 Admission committee Prasanna kumar H.C.

English

7 NSS Unit I / Website

Dharshana T N Commerce

8

NSS Unit II / Alumni

Shivaramaiah Political Science

11 Red Ribbon Shivaramaiah

Political Science

12 Nypunya Nidhi / Placement

Chadrashekar K S Economics

13

Research Cell / Scouts and Guides Unit

Vijaykumar Sociology

14

Women Empowerment / Grievance Redressal Cell

Dharshana T N Commerce

15 Cultural Committee Prasannakumar H.C

16 Staff Association / Red Cross

Shivaramaiah Political Science&Economics

17

Library and Reading Room

Honnarajiah Librarian

18 Eco Club Prasanna D.R .EVS

19 Srujana / Competitive Exams Cell

Dr. Shekar Kannada



20 Wall Magazines: Physical Education Department

21

Literary forums (“Nudi Mantapa” and “Creative Word”)

HODs of Kannada and English

22

Humanity Forums

HODs of History, Economics, Sociology, Political Science

23 Forum for Social Work HOD of the Social Work

24 Commerce Forum HOD of Commerce and Management

6.5.2. Does the institution have an integrated framework for Quality assurance

of the academic and administrative activities? If ‘yes’, give details on its

operationalization.

The institution has adopted a three tier system where the governing council is

the ultimate decision making body accountable to the stakeholders. The IQAC, the

planning body, collects inferences from the learners and various committees

through participatory interactions, based on which it proposes comprehensive

perspective plan to the Academic council for approval and implementation. The

number of committees is in charge of implementation of developmental and

academic activities assigned by the advising committee. The supervision by the

Academic council ensures the proper implementation. The fair representation of the

learners ensures the transparency in the process.

6.5.3. Does the institution provide training to its staff for effective

implementation of the Quality assurance procedures? If ‘yes’, give details

enumerating its impact.

The institution ensures that the decisions based on the findings of the IQAC are fully

adhered to. The academic as well as the administrative working is further

smoothened by the time to time training sessions being organized by the college for

its teaching as well as the non teaching staff. Small workshops over the weekends, in



the form of interactive sessions, have helped the staff of the institution work in a

better and more promising way.

6.5.4. Does the institution undertake Academic Audit or other external

review of the academic provisions? If ‘yes’, how are the outcomes used to

improve the institutional activities?

The institution is affiliated with the Tumkur University, Tumkur. The university has

its set mechanism to audit the academic working of the college. The university every

year sends a team of the experts (LIC Committee) to conduct academic audit. The

team visits the college and very minutely observes the working of the institution

in all its aspects. The committee then comments on the performance and thereby

suggest the important changes required, similarly the other form of audit comes in

the form of the team visiting the institution as and when any new course is

introduced. This committee, too like the previous one remarks and suggests on the

changes desirable in the college. The college very honestly adheres to the

recommendations made by the committees.

6.5.5. How is the internal quality assurance mechanisms aligned with the

requirements of the relevant external quality assurance agencies/regulatory

authorities?

In the case of the institution the external regulatory authority is the Affiliating

University, University of Tumkur, Tumkur and we make the compliances as per

their needs and requirements.

6.5.6. What institutional mechanisms are in place to continuously review the

teaching learning process? Give details of its structure, methodologies of

operations and outcome?



The institute’s approach to the learning outcome assessment is defined clearly.

Faculty is best suited to determine the intended educational outcomes of their

academic programs and activities, How to assess these outcomes, and how to use

the results for program development and improvement is a part of student

evaluation. The results of Outcome Assessment are used to evaluate the

effectiveness of academic programs and activities, and student services, and not the

performance of individual faculty or staff. Faculty use the information collected

to develop and improve academic programs. The institution has a clearly defined,

set mechanism to monitor the learning outcomes. Attendance is compulsorily taken

for every lecture. Tutorials and laboratory hours are fixed. The tutorials and

assignments are corrected within a short duration and the marks are entered in

work register, which acts as a ready reckoner for the academic progress of the

students. Based on the participation in the class and the marks scored in the

tutorials and assignments, the student level is judged by the staff member and

appropriate action is taken. At the end of each periodical test, progress reports

which consist of unit test results and attendance status are submitted to the office

for further action. Counseling is given to slow learners. Parents of such students are

called to meet their respective faculty member, if required. As the entire lab courses

are continuously assessed, students who lag in these courses are given additional

help and guidance. They are also given additional lab practice. The faculty members

are encouraged to conduct surprise tests, quizzes, etc. to monitor the academic

progress of each student.

6.5.7. How does the institution communicate its quality assurance policies,

mechanisms and outcomes to the various internal and external stakeholders?

The institution has evolved a stakeholders’ web by forming different platforms like

College Advisory Board, alumni, Parent Teacher Meet and various committees with

a fair representation of students. The IQAC in the planning process considers



feedbacks collected from all the stakeholders to prepare perspectives on

development. These developmental perspectives are discussed in the respective

meetings of Advisory Board, PTA and alumni. The reflections of the meetings are

incorporated in the plan. The college has developed evaluation tools for

stakeholders to record their opinions, suggestions and objections for constructive

developments for future.

Any other relevant information regarding Governance Leadership and

Management which the college would like to include. NIL

*****



CRITERIA – VII: INNOVATIONS AND BEST PRACTICES

7.1. Environment Consciousness

7.1.1. Does the Institute conduct a Green Audit of its campus and facilities?

There is formal green audit in the institution which is eco-friendly. Lot of

expenditure is incurred to make the campus eco-friendly.

Table No 45: Green Audit details

Sl. No.

Name

Details

Remarks

1 No. of Trees 203

BlackJamuntree-35, Silver-73, Jackfruit-40, Neem-15= 203.

2 - - Various kinds of trees are planted

3 No. of Vehicles

18 Two-wheelers, 250 Bicycles.

4

Bio Waste Generated

One ton per year

Planned to generate vermin compost

5 Plastic Used Plastic free zone Maintained by Sports and NSS wing

6 Rain Water Harvesting ---- ------

7

Vermin Compost

----

Used to manure plants in the campus

8

E-Waste

5,000 Rs per year

Resale is possible

9

Solar Adapted

---- ----

10

Water Conservation

done Only at the plantation

7.1.2. What are the initiatives taken by the college to make the campus eco-

friendly?

* Energy conservation



* Use of renewable energy

* Water harvesting

* Check dam construction

* Efforts for Carbon neutrality

* Plantation

* Hazardous waste management

* E-waste management

The college campus is totally eco friendly. For this the head of the institution and the

whole staff is committed and because of their commitment and involvement, the

campus can claim to be the first polythene/plastic free/ Tobacco free zone. This

apart, the institution has taken several other steps/initiatives to make the campus

eco-friendly:

Energy Conservation:

The college campus has moderately temperate climate. The college class rooms are

so airy and well lighted that they hardly need any artificial lighting. Still the

institution has done away with the orthodox lighting system and installed CFLs in

the class rooms, solar facility. This has helped a lot in conservation of electricity.

Use of renewable energy: Nil

Water harvesting: Nil

Efforts for Carbon neutrality:

The college at its own level has taken up certain preventive measures to check the

emission of carbon dioxide. The college has made arrangements for the parking of

the vehicles of the students in the college ground. College encouraged the students

to use bicycles than motor vehicles. This helps in keeping the campus as much as

possible clean.



The dead leaves and the waste papers are not allowed to be put on fire. The leaves

are buried in the soil itself and the papers are disposed of.

Plantation

A lot of expenditure is incurred to keep the environment green. For this the college

support staff is working very whole heartedly. The trees are planted. The college

organizes programs like Van Mahotsava every year to inculcate this tradition

amongst its students. Teachers and students donate saplings to the college. Due to

uncertainty of rain, plants cannot be maintained properly.

Hazardous waste management / e-waste management:

E-waste can be resold only after ten years of functioning.

7.2. Innovations

7.2.1. Give details of innovations introduced during the last four years

which have created a positive impact on the functioning of the college.

The college has been scaling new heights ever since its inception. The college has

made several innovations which have helped smooth out the functioning of the

college. These innovations are in academics, administration and other levels of the

college working.

Establishment of IQAC:

The IQAC was established in the college in the year 09.09.2009. It has since been

active in organizing programs, wall magazines, mentoring, feedback about teachers

and students and activating various cells and committees to improve and sustain

quality.



Feedback mechanism:

Students give the feedback about the teachers at the end of each session/semester.

Students of each department are expected to do so for all the teachers concerned

with their class.

Besides, informal interaction between the students and the Class

Teacher/H.O.D./Principal about issues pertaining to teaching quality is also

encouraged. Teachers are counseled by the departmental head and/or principal

regarding measures to improve subject understanding and/or teaching skills.

Computerization of Library:

The college has made the library not computerized. The library is having INFLIBNET

Facility. Interested students are provided opportunity to access e- journals with the

assistance of their teachers.

Zero-Balance Accounts:

Seventy percent of the students in the college have zero balance accounts

Academic Innovations:

The institution has introduced many new innovative practices to help the students

in their pursuit of attaining quality education. The college has introduced Remedial

Classes for the students. This has helped them cover up their back log, if any; more

than that the students get a chance to brush up their skills further.

The college has also started a new innovative technique to help the students

revise through old question papers. These questions are formed on the basis of the

questions being framed in the last examinations. This has helped ease the burden of

the students and improve the pass percentage.



Inter-college competitions on Quiz, Lecture competitions and cultural competitions

are organized by departments. Regular Students seminars are part of the teaching

learning process.

Table No. 46: Innovation Club:

Sl. No.

Title of the Project:

Done by:

Aim:

1

Survey to collect information about the use of coconut oil in CN Halli- Taluk.

III B.Com. Students 2012-13

To encourage the usage of Coconut oil and to know its benefits

2

Training Program for high school students

English 2013-14

Help high school students and P.U. Students to learn English easily

3

Testing Hardness of water

BBM students 2013-14

To assess the portability of water and take measures to improve the purity of water.

4

Introducing Folk arts in CN Halli Taluk

Kannada students 2012-13

To make the students aware of different arts and artistic talents in rural areas

5

Life Skill Training for high school students / Civic Sense Awareness for graduates

Social Work department in 2012-13, 2013-14

Assist in counseling and learn civic sense

6

Survey of News papers

Social Work Department 2013-14

Learn about the variety of news papers in the Taluk

7

Rain water harvesting / Botanical Garden

BBM students 2012-13

Environment friendly

8

Association for Book Reading

Literature students To become book friendly

9

Compost preparation

NSS Volunteers 2012-13

Utilize bio waste

10

Kannada Training Program for Urdu students in Urdu schools

A teacher and student from Kannada Dept. 2016-15

Teach Kannada to Urdu students



Each Department organizes guest lectures by inviting eminent resource persons in

the particular field of study. They will have interactions with students and motivate

them to achieve new heights. Teachers use ICT facilities like projectors to show

films based on novels prescribed for the study and syllabus completion is supported

by Power point presentations by Departments. Documentaries on freedom struggle

and biographies of eminent personalities are shown to motivate students.

7.3. Best Practices

7.3.1. Elaborate on any two best practices as per the annexed format (see

page) which have contributed to the achievement of the Institutional

Objectives and/or contributed to the Quality improvement of the core activities of

the college.

The best practices in the institution have been promoted in full gusto. The

institution has internalized the best practices in order to improve the functioning of

the academic and administrative systems. The insistence on student’s participation

in academic and administrative matters has improved the quality of the education

and administration in the institution. The students come forward to maintain the

best practices evolved through academic and administrative systems. The

administration in the institution is maintained by the involvement of the staff at

every level. Students are encouraged for wall writing with day’s program with good

art and writing thoughts both regional and English language. Student identity has

made mandatory. Assembly is held for 20 minutes with Nadageethe and National

anthem. The examinations are held quite smoothly by the active participation of the

staff. The teachers have been quite supportive to the academic needs of the students

by offering those reading materials and tutorials. The best of the best practices can

be found in sports and social work department.



Best Practice: I

1. Title of the Practice: - Promoting Indigenous Talents to Develop Healthy

Personality.

2. Goal: - The main objective of the institution is to transform the students into

well meaning citizens through the committed pattern of instructions based on

carefully prepared and well designed curricular aspects. The changing needs of the

time are the basis while building a rich corpus of talent. Hence, the main objective of

is to transform the students into well meaning citizens through well prepared

socially committed patterns of instruction.

To inculcate the vision and mission of the college

To keep the discipline in the college

To promote the creative learning in every students

To develop handsome personality

To strengthen the students to meet the challenges in the global context

To promote identical talent of each students

To avoid diversion of the students by the social media

To concentrate on identified talent in particular area

To motivate the students to pursue their interest to deepen their knowledge

To inspire the students towards unique higher learning

To create the college as indigenous learning centre

To strengthen the mentoring program

To involve the various kinds of students in different kinds of activities

To achieve the motif ‘Sound mind in sound body’

To create attractive atmosphere where the students should be spent more time in

the college campus

To develop the relationship between the mentor and mentee



To identify the slow learners and make them to learn effectively in the remedial

classes

To arrange special classes for advanced learners

3. The context:-

No talents can be traced out and identified without keen observation of teacher.

It is the fundamental duty of every teacher to identify the unique hidden talents in

every student. It can be done either in the class room or outside the class room in

the learning premises. When the teacher has strong vision and mission of the college

and close to the students to understand the strength and weakness of them, he can

easily make out the talents. Then classify the students in to different talent groups.

Each group is named after the great personalities and each group is headed by the

teacher. Before and after the class hours are scheduled and guiding and facilitating

in accordance with their talent. It is the best practice to trace the talent in different

forms and encourage it by providing a forum according to their typical talents. After

the end of the course with his accomplishment he/she is rewarded.

Government First Grade College Chikkanayakanahalli aspires to have a

transformational impact on students through comprehensive education by

inculcating qualities of competence, confidence and excellence. The institution

aspires to instill scientific zeal and develop skilled human resource to contemporary

challenges. The college has been facilitating young adult learners with opportunities

to hone their ethics and leadership potential. To sensitize learners towards inclusive

social concerns, human rights, gender and environmental issues is also the mission

of the institution.



4. The Practice:-:-

a)Orientation program:- For first years students orientation program is

organized through which welcoming and introducing teaching faculty of different

departments and non-teaching, offering courses, semester system , basic

infrastructures, library facilities, reference hours, office visiting hours, time

management, various cells actively working in the college, college hours , study

hours, achievements of college, milestones of college, examination method, available

academic felicities and learning material , IQAC and NAAC, NSS, Red-cross, Sports

and cultural units and the several .

b) Time Management: - Physical Director of the College has taken initiative

steps to planning and designing academic and non-academic activities by framing

time management format. During the leisure hours he assembles the students and

motivates them towards time management during the course of learning. It is the

discipline that has become a practice in the institute to inculcate time management

in the course of learning. It concentrate on physical education and sports, health and

hygiene, training, workshop, study hours and healthy practices like word art in wall

writing and programming according to schedule of IQAC from the different

departments.

C) Identifying talent: - Sports and Cultural activities are actively working. To

encourage the students towards positive perspective , Student forum offers

Shakuntala dance group , music group, word place, noble words troop, Forum for

Book Reading,Group assembly command group, T.P. Kailasam theatre group, group

discussion group, quiz team, Kuvempu poet’ s forum, student council and thus

many talent group are established accordance with their talents. When the mentor

has master vision of indigenous of students, he can promote with different skills.



d) Motivation and encouragement: - To develop sound mind in sound body

they should be motivated and directed into the right path. In the light of this

exposure should be given through the seminars and workshops on the great

personalities who achieved in the different fields like Plato, Aristotle, Alexander,

Abdul Kalama, Dr. Radhakrishnan, Amerthyasane, Steffen Hawkins, Dyanchan,

Sachin Tendulkhar, U.R. Ananthamurthy, Kuvempu, Nehru,Ganghiji, Swamy

Vivekanda, Dr.B.R. Ambedkar, Budda, Basavanna and the several.

e) To development positive attitude and aptitude: - with the proper guidance

and council the mentor conduct a case study and understand the socio-economic

background of the students. It helps to psychological problems of them. It also

enables to assess the strength and weakness of the students. As for case and

competency of them the teacher becomes very close to challenges and encourage

them to sports, yoga, health, meditation and in the light of them , the students can be

motivated and inspired to the right direction with the confidence.

f) Organizing Special Lectures: - To expose the students to world of

Knowledge, IQAC organizes Special lectures by inviting distinguished personalities

from various universities.

g) Application of Technology:- To get wide knowledge about different

activities students are encouraged to use P.P.T. computer, Video, internet, and

website. It is taught by the computer teacher both in theory and practical.

h) Planning, training, and method of selection: - Especially for the students

who are interested in sports and cultural event either at the university and inter

college level, special norms and rules are taught. Objective method of regular

training and rehearsal should be given for proper preparation for competition.



5. The Evidence of the Success:-

a) Rewarding the talents: - Achieved students are be rewarded and encouraged for

further innovative achievement.

b) Rewarded personalities :- During the year 2013-14, 2014-15, 2015-16 and

2016-17 students got about 94 shields and awards for their credit at state, national

and international university level. About 13 students participated in the inter

university weight lifting are honored and about 15 students participated in the

cultural competitions and got awards.

c) Progression and Employment: - About 41 students got admission for Post-

Graduation and 21 students got admitted to Law and B. Ed and about 28 students

got government job and some are working in private sector through the placement

cell.

6. Problems encountered and Resources:-

As it is Government College and having no UGC grants without 12b status, college is

facing sufficient in fracture facilities and insufficient financial sources, it is difficult

to promote the interested students with the innovative and best practices to make

the smart. Lack of permanent staff and semester system is hindrance for smooth

progress.

The college had certain problems to face in the process of administration. The

account maintenance was very cumbersome to manage. The college had to face long

queues of the students who assembled for fee deposit. Now the things have

smoothed out. Similarly the students were facing a lot of problem in studies. The

college was finding it hard to control the dropout rate and the failure. The remedial

classes came as a boon for such students. The students are now finding it easy to

combat the problems they were facing. The college required the infrastructure in



the shape of computer systems. The staff was trained by the computer experts. The

software required was purchased.

The manual system that was operating in the office is somewhat improved by

partial computerizing of official procedures. Office proceedings are completely

computerized except for fee collection. The college by computerizing the total

accounts has successfully got rid of many hurdles. This has resulted in making the

system smooth. By computerizing the system, the college has successfully overcome

the shortage of the staff. Now the work has been facilitated to the extent that the

staff has very deftly acquired the new system resulting in the increase in their

efficiency. The students are benefited as the marks cards and library cards are

distributed in the class itself and the rush during paying exam fees is avoided by

allotting fixed timetable.

Similarly, the college was not able to bring out the best out of the students. The

dropout rate and the failure rate were scaling heights. The college then introduced

the college sponsored Remedial Classes. The students were given extra coaching,

free of cost, in all the subjects in general. The students were given extra guidance in

the subject like English in particular. The college ensured that the students are

provided with the Question Banks framed by the experienced faculty of the college.

This action has resulted in a steep downfall in the failure rate. The Question Banks

have facilitated the students in such a way that their efforts in the preparation of the

final exams have started bearing fruits.

7. Contact Details

Name of the Principal ; Suresh C.G.

Name of the Institution : Government First Grade College, CN Halli

City & PIN Code : CN Halli - 572201

Accredited Status : Applied For

Phone (Office) & Fax : 08133-267125



E-mail : [email protected]

Website : www.gfgc.kar.nic.in/chikanaykanahalli

Best Practice: II

1. Title: - Field Work Practice in Social Work.

In the scholarly world social work is viewed as a practice-oriented discipline.

Students of social work are expected to apply the theories and concepts of the

discipline while addressing problems at the individual, group and community levels

in the field. Accordingly, the social work curriculum and pedagogy includes the

fieldwork practicum as an essential component. Many educators and students

emphasized fieldwork training as a unique feature that distinguishes social work

from other social sciences.

Essentially social work skills are concerned with problem solving and as such they

rest upon knowledge contained in the social and biological sciences pertaining to

man and society. This knowledge is gained partly in the didactic sessions of the

curriculum but it becomes meaningful only when the student has to test it in

situation. Thus it can be seen that the practical experience must be closely

integrated at every step of the way with what the student learns in the classroom

thus, one may even assert that fieldwork practicum is the hallmark of social work

and a substantial part of the education and training of students pursuing it is

centered on it.

2. Goal:-

To keep the learning practical oriented.

To understand social web of life and it challenges in the global context.

To know about community life.

To know more about Government programs.



To master the application of theoretical knowledge into practical life.

To develop the communication skills.

To develop the skill of interrogation both in the group and individual.

To develop leadership quality.

To know the means of collecting resources and information.

To develop note making and developing skill.

To promote self reliance and self confidence.

To promote knowledge of self employment.

To develop social behavior.

To strengthen research attitude in the students.

In social work, fieldwork means the training process is on -field wherein the

students undergo along with classroom teaching. There are different components of

the fieldwork practicum that are continuously supervised and evaluated. In social

work, fieldwork is not simply about understanding different aspects of the society

but to develop and execute intervention strategies for on-field practice. Fieldwork

gives to a social work curriculum the indispensable opportunity to provide

supervised practice in the application of theoretical methods of the discipline so that

the students are able to practice effectively with human beings in different social

situations .thus, the focus in social work is more on doing rather than

understanding.

According to I.S. Subhedar fieldwork in social work education refers to training and

education. It consists of accumulating knowledge in different situations. It is a

dynamic process of observing, amassing and implementing creative and innovative

ideas. Moreover, it fosters the development of intellectual and emotional processes

and attitudes. Fieldwork programme provides an opportunity to the students to

apply their theoretical knowledge taught in the classroom appropriately in different



practical situations. Besides understanding the problem faced by the people, the

students of social work are expected to develop insights into the intervention

strategies through field observations. The methods of social work practice that are

learnt in the classroom are applied in different field situations with the desire to

alleviate problems that people face in the society. Students from different

institutions of social work said that social workers are like social doctors who fix the

problems that people are facing in their lives. Although students conduct research

studies as a part of their master’s programme, they differentiate the fieldwork that

they do as a part of their research and the fieldwork practicum. This explains why

greater emphasis is laid on applied research in social work. For applied research the

problems originate in the world of action, the methods and design come from the

world of discipline and results go back to the world of action

Thus, in social work fieldwork becomes both as an independent component of the

curriculum and as a part of research is task-oriented and directed towards

informing on-field practice. What social workers do in the field is borrowed

concepts from the social sciences that have been developed through research and

then expand them on the basis of the experiential knowledge that is developed

through field-interventions using different methods of social work. For example in

relation to casework many theories such as psycho-dynamics, functional casework,

cognitive behavioral modification, and crisis management are studied. But in

practice no unitary theory of casework emerged, therefore, efforts were made to

adopt an eclectic approach using knowledge gathered from different theoretical

orientations fieldwork in social work implies not only collection of data but actual

experience of working with people. Therefore, fieldwork as understood in social

work is different from its meaning in the social sciences. If the focus of fieldwork in

the social sciences is on understanding the society, in social work it is on developing

interventions to address social problems. However, both social work and the social



sciences share an intrinsic relationship that is briefed by social research. Having

examined how fieldwork in social work is differentiated from the social sciences, let

us turn our attention towards the different components of fieldwork practicum in

social work education and training.

3. Context:-

As social work is viewed as a practice-oriented discipline, the fieldwork practicum

constitutes as an essential and unique component of its curriculum and pedagogy.

Fieldwork training is based upon practice in social work. Social work practice

includes a wide range of activities such as individual counseling, generating

awareness about social issues, mobilizing resources to meet the needs of a

community, and participation in social movements. These wide ranging social work

activities can be classified at three levels, namely; (i) micro-level, (ii) meso-level,

and (iii) macro-level. Different ideologies predominantly guide social work practice

at Different levels. Subsequently, the ideology guides the choice of the method of

social work practice. But the predominance of a particular ideology and method of

social work practice at a particular level does not imply that other ideologies and

methods of practice are irrelevant at that level. Micro-level social work practice is

individualistic in orientation and therapeutic in nature. at this level, the social

worker deals with individuals or groups, comprising of individuals, facing similar

problems. But, at the same time individualistic practice highlights causative

economic, political, and social factors that give rise to problems at the micro-level.

At the meso-level, social work practice is focused on a larger collective,

namely, community. Predominantly, the social worker applies community

organization (a method of social work practice) to address the concerns raised by

people in the community. While engaging in community work, the social worker

also develops knowledge about the rights of people and deliberates on the macro-



interventions to realize these rights. Thus, at this level, the practice is either

therapeutic or critical in nature or both.

At the macro-level, social work practice is predominantly critical in nature and

involves the application of social action and social work research as methods of

social work practice. The social worker is engaged in a political process of

organizing people to alter the oppressive structures in the society. The aim is to

bring about a social change by empowering people. The concept of fieldwork carries

different meanings in social work and in the social sciences.

The focus of fieldwork in the social sciences is on studying and understanding

different aspects of a society. The focus of fieldwork in social work is more on doing

(interventions) rather than understanding. The fieldwork training process is called

fieldwork practicum in social work. It comprises of different parts. Broadly, these

include orientation programme, concurrent fieldwork placements, rural camps,

study tours, inter-agency meets, and block placement. The most prominent and

continuous of all the components is the concurrent fieldwork placement. The

students are placed in two different, institutional (voluntary/agency organization)

and non-institutional (community) settings during the two years of the master’s

programme. The fieldwork placements are continuously supervised by an educator

who also plays the role of a fieldwork supervisor in social work.

Fieldwork supervision includes two important components, namely, (i) individual

conference, and (ii) group conference. Individual conferences facilitate in

developing a one to one relationship between the fieldwork supervisor and the

supervisee/student. It helps the students to express the learning and the challenges

faced by them in the field. Consequently, it helps in integrating classroom learning

with field practice and vice-versa. as fieldwork constitutes an essential part of the

curriculum, it carries high weight age in the evaluation of students’ performance in



the master’s programme. The students are evaluated on the basis of their

development as social workers in three broad areas – knowledge, skills, and

attitude. But, the high weight age of fieldwork in evaluation acts as a hindrance in

students’ development as they become anxious of their performance in field

activities.

They tend to indulge in technical execution of task-oriented activities than

developing intervention strategies based on a thorough understanding of the field

reality and choosing appropriate methods of social work practice in different

situations. as stated earlier, owing to the understanding that social work is practice-

oriented, fieldwork carries a lot of importance. Both knowledge of theories and

methods learnt in the classroom, and knowledge developed through field practice

are equally important in social work. Through fieldwork, students develop

understanding about intervention activities such as client-system, community, and

advocacy-based work. Moreover, students develop skills such as rapport building

and documentation. Students were of the opinion that through fieldwork training,

they are able to generate new ideas for developing effective intervention strategies.

if the supervisor is proactive then these ideas can be concretized and can be used as

examples in teaching. Moreover, if followed by research, these can be developed into

practice theories. The students face numerous challenges during their fieldwork

placements. Students complain that their work is not sufficiently recognized by the

people with whom they engage in the field especially in community settings. in the

agency settings, the students face the challenge of different expectations of

institutions of social work and the agencies where they are placed. Institutions

expect the students to apply the theories and methods learnt in the classroom to

field practice, whereas the agencies have their own agenda lined for students. Then,

a lot of what is taught to the students in social work is outdated and has been

borrowed from western literature. Students are not able to relate the western

literature to the contemporary field situations in the Indian context. Educators were



of the opinion that students are not able to integrate theory and practice as they

attempt mechanical application of theory in practice. They need to understand that

theories only provide broad understanding about the social reality, not everything

that is taught in theory is relevant in different and dynamic field situations. the

students need to observe different field situations and discriminate between

different theories in practice. The challenge that institutions of social work have

different expectations from the students as compared to the agencies where they

are placed for fieldwork has a serious bearing on the theory–practice relationship in

social work.

The reason behind different expectations is explained by the debate that exists

between academicians and practitioners in social work. Whether it is – the

academicians, the practitioners, or the students – everyone is expected to have some

engagement with the field reality. Ideally the academicians and practitioners are

expected to maintain close contact with each other to benefit both education and

training, and practice in social work. Moreover, the voluntary organizations, where

students are placed for fieldwork comprise of individuals from different academic

backgrounds (especially at the management level). Therefore, practitioners, many a

time, do not understand the relevance of education and training in social work. This

leads to a debate between the academicians and practitioners and creates a gap

between education and training on the one hand, and fieldwork, on the other, in

social work. The students end up perceiving this gap as the gap between theory and

practice in social work.

Finally, congruence between theory and practice has important implications for

fieldwork training of the student of social work. As deliberated by many educators,

congruence between theory and practice can help the students to create a clear

space for their work in different field settings. The students, rather than getting de-

motivated because of lack of appreciation of their work in the field, would be able to



understand the limitations with which they need to work and subsequently would

be able to devise strategies to overcome these limitations. in addition, the

understanding of different theoretical perspectives will enable the students to

recognize the plural and diverse nature of social work practice, and the extent of

their applicability in different field situations also. A better understanding of

theories and concepts would help the students to convince the people in the

communities to recognize the importance of their work leading to the acceptance of

social work as different from service-delivery. Lastly, the understanding of different

theoretical perspectives will help the students to understand the economic, political,

and social fabric of the different spaces, in both institutional and non-institutional

settings, where they are placed for their fieldwork training. the analysis of the

theory–practice relationship in social work vis-à-vis the curriculum, the pedagogy,

the evaluation process, and the fieldwork practicum, reveals the central role that

ideology plays in influencing this relationship. The ideological position of the people

in the social work fraternity also affects the development of social work as a

profession. There are people in the social work fraternity who view social work as a

profession. at the same time, there are people who oppose this view. The different

purposes as understood by different people in social work fraternity and their

outlook towards social work (as a profession or not) has led to changes in the

development of social work profession over the past seventy-five years in India.

Some of these changes have been accepted and some have been resisted. thus in the

next chapter, we shall focus on these factors and their impact on the theory–practice

relationship in social work.

4. Practice and Evidence of success: - Dewey’s idea of learning through doing

has had a primary influence in the concept of field work it blends theory with

practice. It facilitates fusion of thinking with doing. it combines philosophy with

action. it integrates understanding about people and methods of helping them. its



techniques draw heavily on scientific knowledge about people and social

phenomena. it is functional in nature and technical in process . it is an integrated

approach that goes concurrently with the classroom instructions, to turn out

workers of effectiveness and maturity the student is expected to apply theories

learnt in the classroom using different intervention strategies and methods of social

work practice in the field. Depending on her/his ideology (theoretical framework) a

social worker is expected to develop intervention strategies using different

techniques and skills. in doing so, when the social worker engages with the field,

s/he needs to capture the field dynamics and bring them back to the knowledge

base of social work through classroom interactions, research, or individual and

group conferences.

The functions for which field work must prepare students are rendering direct

service planning, policy development and administration related to service delivery.

Engaging in evaluative research in order to improve, change and develop knowledge

and skills in the delivery of services supervision, training and education of

personnel required for manning the programmes and services. It is for this reason

that supervised fieldwork practicum in social work is regarded as an essential

component of the training process. The fieldwork practicum involves active

engagement of both the educators and the students. Thus, the social work educators

perform the dual role as teachers and fieldwork supervisors. Practically all the

schools of social work in India depend on the school faculty members for fieldwork

supervision. With rare exceptions, the field work supervisor is a member of the

school faculty, engaged in classroom teaching, thesis supervision and many other

duties that fall on a member of any faculty in addition to his field of instruction

examine the nature of the relationship between theory and practice vis-à-vis

fieldwork. Firstly, as fieldwork practicum is associated essentially with training for

social work practice it discusses the different meanings attached to social work



practice. Having discussed the meaning of social work practice, the chapter then

highlights the difference between the meanings of fieldwork as understood in the

social sciences and in social work before discussing the details of the fieldwork

component in social work. Then the chapter seeks to examine the different

components of fieldwork practicum in social work, the supervision process, and

finally the evaluation of fieldwork practicum. The next section then discusses the

importance of fieldwork training in social work including the learning of the

students, the challenges that they face on the field, and the impact that it has on

their development as trained social workers. A lot of challenges that students face in

their fieldwork training pertain to the differences of opinions between the

academicians and practitioners. Thus, the subsequent section highlights the debate

between the academicians and practitioners in social work with respect to their

roles, and how they affect the relationship between theory and practice in social

work. Finally, the last section discusses the connections and contradictions between

the classroom knowledge and the field-based knowledge in social work.

Field work mainly focused on Tribal development, Rural development and Urban

development. The students in the field work conduct survey on the area like self

service group, Health settings, Anti-alcoholism setting, Women Empowerment

setting, Awareness program camp, Population survey, services and scheme of Sri

Dharmasthala Rural Development Program in Karnataka.

5. Problem encountered and resources required:-

The major challenges that students face in fieldwork is that the importance of their

work is not recognized by society. Students complained that, when they go for

fieldwork, the general perception of the people is that social work can be done by

anyone who is motivated to help people, and that, it does not require any specialized

education and training. Students feel that in India, social workers are not accepted



as professionals and hence the importance of their work gets diminished. This is in

contrast to what students are taught in the institutions of social work. Social work is

a professional course that develops in them an attitude to bring about social change,

and provides them training in methods and skills for practicing social work in an

organized and scientific manner.

Therefore, there is a clear distinction between social work and social service.

However, when the students go for their fieldwork, people expect material benefits

from them either in cash or in kind. People in the communities do not recognize

social work as a professional and scientific activity and hence refuse to cooperate

with them in the activities that they organize. If there is no material benefit, then

people do not take interest. Thus, the students face the challenge of low societal

recognition for their work and feel that there is a gap between what is taught to

them and what is found in field situations. the fieldwork supervisor in the institution

of social work focuses on the application of theories, concepts, and methods of social

work practice, whereas the agencies make them do desk work as helping hands in

their projects. This de-motivates the students, as many of them are not able to work

their way out in the agencies. This affects the integration of class room knowledge

with the field. The principles taught in the class often do not imbue social work

practice in the field work agencies. The students therefore often find themselves

exposed to highly frustrating situations where classroom teaching sets standards or

expectations, which are hardly ever attained in practice in the institutions

The gap between theory and practice arises because the ethics and agenda of the

institutions of social work and the agencies where the students are placed for

fieldwork are different. The agencies do not have trained social workers as

employees, so they do not understand the requirements of fieldwork training of

students. These situations give rise to the debate between the academicians in social

work and the practitioners in the field (discussed in the next section). This has been

a perennial problem in field work. the limitations of placing students in social



service agencies, such as municipal welfare departments, schools and hospital social

services, correctional institutions, and family welfare agencies, for fieldwork

training in comparison to the expectations of institutions of social work.

• Lack of appropriate organizations and instructors [agency supervisors].

• University teachers which are appointed by the school serve as student

instructors.

• Some of the social service agencies do not act according to social work values

and principles.

• in a teaching unit controlled by the social work school the congruency with

professional values and principles is guaranteed.

• Lack of coordination between classroom studies and learning experiences in

the field.

• The teaching unit can develop study experience which would fit in with the

school curriculum.

• The limited ability of social work schools to influence the structure & work

patterns of the social services.

• The teaching unit enables the schools to contribute to the social services by

initiating and developing new patterns of service delivery.

6. Components of field work practice:-

As per the curriculum and under the guidance of faculty supervisor, social work

trainees are doing the following work.

• Concurrent field work

• orientation visits some reputed government and non-government

organization (NGOS, social welfare complex, hospitals, industries,

correctional settings, rehabilitation for HIV/AIDS ,orphans, widows,

psychiatric related issues centers,)

• Individual discussions



• Group discussions

• monitoring visits to organizations

• Report writings and corrections

• Conducting case studies- related psycho-social problems, economic problems,

family problems, divorce, issues etc.

• Group studies- formation of educational groups, therapeutic groups, self help

groups, and youth groups etc. to identify the problems and through proper

skills and strategies development the groups.

• Community organizations- social work trainees organized the community

camps various community related problems such as awareness about

HIV/AIDS health and sanitation, poverty, unemployment, women

empowerment issues, environment problems etc.

• Evaluation and follow-up –faculty supervisor conduct individual discussion

and group discussion regarding their field practice. in this sessions to

identify the trainees strengths and weakness through competency mapping.

• Rural camp- to select one small village community and to identify the current

problems through observation, focus group discussion and survey. Through

people participation our trainees conduct awareness camps and involve the

government local bodies to build the bridge between stockholders and

beneficiaries and also to change rural people their traditional way of thinking

in to scientific way thinking.

Discussion with social work practitioners- to create an environment to our

students to discussion with community development experts, human

resource managers, correctional experts, medical and psychiatric social

workers.

• Government welfare policy experts. in this discussion trainees clarify their

ield problems and apply the new ideas and how to overcome filed challenges.



• Foster professional development where in personal and professional skills

are promoted in the interest of competent professional practice

• Develop practice competence as an entry level professional in generalist

social work practice within the organization, the community, social work

skills of assessment, planning and evaluation, and the profession

• Support the development of effective and efficient delivery of social welfare

services and the process of quality improvement through professional

evaluation

• Develop substantive understanding of social work knowledge, values and

skills and demonstrate an understanding of and commitment to the

principles, which underlie professional social work practice

• Apply professional skills and techniques as well as analytical competence to

work with direct and indirect systems in an agency setting and develop an

understanding of the relationships between human behavior and societal

processes

• Develop self-awareness and self-discipline sufficient to enable students to

apply their knowledge, values, and skills when working with client systems

• Develop critical thinking skills and an inquiring interest in professional issues

and knowledge along with a commitment to the ethical principles of social

work and the development of a professional identity.

• There are seven educational objectives addressed within four areas: the

organizational context of practice, the community context of practice, the

social work skills context of practice and the professional context of practice.

7. Contact Details

Name of the Principal ; Suresh C.G.

Name of the Institution : Government First Grade College, CN Halli

City & PIN Code : Chikkanayakanahalli - 572201

Accredited Status : Applied For



Phone (Office) & Fax : 08133-267125

E-mail : [email protected]

Website : www.gfgc.kar.nic.in/chikanayakahalli

*****



EVALUATIVE REPORT OF THE DEPARTMENTS

Department of Kannada

1. Name of the Department: KANNADA

2. Year of Establishment (Language Kannada: 1989): HEP, Eng,S.P,

HEK,HES,BSW,BCom, BBM

3. Names of Programs: UG

4. Names of Interdisciplinary courses: Nil

5. Annual/ semester credit system: Semester Scheme

6. Participation in other department: Nil

7. Courses in collaboration with other universities: Nil

8. Details of courses/programs discontinued (if any): Nil

9. No of Teaching Posts

Post Sanctioned Filled

Professor - -

Associate Professor 01 01

Assistant Professor 15 06

Guest Faculty 33 33

10. Faculty Profile

Sl. No.

Name

Qualifica tion

Designa tion

Specializa tion

Experience

1 Dr. Shekhar

MA, PhD, NET

Guest Lecturer

Folklore 9 Years

2 Krishna Naik MA, NET

Guest Lecturer

Folklore 10 Years

3 Krishnamurthy. N MA, NET

Guest Lecturer

Folklore 11 Years

4 Govind Naik. TB MA

Guest Lecturer

Folklore 7 Years



5 Kariyappa MA, NET

Guest Lecturer

Folklore 3 Years

6 Mallikarjuna MA, Mphil

Guest Lecturer

Folklore 10 Years

7 Mahadevaiah MA, NET

Guest Lecturer

Folklore 4 Years

8 Rajeswari

MA, SLET Guest Lecturer

Folklore 04 years

11. List of senior visiting faculty: Nil

12. Percentage of lectures delivered and practical classes handled:

The department has no practical classes all classes are lecture delivered

13. Student -Teacher Ratio: 79: 01 %

14. Number of academic support staff (technical) and administrative staff;

Sanctioned and filled: NA

15. Qualifications of teaching faculty with D.Sc./ D.Litt./ Ph.D./ M.Phil./P.G.: 3

teachers have completed Ph.D.,10 with NET, 12with M.Phil., and 1 with SET.

16. Number of faculty with ongoing projects from a) National b) International

funding agencies and grants received: Nil

17. Departmental projects funded by DST-FIST; UGC, DBT, ICSSR, etc. and total

grants received: Nil

18. Research Centre /facility recognized by the University: Nil

19. Publications: ten articles are published by the faculty.

20. Areas of consultancy and income generated: Nil

21. Faculty as members in

a) National committees

b) International Committees

c) Editorial Boards….: Nil

22. Student projects

a) Percentage of students who have done in-house projects including inter

departmental/program: Nil



b) Percentage of students placed for projects in organizations outside the

institution i.e., in Research laboratories/ Industry/ other agencies: Nil

23. Awards / Recognitions received by faculty and students: Five Awards

24. List of eminent academicians and scientists/ visitors to the department

Seminars/ Conferences/ Workshops organized & the source of funding:

25. Seminars/Conferences/Workshops organized & the source of funding: Nil

a) National

b) International

26. Student Profile Program/Course wise

Name of the Course / Program

(Refer Qn. No. 04)

Applications Received

(Year)

Selected

Enrolled

M

F

HEP, HEK, HES, ESP, BSW, B.Com, BBM

11-12 622 286 336

13-14 783 349 434

14-15 778 320 458

15-16 785 303 482

16-17 682 234 448

27. Diversity of Students:

Name of the course

Percentage of students from same

state

Percentage of students from other

state

Percentage of students from

abroad

NIL

28. How many students have cleared national and state competitive examinations

such as NET, SLET, GATE, Civil services, Defense services, etc.?

NA



29. Student progression:

Year 11-12 12-13 13-14 14-15

UG to PG 3 3 2 4

30. Details of Infrastructural facilities: All these facilities are commonly available.

Library: No of books in the library are 18130 books and 2075 titles and the

department library has 7741 books.

b) Internet facilities for Staff & Students: Internet facilities are available in

computer lab, IQAC and Library.

c) Class rooms with ICT facility:

d) Laboratories: Nil

31. Number of students receiving financial assistance from college, university,

government or other agencies:

Eligible students receive scholarships.

32. Details on student enrichment programs (special lectures / workshops

/seminar) with external experts

Yea

r

Guest Lecturer Special Lecturer

Programs

Students Visits/ Field

Trips/ any Other

Socially relevant project

20

13

-14

DR|| THIMMAIAH. University of Mysore

Reading Kannada

poetry

Kodagu, Bhatrahalli

Tribal life survey,

Scio-Economics

survey

20

14

-15

DR|| NATARAJ. BHUDAL

GFGC GUBBI

Kannada Literature & The Politecs

Behind Reading

C N Halli, Muddenahalli (C

Nhalli)

Health awareness programs in town,

Tank and village survey.

20

14

-15

DR|| THARINI SHUBHADARINI.

Gfgc Javagondanahalli

Rationality In Kuvempu Liturature

Kolur, Malpe,

shasralinga in

karnataka

-



20

15

-16

SIDDARAMAIAH. SG

Kannada Pusthaka Pradikara

A Seminar On Ligadevaru

Halemane & Drama

Presentation ( Thaskara) From

Mysore Team

Gokarn, Murdeshwara,

Jog in karnaraka

- 2

01

5-1

6

DR|| SHIVANANJAIAH BALEKHAI

Health Education Banglore

Visited to KSDL

limited Bangalore (Industrial

visit)

33. Teaching methods adopted to improve student learning:

Power point presentations both by students and teachers, visit to research

institutions, memorable places of literary persons, libraries, assigning surveys, data

collection and collective activities like group discussion, quiz, surprise tests etc.

34. Participation in Institutional Social Responsibility (ISR) and Extension

activities:

The department has a literary forum which organizes many activities to encourage

organizational skills of students and the students of the department volunteer in

NSS / NCC / Scouts and Guides / Cultural and sports.

35. SWOC analysis of the department and Future plans:

Strengths: Co-operative Students and Staff, Limited Student Strength, Journalism

students report and write articles

Weakness: Single teacher Department, lack of library books Opportunity: Students

are motivated to do research in Kannada language Challenge: Lack of funds and

Infrastructure,

Future Plans:

To organize National seminars

Encourage students to take up research projects

Visit to libraries and research centers



Department of English

1. Name of the Department: English

2. Year of Establishment: (Language English: 1989)


4. Names of Interdisciplinary courses: -





09. No of Teaching Posts: 02

10. Faculty Profile:

Sl.

N

o.

Name Qualifica

tion

Designation

Specialization Experienc

e

1 PRASANNAKUMAR. AC

MA, M.Phil

Asst. Prof Commonwealth

literature 07

2 Dr|| SRINIVASAPPA. G

MA, Ph.D

Asst. Prof Shakespeare 07

3 SHANTHARAJU. HG MA Guest

Lecturer Linguistics 10

4

NIRMALA. HO MA Guest

Lecturer - 05

5 MANU. TK

MA, M.Phil

Guest Lecturer

- 06



POST Sanctioned Filled

Professor - - Associate Professor - - Assistant Professor 2 2 Guest Faculty 2 2




13. Student -Teacher Ratio: 115:01



15. Qualifications of teaching faculty with D.Sc./ D.Litt./ Ph.D./ M.Phil./ P.G.: One of

the faculties has completed Ph.D., 2 with SLET, 2 with M.Phil., one each with PGDTS

and PGDCE and 2 with PG




grants received:

18. Research Centre / facility recognized by the University: Nil

19. Publications:

Two books and 30 articles are published by the faculty.








departmental/program:


institution i.e., in Research laboratories/ Industry/ other agencies: Nil

23. List of eminent academicians and scientists / visitors to the department

Seminars / Conferences / Workshops / Symposia organized & the source of funding:

The department has organized regional seminars, Symposia and Annual Film

Festivals Since and eminent literary personalities like:



24. Seminars / Conferences / Workshops organized & the source of funding:

a) National

b) International: The department has sent proposal to UGC for financial assistance

to organize two day National seminar.

25. Student Profile Program / Course wise


(Refer Qn. No. 04)


(Year)

Selected

Enrolled

M

F

HEP, HEK, HES, ESP, BSW, B.Com, BBM

11-12 622 286 336

13-14 783 349 434

14-15 778 320 458

15-16 785 303 482

16-17 682 234 448

Name of the Course /


Name of the course


same state


other state

Percentage of students

from abroad

NIL




Year 2011-12 2012-13 2013-14 2014-15

UG to PG NIL NIL 05 03


Library: No of books in the library are 550 and the department library has

_145___books.








government or other agencies: Eligible students receive scholarships.

33. Details on student enrichment programs (special lectures / workshops /

seminar) with external experts:

Year Guest Lecture Programs

Special Lecture Programs

Students’ Visits/ Field Trips /Any other

2013-14 SRINIVASAPPA. G

Challenges of English Language to Understand Literature at UG Level

25.03.2015

2014-15 UMESH. GN Language & Literature 03.09.2015






activities:

The department has a literary forum which organizes many activities to encourage


NSS/NCC/Scouts and Guides and sports.


Strengths: Co-operative staff, motivated student strength

Weakness: to teach a foreign language to students from a rural milieu and native

language background



Opportunity: to equip students with a global language and make them

competitive in the job market.

Challenge: to impart effective communication skills through meaningful and

interesting teaching /learning activities

Future Plans:

Organize seminars and intra/inter college competitions

Organize trips and visit to libraries and institutions of excellence

Faculty to take up Research Projects

Increase the number of English Books, Journals and Periodicals and

Audio-Visual Aids (with Language Lab) in the Department Library



Department of History

1. Name of the Department: History

2. Year of Establishment: 1989

3. Names of Programs: HEP, HEK, HES HEE

4. Names of Interdisciplinary courses: NIL





9. No of Teaching Posts:

10. Faculty Profile

Post Sanctioned Filled Professor - -

Associate Professor 01 01 Assistant Professor - -

Guest Faculty - - Sl. No

Name Qualification

Designation Specialization

Experi ence

1.

Prof. Suresh C.G. M.A. M.Phil

Associate Prof.

Karnataka

History

21

2

Kumarswamy K.C,

M.A. M.Phil Guest Art and Architecture

15

3 Kallesh M M.A. Guest Asian History

08

11. List of senior visiting faculty: NIL








15. Qualifications of teaching faculty with D.Sc./ D.Litt./ Ph.D./ M.Phil./P.G.: Four

have completed M.Phil., Three have enrolled for Ph.d., One has completed SLET,

Four have P.G.


funding agencies and grants received: Nil (The department has sent proposals

for one Minor Research Project)




19. Publications: One book is published by the faculty.










institution i.e.in Research laboratories/Industry/other agencies:

Nil

23. Awards/ Recognitions received by faculty and students: Nil


Seminars / Conferences /Workshops organized & the source of funding:

25. Seminars/ Conferences/Workshops organized & the source of funding:

a) National

b) International Nil



26. Student Profile Program/Course wise:

Name of the course / Program

(Refer Qn. No. 04)


(Year)

Selected

Enrolled

Pass Percentage

M

F

HEP,HEK,HES.

11-12.160 155 65 90 61

12-13.165 153

153 55 98 69

13-14.130 120 42 78 59

14-15.115 103 43 60 70

15-16.101 90 31 59 65


Name of the course


from same state


from other state


from abroad

NIL



NA


Year 2011-12 2012-13 2013-14 2014-15 2015-16

Number 02 03 03 02 03


Library: No of books in the library are 1800 and the titles 20 department

library has _1800 books.










seminar) with external experts

Year

Guest Lecturer

Special Lecturer

Programs

Students’ Visits/ Field

Trips/ Any other

2011-12 Prof.

Raveendrasharma. GFGC-Koratage.

Art and architecture of Hoysala

Trip-Bababuddangiri,

kemmngundi, Mullaiahnageri

Betta.

2012-13 Prof.

Raveendrasharma. GFGC-Koratage

Russian Revolution

Trip from Heritage Club to

Panjanahalli +

negalapura

2013-14 Sateesh B.M.

M.F.G.C.-Mattigatta.

I World War Adichunchanagiri

and Badrikasharama

2014-15 Arunkumar

GFGC-Huliyar.

Challenges in

Disarmament Today

Murudeswara, Jogfalls.sirisi,

yana.

2015-16 O.M.Srinivasaiah

Gandhi Study Centre.Bangalore.

Teachings of Gandhiji Mangalore

2016-17 Arunkumar

GFGC-Huliyar.

Challenges in

Disarmament Today

Murudeswara, Jogfalls.sirisi,

yana.








activities:

The department has a History forum which organizes many activities to encourage


NSS/NCC/Scouts and Guides and sports.

35. SWOC analysis of the department and Future plans: Strengths: Cooperative staff,

principal and students Weakness: lack of funds, lack of Infrastructure

Opportunity: to take up historical surveys and research in rural area

Challenge: to create interest among students to retain interest in Historical

research.

Future Plans:

To organize National/International seminars

To take up Projects in Rural areas

To extend outreach programs to different sections of society



Department of Economics

1. Name of the Department: ECONOMICS


3. Names of Programs: HEP, HEK, HES, HEE

4. Names of Interdisciplinary courses: NIL






Post Sanctioned Filled Professor - -

Associate Professor - - Assistant Professor 01 01

Guest Faculty - -

10. Faculty Profile

Sl. No.

Name

Qualification

Designa tion

Specializa tion

Exper ence

1 CHANDRASHEKAR. KS MA, LLB Assistant

Pro. Development Economics

23 Years




13. Student -Teacher Ratio: 1: 238



15. Qualifications of teaching faculty with DSc/ D.Litt/ Ph.D/ MPhil/PG: SLET

The Department has one Ph.D., three M.Phil., three SLET and three PG




funding agencies and grants received:

Nil


grants received: Nil (One teacher has sent proposals for Minor Research Project)


19. Publications: The Principal has many articles published in various

newspapers and journals.

20. Areas of consultancy and income generated: 02








b) Percentage of students placed for projects in organizations outside the institution

i.e.in Research laboratories/Industry/other agencies: Nil

23. Awards/ Recognitions received by faculty and students: The Principal is from

economics department and he has received many honours and representations in

various boards and committees.


Seminars/ Conferences/ Workshops organized & the source of funding:


a) National b) International Nil




Name of the course / Program

(refer Qn. No. 04)


(Year)

Selec ted

Enrolled

Pass Percentag

e

M

F

HEP, HEK, HEP,HEK HEP,HEK,HES HEP,HEK,HES HEP, HEK, HES

11- 12 160 155 65 90 54% 12-13 165 153 55 98 63

13-14 130 120 42 78 51 14-15 115 103 43 60 64 15-16 101 90 31 59 52


Name of the course

Percentage of

students from same

state

Percentage of

students from other

state


from abroad NIL



NA


Year 2011-12 12-13 13-14 14-15 15-16

UG to PG 04 07 10 12 10

30. Details of Infrastructural facilities: All these facilities are commonly available. a)

Library: No of books in the library are 1909 and the department library has 32

Title books.










seminar) with external experts.

Year Guest Lecturer

Special Lecturer Programs

2011-12 BASAPPA. K.C. Elements of woods economics

in India

2012-13 PRAKESH . H.S. Gandhian Economics

2013-14 Students

Meghana. MB Mohan Kumar

Discussion on Central Budget 2014-15

2014-15 Basappa. KC Indian Economics

2015-16

Nandana Meghana. MB

Budget Discussion by Students






activities:

35. SWOC analysis of the department and Future plans: Strength: Students are

interested to take up higher education Weakness: limited use of ICT facilities

Opportunities: more scope for business related courses Challenges: encourage

students to study in English medium Future plans:

Increase no of titles and equip faculty and students to learn using

information and communication technology.

Encourage students to take up research projects and increase enrichment

programs



Department of Political Science

1. Name of the Department: Political Science



4. Names of Interdisciplinary courses:






Post

Sanctioned Filled Professor - -

Associate Professor - - Assistant Professor 01 - Guest Faculty 02 -

10. Faculty Profile

Sl. No.

Name

Qualifi cation

Designa

tion

Specialization

Experi ence (Years)

1. SHIVARAMAIAH

MA, B.Ed, M.Phil, PGDE

Assistant Professor

Public Administration.

06

2 ARUNKUMAR. P MA, M.Phil, SLET

Guest Lecturer

07

3 ASHWATHNARAYANA. CN

MA, M.Phil Guest Lecturer

18




13. Student -Teacher Ratio:




sanctioned and filled: NA

15. Qualifications of teaching faculty with D.Sc./ D.Litt./ Ph.D./ M.Phil./ P.G.: One

completed Ph.D., Two teachers have completed M.Phil., one PG






19. Publications: One book is published by the faculty.







23. Awards/ Recognitions received by faculty and students: Best Teacher award by

one faculty


Seminars/ Conferences/Workshops organized & the source of funding:


such as NET, SLET, GATE, Civil services, Defense services, etc. ?: NA



(re.fer Qn. No. 04)

Applications received

Selec ted

Enrolled Pass Percentag

e M F

11-12 101 101 52 48 90 12-13 104 104 46 58 91 13-14 88 88 34 54 89 14-15 66 66 27 39 98 15-16 55 55 28 27 96



27. Diversity of Students: Nil



NA


Year 2010-11 2011-12 2012-13 2013-14 2014-15

UG to PG 00 01 00 00 00


a) Library: No of books in the library are 174 and the department library has 18

titles books.







32. Details on student enrichment programs:






activities:

35. SWOC analysis of the department and Future plans: Strengths: cooperative staff

and disciplined students Weakness: Students drop out/absenteeism is more

Opportunity: The combinations help students to develop knowledge about public

administration and enter civil services

Challenges: to improve results



Future Plans:

To organize National/International seminars

To take up Projects in Rural areas

To Extend outreach programs to different sections of society

*****



Department of Sociology

1. Name of the Department: Sociology








9. No. of Teaching Posts: Nil

10. Faculty Profile (Guest)

Sl. No.

Name Qualification Designatio

n

Specialization Experience

1. Lokesh D.S. M.A.

M.Phil Guest

Industrial Socialogy

15

2 Vijayakumar S.L. M.A. M.Phil Guest Anthropology 12







15. Qualifications of teaching faculty with D.Sc./ D.Litt./ Ph.D./ M.Phil./ P.G.: One

teacher has completed Ph.D., One has completed SLET and enrolled for Ph.D.






grants received: Nil (One of the faculties has applied for Minor Research Project to

UGC)

18. Research Centre / facility recognized by the University: Nil

19. Publications: Nil










institution i.e., in Research laboratories/ Industry/ other agencies:

Nil



Seminars/Conferences/Workshops organized & the source of funding:


a) National



Name of the course/ Program

(Refer Qn. No. 4)

Applications received

Sele cted

Enrolled Pass Percentag

e M F

Eng.S.P, HES 2011-12. 100 55 45 96 2012-13 98 48 50 98 2013-14 90 45 45 96 2014-15 91 46 45 95 2015-16 80 30 50 98






Nil


Year 2011-12 2012-13 2013-14 2014-15 2015-16

UG to PG 05 04 03 02 02


a) Library: No of books in the library are 750and the department library has

title 16 books.







32. Details on student enrichment programs



institutions, libraries, assigning surveys, data collection and collective activities like

group discussion, quiz, surprise tests etc.


activities:


Strengths: To develop social ability, adjustability

Weakness: Lack of motivation among students

Opportunity: varied job opportunities in Govt. Depts. and NGOs



Challenges: to organize programs within Semester scheme

Future Plans:

To take up major and minor projects

To take up surveys/research in Rural areas

To visit social research institutions

To popularize the department



Departments of Commerce and Management

1. Name of the Department: Commerce and Management

2. Year of Establishment: 1989, BBM - 2007


4. Names of Interdisciplinary courses: Commerce and Management






Post Sanctioned Filled Professor - - Associate Professor - - Assistant Professor 05 01 Guest Faculty - 14

10. Faculty Profile

Sl. No

Name

Qualification

Designa tion

Specializa tion

Exper ience (Years)

1 DARSHANA. TN M.Com,

M.Phil Asst. Prof Commerce 08

2 SHASHIDHAR. C M.Com,

M.Phil Lecturer Commerce 08

3 CHIRANJEEVI. MS M.Com,


4 POORNIMA. BG M.Com,


5

VEDAMURTHY M.Com Lecturer Commerce 06

6 TARAMANI M.Com Lecturer Commerce 04

7 PRAKASH MBA Lecturer Managemen

t 03

8 CHAITHANYA MBA Lecturer Management

03 REKHASHRI M.Com Lecturer Commerce 04



9 NEETHU M.Com Lecturer Commerce 03

10

DILEEP M.Com Lecturer Commerce 01

11 POOJA M.Com Lecturer Commerce 01

12 HEMANTH M.Com Lecturer Commerce 01

13 ASHWINI M.Com Lecturer Commerce 01







15. Qualifications of teaching faculty with D.Sc./ D.Litt./ Ph.D./ M.Phil./P.G.:

3 M.Phil. 01 enrolled for Ph.D., 03 NET, 01 K-SET, PG- 32






19. Publications: Four Articles in Peer Reviewed Journals by Fakruddin.












institution i.e., in Research laboratories/Industry/other agencies:

Nil




25. Seminars/ Conferences/Workshops organized & the source of funding

a) National


The department has sent proposal to organize one day state level seminar to UGC


Name of the Course/Program

(Refer Qn. No. 04)


Selec ted

Enrolled Pass Percentage

M F

B.Com.

11-12 78 68 32 36 40% 12-13 100 90 41 49 42% 13-14 115 105 39 66 43% 14-15 153 143 54 89 44% 15-16 155 145 48 97 45% 16-17

B.B.M.

11-12 29 19 09 10 47% 12-13 43 33 16 17 47% 13-14 30 20 09 11 48% 14-15 19 18 07 11 48% 15-16 33 23 04 19 48%

16-17


Name of the course % of

students from same

state

% of students from other state

% of students from abroad

B.Com. & B.B.M. NIL





Nil


Year 2011-12 2012-13 2013-14 2014-15 2015-16 UG to PG 03 05 07 09 13


a) Library: No. Of books in the library are 18130 and the 55 department library

has 7506 books.



c) Class rooms with ICT facility: Nil





Year Guest Lecture Program

Special Lecturer Programs

Students Visits/ Field Trips/other

2012-13 -

Job Opportunities for business education & personality Development

-

2014-15 - Importance of computer Education in competitive exams

-

2015-16 Vedamurthy

Dept of Commerce -

Industrial visit to KDFL- Bangalore






activities:




Strengths: Efficient teaching faculty, sufficient books in library, motivation to gain

practical knowledge

Weakness: Lack of infrastructure, low communication skills among students, lack of

permanent faculty

Opportunity: the students of the department get opportunity for exposure to

business related activities and research

Challenge: To reach University result norms, to complete assigned work in

limited time.

Future Plans:

To get better results (at least 80-90 percent)

To motivate students to obtain practical knowledge

Encourage students to participate in seminars/ fest/ job fairs organized

elsewhere

To strengthen self-employment opportunities.



Departments of Social work

1. Name of the Department: Social Work









Post Sanctioned Filled Professor - - Associate Professor - - Assistant Professor 03 - Guest Faculty 08 08

10. Faculty Profile

Sl. No

Name

Qualification Designa tion

Specializa tion

Exper ience

1 Manjunathaiah.D

MSW, NET. Ph.D Guest Social Development

08

2 Mahesha. C.G. MSW,M.Phil. -do- Humanresour

ce Management

08

3 Nagabhushan J MSW,Bed,M.A. -do- Social

Development 08

4 Viswanatha H.B. MSW, NET. -do- Humanresour

ce Management

07

5

Lakshmisheesha

MSW -do- Humanresource Management

06

6 Nagaraja.K.N. MSW, NET -do- Humanresour

ce Management

04

7 Channabasappa. K.C

MSW -do- Social Development

06

8 Suresh MSW -do- Social Development

03








sanctioned and filled: NA

15. Qualifications of teaching faculty with D.Sc./ D.Litt./ Ph.D./ M.Phil./P.G.:

3 M.Phil., 01 enrolled for Ph.D., 03 NET, 01 K-SET, PG- 32






19. Publications: Four Articles in Peer Reviewed Journals by Fakruddin.








departmental/program: 80%


institution i.e., in Research laboratories/Industry/other agencies: Nil






Govt. First Grade College, CN Halli, Tumakuru Dist. – Karnataka 205

5. Seminars/ Conferences/Workshops organized & the source of funding a)

National


The department has sent proposal to organize one day state level seminar to UGC


Name of the Course/Program

Applications

Received Selec

ted Enrolled Pass

Percentage

M F

BSW

2011-12.40

32 17 15 50% 2012-13.30

21 07 14 52% 2013-14.40

35 21 14 57% 2014-15.35

31 22 05 49% 2015-16.40

30 10 20 70% 2016-

17.54 53 23 30 --




Nil


Year 2011-12 2012-13 2013-14 2014-15 2015-16 UG to PG 06 08 09 06 08


a) Library: No of books in the library are 18130 and the department library

has 95books.



c) Class rooms with ICT facility: nil







Year Students Visits/ Field Trips/other

Socially relevant project

2011-12 BRODS -AGENCY Tank and Village Survey

2012-13 BSW Students visit to Badarahalli

Social and Economic Survey

2013-14 CARDS-AGENCY Tribal life survey

2014-15 Health Dept. Town Survey

2015-16 Special Camp- SiddaramaNagar

Social Extension






activities:


Strengths: Efficient teaching faculty, sufficient books in library, motivation to gain

practical knowledge

Weakness: Lack of infrastructure, low communication skills among students, lack of

permanent faculty

Opportunity: the students of the department get opportunity for exposure to

business related activities and research

Challenge: To reach University result norms, to complete assigned work in limited

time.

Future Plans:

To get better results (at least 80-90 percent)

To motivate students to obtain practical knowledge

Encourage students to participate in seminars/ fest/ job fairs organized

elsewhere

To strengthen self-employment opportunities.



ANNEXURES



























































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SELF STUDY REPORT - Karnatakagfgc.kar.nic.in/chiknayakanhalli/FileHandler/44-2b9e989d-9957-4ba6... · Self-Study Report 2016-17 (SSR)-NAAC Government First Grade College, Chikkanayakanahallli,