SELF-STUDY REPORT (SSR) - Rajasthanhte.rajasthan.gov.in/dept/dce/maharshi_dayanand... · 2020. 1....

SELF-STUDY REPORT

(SSR)

Submitted to

National Assessment and Accreditation Council

(NAAC)

Bangalore

By

Samrat Prithviraj Chauhan

Government College, Ajmer

(Rajasthan)

(2016)

Self – Study Report 2016 Samrat Prithviraj Chauhan Government College, Ajmer

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Table of Contents

Content Page No.

Preface 4-5

Executive Summary 6-9

Profile of the College 10-19

1. Criteria I - Curricular Aspects 21-31

1.1. Curriculum Planning and Implementation

.2. Academic Flexibility

1.3. Curriculum Enrichment

1.4. Feedback System

2. Criteria II - Teaching - Learning And Evaluation 32-58

2.1. Student Enrolment and Profile

2.2. Catering to Student Diversity

2.3. Teaching-Learning Process

2.4. Teacher Quality

2.5. Evaluation Process and Reforms

2.6. Student performance and Learning Outcomes

3. Criteria III - Research, Consultancy And Extension 59-128

3.1. Promotion of Research

3.2. Resource Mobilization for Research

3.3. Research Facilities

3.4. Research Publications and Awards

3.5. Consultancy

3.6. Extension Activities and Institutional Social Responsibility (ISR)

3.7. Collaboration

4. Criteria IV - Infrastructure And Learning Resources 129-138

4.1. Physical Facilities

4.2. Library as a Learning Resource

4.3. IT Infrastructure

4.4. Maintenance of Campus Facilities

5. Criteria V - Student Support And Progression 139-158

5.1. Student Mentoring and Support

5.2. Student Progression

5.3. Student Participation and Activities

6. Criteria VI - Governance, Leadership And Management 159-179

6.1. Institutional Vision and Leadership

6.2. Strategy Development and Deployment


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6.3. Faculty Empowerment Strategies

6.4. Financial Management and Resource Mobilization

6.5. Internal Quality Assurance System (IQAS)

7. Criteria VII - Innovations And Best Practices 180-189

7.1. Environment Consciousness

7.2. Innovations

7.3. Best Practices

8. Evaluative Reports of the Departments

8.1. Botany 191-198

8.2. Chemistry 199-206

8.3. Mathematics 207-213

8.4. Physics 214-220

8.5. Zoology 221-229

8.6. Economics 230-234

8.7. English 235-239

8.8. Geography 240-246

8.9. Hindi 247-251

8.10. History 252-258

8.11. Music 259-262

8.12. Persian 263-266

8.13. Philosophy 267-271

8.14. Political Science 272-278

8.15. Rajasthani 279-282

8.16. Sanskrit 283-287

8.17. Sindhi 288-291

8.18. Sociology 292-298

8.19. Urdu 299-303

8.20. Accountancy And Business Statistics 304-308

8.21. Business Administration 309-313

8.22. Economic Administration And Financial Management 314-318

9.0 Post-Accreditation Initiative 319-322

10.0 Certificate of Compliance 323

11.0 Declaration by the Head of the Institution 324

Annexure I: Certificate 2(f) and 12(B) from UGC 325

Annexure II: Certificate of Accreditation- Cycle I and Cycle II 326-327

Annexure III: List of Administrative Committees 328-358

Annexure IV: Academic Calendar 2015-16 359-369

Annexure V: Letter of Latest UGC Grant Received 370-371


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PREFACE

Samrat Prithviraj Chauhan Government College, Ajmer, spread and built upon

114967.44sq metres in a spectacular way, was founded in 1836 by the

directors of the East India Company as a school. It has always been the

pioneer institution in the North-India. It was raised to the status of an

Intermediate Institution in 1868 and full-fledged Degree College affiliated to

the Allahabad

University in 1869 and transferred to the University of Agra in 1927. The

college was later affiliated to university of Rajasthan, Jaipur and upgraded to

Post Graduate College in 1956.

The college boasts of its heritage lineage, visionary academicians and able

administrators who carved the college into the present illustrious institution of

Rajasthan over a period of almost two centenaries with wonderful curricular,

co-curricular, extra-curricular activities and achievements, with more than1.60

lac books in its central library.

This self-study report includes information on three aspects viz. profile of the

college, criteria wise inputs and evaluation reports of the various departments

of the college.

Profile of the college gives us a comprehensive outline of this institution

which covers information regarding its history, status, UGC recognition,

facilities available on the campus, details of educational programs offered by

the college, details of faculty members and submission of AQAR.

Criteria wise input highlights an account of curriculum design, planning,

teaching, learning and evaluation. It also throws light on research consultancy

extension, infrastructure and learning resources, as well as depicts student

support, progression, governance, leadership and management of the college.

The best practices described in criterion VII, included blood donation camp

and research innovations in the institution. Every year two or three blood

donation camps are organized by the NSS, NCC, and YDC with the help of


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various social welfare organizations like Bharat Vikas Parishad and Red Cross

society etc. About 250 research scholars registered for Ph. D. in the institution

prove strength of the institution in terms of research environment & culture on

the campus.

The third aspects relates to evaluative reports of the twenty two departments of

the college. It elaborates the self-evaluation of every department separately

which gives an overall analysis of the institution.

Despite above aspects, this report also discusses institutional limitations,

opportunities and challenges.. The state govt. and university administration

level constraints force us to delay the implementation of plans and hamper our

decision making.

The college is selected by the state govt. for digitalization of its central library.

Hon’ble M.P. Shri Bhupendra Yadav, the alumni of the institution, has

sanctioned Rs. Fifty lacs for renovation and modernization of the legendary

Auditorium of the institution from his M.P. development fund.

The section, where other information is included in the SSR, conveys a brief

note of post accreditation initiatives taken by the institution for development

of the institution.

I hereby, submit the SSR of the college for the third accreditation for you

kind perusal.

Principal

Samrat Prithviraj Chauhan Government College, Ajmer


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Executive Summary Overall Analysis

Institutional Strengths

More than forty faculties are either Convener or members of the Boards of Studies of the M. D. S. University, Ajmer. As convener or member of the

BOS of the university, faculties are regularly updating and revising the

syllabi as per the demand of the market or job oriented economy, even

some of the departments lead the MDS University in this regard. All the faculty members are well qualified as per UGC Norms.

The most part of the campus is facilitated with Wi-Fi services for ICT enabled teaching and all the departments are linked with LAN connection

for internal as well as external communication and research. This is a step

towards the paper less communication system in the institution.

Participation and awards winning by the students at national and state level and extra co-curricular activities pointed out the emphasis on all round

personality development of the students in the institution.

The S.P.C. Government College, Ajmer is one of the oldest leading institutions of the Rajasthan having immense potential for teaching,

learning and research.

Sufficient faculty members are available to inculcate the value system among the students and also to innovative and creative approach through

their teaching.

Some of the departments have advanced research laboratories equipped with sophisticated and high precision instruments.

The Major strength of the college is the availability of DELNET and INFLIBNET facilities in the library.

The registration of more than 250 Ph.D. research scholars in the institution proves the strength of our institution which is the indicator of healthy

environment of research and development.

Organization of national conferences and workshops by the different departments of the institution continuously proves the research oriented

teaching methods and motivating efforts for research activities by the

departments.

Dr. Hasso Dadlani lecturer in Department of Sindhi of the institution has been awarded with Sindhi Literary Awards by the National Council for

Promotion of Sindhi Language, Ministry of Human Resource

Development, and Government of India.

The physical infrastructure of the institution is adequate to nurture academics to around 8000 students of the surrounding areas of Ajmer and

other nearby districts.

The building and green cover of the campus makes the institute eco-friendly academic atmosphere.


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The availability of more than 1.60 lacs books and facility of e-Journals and e-books are considered to be the major strength of the institution.

Installation of Solar lights in the college campus and solar geysers in the girl’s hostel has made the institution more strengthened towards the

utilization of non-conventional energy resources and inching towards

environment friendly system.

Institute has one auditorium hall of seating capacity of 1200 seats and soon it will be renovated by the fund of Rs Fifty Lacs made available by the

Honourable Shri Bhupendra Yadav M.P.

Institution keeps in regular touch with Alumni and Stakeholders. It helps in continuous development of the institution. Alumni and stakeholders

provides constructive suggestions for the infrastructural development,

improvement in the teaching learning environment, improvement in the

library facilities, improvement in the games and sports facilities,

strengthening of industry institution relationship etc.

To provide the initial market based knowledge, various departments of the institution organize educational tours to visit varieties of industries,

national laboratories and places of historical importance. These

educational tours help in developing and strengthening the institute and

industry relations along with placement drive in the campus.

Well equipped two computer laboratories are one of the major strength of the institution to provide practical exposure to the students and also train

the faculty members. The IQAC organized two days workshop for all

HOD on operations of computers.

Institute is committed for promotion of girl’s education and women empowerment. Institute has girl’s hostel with capacity of 120 beds where

girls belongs to rural areas or remote cities can avail the hostel facility.

Girl’s hostel is situated in the institute campus which is facilitated with recreation room with indoor games, TV, computer with internet

connection, mess, solar geyser for hot water supply in the hostel, on call

doctor facility, lady attendants and lady warden.

Students of economically backward categories of SC/ST/OBC are obtaining various kinds of scholarships provided by the government.

Central and State Government are also providing various kinds of scholarship to encourage meritorious students.

Institute has adopted online admissions system at the entry level and online fee deposition through bank.

Institute interacts with the parents regarding the information about the shortage of attendance of the students through SMS.

For round the clock vigilance in the campus, campus is under CCTV surveillance.

To sustain the quality of teaching and learning and continuous growth of the institution, institute has “vision document” and action plan for next

decade.


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One of the significant strengths of our institution is the LAN and Wi-Fi internet facilities to every subject departments which is a step towards the

paper less communication system in the institution.

The institute is committed to its social responsibility by organizing blood donation camp and adopting some villages for hygienic awareness through

NSS Camps.

Institutional Weakness Despite the existence of strong strength in the institution, institute has some

weakness on the part of implementation of plans, delay in decision making,

maintenance and repair of the building, maintenance of the instruments and

equipment, upgrading and revision of syllabi according to the job profiles of

the economy etc. But all these weakness of the institution are in all due to the

delay in approval, sanctioning and allocation of funds at the state

administration and university level.

Introduction of vocational courses and professional courses.

Designation of Professor, Associate Professor and Assistant Professor has not been granted to the teaching faculties of the institution till now,

faculties of our institution feel humiliation whenever they face

discrimination with the universities faculties despite their excellent

research achievements at the national and international conferences

and seminars.

Frequent deputations and transfers of the faculties to the other institutions.

Modification and up gradation of all class rooms into smart class.

Non availability of technical support staff to handle or maintain the play grounds, gymnasium machines and apparatus, maintenance of the

laboratories instruments of different departments, computer labs and

computer attached machines.

Institutional Opportunities Our institution is one of the four institution of the Rajasthan selected

for the digitalization by the government of Rajasthan.

Rupees Eighty Five lacs are proposed for the renovation and digitalization of the library under RUSA. Total amount of Rs two crore

has been sanctioned under the RUSA proposals by the UGC.

Institution will get the grant very soon and library will be fully

automised by purchasing of RIFD chip and installation of other

necessary equipments and renovation work will be completed.

Construction of Lecture Theater for Mathematics Department adjacent to the maths department is proposed under the RUSA.

Honourable ShriBhupendra Yadav M.P. from Rajasthan has sanctioned Rs Fifty Lacs for the renovation and modernization of the auditorium

of the institution.


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PHED Department of Rajasthan Government has issued letter of survey for the construction of water overhead tank for the

uninterrupted water supply in the campus.

Institutional Challenges Earlier, there was no direct policy about consultancy and collaborative

researches. Recently this issue has been taken by the UGC and

Government. In future it may be attended.

Institution is facing the shortage of technical and supporting staff in the laboratories, Physical Education Department and in the institution,

because the government has not recruited class III and class IV cadre

employees since long period and the present staff of this cadre is

getting retired in due course.

Non availability of vocational and professional courses in the institution affects the placement activities of the institution.

NSS, NCC, YDC, Women Cell and other extra co-curricular activities of the institution tries to make students of the institution competitive,

interactive and creative to attract the placement agencies every year to

come over here.

Institution performance in games and sports is excellent in the state and at national level despite the non-availability of qualified staff. But

SAI centre for hockey is serving it purposes to some extent but we

have to address the youth in this regard.

One of the fore most challenge before institution is Autonomy in all to Academic, Financial and Administrative matters. Being a Government

unit of Higher Education, all decision depends on their approval from

higher authorities that upheld the task or delay it in performing work in

a manner to achieve the goal as desired.

To perform various task or routine work shortage of teaching as well as non-teaching staff has been observed. So doing work efficiently it is

desirable that staffing pattern must follow which is in hands of the

government.

Although, this institution status is as government. As such no problem arises of deficiency of funds, but upliftment and fulfilment of various

needs, financial crunch regarding maintenance and repairs of the

infrastructure, laboratories equipment’s, electrical electronic gazettes

etc. has been observed.

Faculty also faces a challenge of their recognition of their research, experience and research achievements.


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Profile of the Institution

Profile of the Samrat Prithviraj Chauhan Government College, Ajmer

1. Name and Address of the College:

Name : Samrat Prithviraj Chauhan Government College,

Ajmer, Rajasthan.

Address : Beawar Road , Ajmer

City : Ajmer Pin : 305001 State : Rajasthan

Website : www.dce.rajasthan.gov.in/college

2. For communication:

Designation Name Telephone Mobile Fax E mail

Principal

Dr. D.R.

Mehrotra

O: 0145-

2460946

9414708768 0145-

2460946,

2461946

[email protected]

Vice

Principal

Dr. S.K

Srivastav

O: 0145-

2460946

9414258518 - -

Dr. S.K.

Deo

O: 0145-

2460946

9414707614 - -

Dr. L.C

Heda

O: 0145-

2460946

9460009620 - -

Steering

Committee

coordinator

Dr.

L.C.Heda

O: 0145-

2460946

9460009620 - [email protected]

3. Status of the Institution: Affiliated College

4. Type of Institution:

a. By Gender: Co-education

b. By Shift : Regular

5. It is a recognized minority institution? NO

6. Sources of funding:

Government

Grant-in-aid

Self-financing

Any other

http://www.dce.rajasthan.gov.in/college


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7. a. Date of establishment of the college: July, 1867

b. University to which the college is affiliated /or which governs the

college (If it is a constituent college)

c. Details of UGC recognition:

Under Section Date, Month & Year

(dd-mm-yyyy)

Remarks(If any)

i. 2 (f) July 1960 -

ii. 12 (B) July 1960 -

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

d. Details of recognition/approval by statutory/regulatory bodies other

than UGC (AICTE, NCTE, MCI, DCI, PCI, RCI etc.)

Under Section/

clause

Recognition/Approval

details

Institution/Department

Programme

Day, Month

and Year

(dd-mm-yyyy)

Validity

Remarks

i. NA NA NA NA

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: ……NA……………… (dd/mm/yyyy)

M.D.S University, Ajmer


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b. for its performance by any other governmental agency? Yes No

If yes, Name of the agency: Es t ab l i shed b y Governm en t …… and

Date of recognition: …from date of establishment…………(dd/mm/yyyy)

10. Location of the campus and area in sq.mts:

Location * Urban

Campus area in sq. mts. 114967.144

Built up area in sq. mts. 75,765.00

(* Urban, Semi-urban, Rural, Tribal, Hilly Area, Any others specify)

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

Sports facilities

Play ground

Swimming pool

Gymnasium

Hostel

Boys’ hostel

i. Number of hostels : 01 ii. Number of inmates : NIL

iii. Facilities (mention available facilities)

Girls’ hostel

i. Number of hostels: 0 1

ii. Number of inmates: 120

iii. Facilities (mention available facilities)

1. Mess - YES 2. Internet - YES 3. Indoor Games - YES 4. First – aid YES


13

Working women’s hostel: NO i. Number of inmates – NIL ii. Facilities (mention available facilities) – NIL

Residential facilities for teaching and non-teaching staff (Give numbers

available — cadre wise)

1. Non-Teaching – 27 2. Principal Residence – 01 3. Vice Principal Residence – 01

4. Girls Hostel Warden - 01

Cafeteria — YES

Health center – YES

First aid, Inpatient, Outpatient, Emergency care facility,

Ambulance, Health centre staff –

Qualified Doctor Full Time Part Time

Qualfied Nurse Full Time Part Time

Facilities like banking, post office, book shops: Extension counter of SBI

Transport facilities to cater to the needs of students and staff: NO

Animal house: NO

Biological waste disposal: YES

Generator or other facility for management/regulation of electricity and

voltage: YES

Solid waste management facility: YES

Waste water management: No

Water harvesting: YES


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02

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

academic year)

Sr.

No.

Programme

Level

Name of the Programme/

Course

Duration

Entry

Qualification

Medium

of

instructio

n

Sanctioned/ approved Student strength

No. of students

admitted*

1. Under-Graduate

BA + BA

Honors 03 Years XII Class Hindi/Eng.

80 seats per

section

3004

B.Sc. 03 Years XII Class Hindi/Eng 70 seats per

section 1895

B.Com 03 Years XII Class Hindi/Eng 80 seats per

section 2064

2. Post-Graduate

MA 02 Years BA Degree Hindi/Eng 40 seats 719

M.Sc. 02 Years B.Sc.

Degree Hindi/Eng 40 seats 353

M.Com 02 Years B.Com

degree Hindi/Eng 40 seats 203

3. Integrated

Programmes

PG

- - - - - -

4. Ph.D. Ph.D. 2-5years P.G. 360 More than 248

5. M.Phil. -- -- -- -- -- --

6. Certificate

courses -- -- -- -- -- --

7. UG Diploma -- -- -- -- -- --

8. PG Diploma -- -- -- -- -- --

9.

Any Other

(specify and

provide details)

BBA 03 Years XII Class Hindi/Eng 30 seats per

section 83

13. Does the college offer self-financed Programmes?

Yes No

If yes, how many?


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14. New programmes introduced in the college during the last five years,

if any?

Yes - No Number -

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 programmes. Similarly, do not

list the departments offering common compulsory subjects for all the

programmes like English, regional languages etc.)

Faculty Departments

(eg. Physics, Botany, History etc.)

UG PG Research

Science Botany, Chemistry, Maths, Physics,

Zoology

Arts History, Sociology, Political Science,

Hindi, Economics

Geography, Sanskrit, Philosophy,

Music

English, Sindhi, Urdu -

Rajasthani, Persian, - -

Commerce EAFM, ABST, Business Admn.

Any Other

(Specify)

--- - - -

16. Number of Programmes offered under (Programme means a degree

course like BA, BSc, MA, M.Com.)

a. annual system

b. Semester system

c. trimester system

17. Number of Programmes with

a. Choice Based Credit System

b. Inter/Multidisciplinary Approach

c. Any other (specify and provide details)

18. Does the college offer UG and/or PG programmes in Teacher

Education?

Yes No

If yes,

a. Year of Introduction of theprogramme(s)………NA…………

17

05

NIL

-

-

-


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(dd/mm/yyyy) and number of batches that completed the programme

NCTE recognition details (if applicable)

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

b. Is the institution opting for assessment and accreditation of Teacher Education

Programme separately?

Yes No

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

Yes No

If yes,

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

number of batches that completed the programme b. NCTE recognition

details (if applicable)

Notification No.: ……………………………………

Date: (dd/mm/yyyy) Validity:……………………

b. Is the institution opting for assessment and accreditation of Physical

Education Programme separately?

Yes No

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

Position

Teaching Faculty Non -

Teaching

Technical

Staff Pay Band - IV Pay Band- III

M F M F M F M F

Sanctioned by the UGC /

University / State

Government

Recruited

73 94 21 21 43 09 10 01

Yet to recruit 11 11 11 10

Sanctioned by the

Management/ society or

other authorized bodies

Recruited

--

--

--

--

--

--

--

--

Yet to recruit --

--

--

-- -- -- -- --


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21. Qualifications of the teaching staff:

Highest Qualification Lecturer PB-IV Lecturer- PB-III Total

Permanent Teachers M F M F

D.Sc./D.Litt. -- -- -- -- --

Ph.D. 74 85 13 14 186

M.Phil. 03 09 04 03 019

PG - - - 04 04

Temporary Teachers

Ph.D. -- -- 01 01 01

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

Part time Teacher -- -- -- -- --

Ph.D. -- -- 01 -- 01

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

PG -- -- -- -- --

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

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

the last four academic years.

Categories Year 1 (2011-12) Year 2 (12-13) Year 3 (13-14) Year 4 (14-15)

Male Female Male Female Male Female Male Female

SC 969 563 968 653 1090 938 1209 807

ST 196 99 182 120 297 126 219 97

OBC 1906 522 1893 604 1227 633 2572 717

General 1398 1112 1120 1163 1177 1156 1078 1061

Others 60 15 94 13 29 31 348 175

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

academic year:

Type of students UG PG M. Phil. Ph.D. Total

Students from the same state where the college is located

6961 1299 --- 16 8276

Students from other states of India NIL NIL NIL NIL NIL

NRI students NIL NIL NIL NIL NIL

Foreign students NIL NIL NIL NIL NIL

Total NIL NIL NIL NIL NIL

04


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

UG PG

26. Unit Cost of Education:

(Unit cost = total annual recurring expenditure (actual) divided by total number

of students enrolled)

(a) Including the salary component 8352/-

(b) Excluding the salary component 395/-

27. Does the college offer any programme/s in distance education

mode (DEP)?

Yes No

If yes,

a) is it a registered center for offering distance education programmes of

another University

Yes No

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

Indira Gandhi National Open University (IGNOU)

c) Number of programmes offered 49

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

Yes No

28. Provide Teacher-student ratio for each of the programme/course

offered

Programme / Course Teacher – Student Ratio

Arts 1:40

Commerce 1:99

Science 1:26

0.0705 0.0555


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29. Is the college applying for Accreditation?

Cycle 1 Cycle 2 Cycle 3 Cycle 4

Re-Assessment:

(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)

Cycle 1: 08/01/2004 Accreditation Outcome/Result - B++

Cycle 2: 27/03/ 2011 Accreditation Outcome/Result - B

* Kindly enclose copy of accreditation certificate(s) and peer team report(s)

as an annexure.

31. Number of working days during the last academic year. 229

32. Number of teaching days during the last academic year 181

(Teaching days means days on which lectures were engaged excluding the

examination days)

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

30/08/2011

34. Details regarding submission of Annual Quality Assurance Reports

(AQAR) to NAAC.

AQAR (i) - 25 / 03/ 2015

AQAR (ii) - 25/03/2015 AQAR (iii) - 3 0 / 06 / 2 0 1 5

AQAR (iv) - 26 / 10 / 2015

35. Any other relevant data (not covered above) the college would like to

include. (Do not include explanatory/descriptive information) – NIL


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CRITERIAWISE

ANALYTICAL REPORT


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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.

The vision, mission and objective of the institution is to nurture the

educational endeavours of the state by imparting quality education efficiently

with an ethical impetus. Creation of ideal citizenship, upliftment of the poor

and the downtrodden by spreading the ideals of education, patriotism, civic

sense, democratic values, social equality, humanitarianism are the prime

objectives of the institution. Enlightenment, enrichment and the enhancement

of the student as a human being is the mission of our college. The noble

principle from Brihadaranyaka Upanishad – ‘Rite Jyanat na Mukti’ meaning

‘There is no salvation without knowledge’ and ‘Vidhya Jyoti Param’ meaning

‘learning is the great enlightenment ’ are catered as the mission statements of

the college which inspire us to enlighten first our own selves and then, devote

to enlighten others. The institution constantly intends to work as the

‘Lighthouse’ in the lives of its students. Thus, building better human being is

the focal point of the institution.

Now and then the state government as well as the college administration

persuade and encourage the staff to work hard for nation building, adhering to

the ennobling human values and to aspire for the excellence to compete with

the global standards. All this is tried to achieve by keeping the student at the

centre. The institution has been devotedly involved in the personality

development/t of the students. Through our curricular and extra- curricular

activities, both the physical and mental hygiene of society through the student

is intended.

Apart from our own dedicated faculty indulged in the pious task of teaching

and moulding our next generation, eminent and experienced academicians,

administrators, counsellors, economists, creative writers and the professors of

various streams are also invited to enlighten both our teaching, non-teaching

staff as well as the students, so as to motivate them to achieve the vision and

mission of the college. Additional efforts are taken to stress the same through

departmental seminars at the undergraduate and post graduate levels, and the

students are encouraged to participate in such activities regularly. Our utmost

efforts are devoted to mould, shape, inculcate and imbibe the aims and

objectives of the institutions in our students.

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 is affiliated to Maharishi Dayanand Saraswati University, Ajmer


22

and it follows the syllabi prescribed by the university. The very basic thing the

college does for the effective implementation of curriculum is the preparation

and publication of the academic calendar and the time schedule of the

curricular, co-curricular and extra- curricular activities at the very onset of

each academic session (Appendix-V). Devoted teachers regularly engage the

students in classroom lectures, discussions, periodical under graduate and post

graduate level seminars, unit wise tests and various levels of competitions too.

The teachers devote their time in personal counselling and also try to establish

the prescribed syllabus teaching with the existing socio-cultural, political,

moral, financial situations and events. Study tours and useful excursions are

carried out for the benefit of the students. The academic excellence is pursued

by arranging extra revision and the specialists’ lectures. The students are

motivated to use reference books from the central and the departmental

libraries.

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 college receives the prescribed syllabi and various up to date notices from

the UGC regarding higher education norms from the university to which the

college is affiliated. The university also provides examination schedule and

material thereof, to conduct the examination smoothly. Faculty members of

every single department of the college are included in the board of studies and

other curriculum related committees as conveners and members where the

faculty members have the opportunity to convey their need for the effective

transferring and transforming of the curriculum.

The teachers are offered various training programs, orientation and refresher

courses to update them from time to time by the university. The

Commissionerate of Higher Education, Rajasthan also offers various grants

and training programs to the teachers for effective transferring of the

curriculum.

Nevertheless, the institution itself is equipped with many smart classrooms,

audio visual aids, LCD projectors and campus WIFI, which enable the

teachers to transfer the curriculum effectively to the students and improve

their teaching practices by making use of the above mentioned facilities. The

college library is equipped with INFLIBNET where the teachers can access a

e-books and e-journals etc. Apart from this, each and every department is

provided with LAN connection for quick references and connectivity.

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.

Being an affiliated college to MDS University, Ajmer, it follows the syllabi


23

prescribed by the university. However, faculty members of every department

of the college represent as conveners and members of the Board of Studies

(B.O.S) in the university, thereby having direct involvement in designing the

syllabi.

The institution provides its teachers all the traditional and modern facilities for

effective delivery of the curriculum. The central library is equipped with

books which are accessible to the teachers and students, apart from the

individual departmental libraries. The college has provided WIFI as well as

LAN connection of Broadband to all the departments on the campus. The

college is furnished with smart classrooms, audio- video modes of teaching,

LCD projectors apart from the traditional black and green boards to deliver

lectures effectively. Seminars and other educational activities like class tests,

term tests, study tours, industry tours etc. are conducted by the individual

departments. Recently semester system at P.G level of science faculty has

been introduced in the college which was actually the results of the effort done

by the faculty members of this college in the Board of Studies of the

university.

1.1.5 How does the institution network and interact with beneficiaries

such as industry, research bodies and the university in effective

operationalisation of the curriculum?

The college being located at Ajmer, one of the major cities of Rajasthan has a

special advantage to manage an effective connection with its affiliated

university which is situated at the distance of 10 km only.

The college has formed various committees for smooth interaction and

networking with industry and other research bodies as well as the university.

We have a placement cell which keeps vigilance to benefit the students by

inviting various nearby industries like Shree Cement, Hindustan Zink etc. for

the employment of our students, as well as keeping in touch with the Metro

cities based opportunities where the students are advised to seek jobs. The

central library subscribes various papers and magazines related to employment

opportunities and the same are displayed by the placement cell for the

students.

Youth Development Centre of the college invites various eminent speakers to

deliver lectures on various current issues for preparing youth to their

vocations. The students are motivated to achieve excellence and find a niche

for themselves by indulging in various research activities and preparing

themselves for different competitive exams.

The college can proudly state that it works hand in hand with the University,

and the Board of Studies, Board of Management and Syndicate and Senate of

the various Universities in Rajasthan are mostly represented by the college

faculty. The college can boast of running more P.G. departments and other

courses than run on the University campus.


24

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.

Most of the faculty members of the college represent as conveners or members

of the Board of Studies (B.O.S) in the university, thereby having direct

involvement in designing the syllabi. As convener or member of B.O.S., they

update and revise the syllabi for U,G., P.G., Hons., and professional courses

according to the changing development scenario of the economy.

The Students, Parents, Alumni, Local Industrialist, Social Workers and

Government of Rajasthan are the stakeholders of the institution but Students

are the main stakeholders because institution is built to serve them. College

takes feedback from the U.G. and P.G. students of the institution regarding

contents of curriculum, their scope and effectiveness in recent scenario as well

as in future through a questionnaire.

Fig. – 1.1

The figure 1.1 is showing UG and PG student’s feedback on curriculum for

the years of 2013-14 and 2014-15 in comparative manner. The scores are

based on the 10 point scale varies from 1 for very poor to 10 for very good.

The graph includes criteria based on Learning Value, Applicability of

Curriculum, Depth of Course Content, Coverage, Clarity and Relevance,

Extent of Effort required by Students, Relevance of Project and Composite

Score of Curriculum. The score for Learning Value was 7.06 in 2013-14 and it

7.0

6

6.8

7

7.1

9

7.5

8

7.2

9

6.9

4

7.3

5

7.1

8

7.8

1

8.3

8

7.9

5

8.1

3

7.9

0

8.7

9

8.0

4

8.1

4

0.001.002.003.004.005.006.007.008.009.0010.00

Sco

re

Dimensions

Feedback on Curriculum

Score-2013-14

Score-2014-15


25

has increased to 7.81 in 2014-15. The score for Applicability was 6.87 in

2013-14 and it has increased to 8.38 in 2014-15. The score for Depth of

Course Content was 7.19 in 2013-14 and it has increased to 7.95 in 2014-15.

The score for Coverage was 7.58 in 2013-14 and it has increased to 8.13 in

2014-15. The score for Clarity and Relevance was 7.29 in 2013-14 and it has

increased to 7.90 in 2014-15. The score for Extent of Effort required by

Students was 6.94 in 2013-14 and it has increased to 8.79 in 2014-15. The

score for Extent of Relevance of Project required by Students was 7.35 in

2013-14 and it has increased to 8.04 in 2014-15. The Composite Score for

aforesaid criteria were 7.18 in 2013-14 and it has increased to 8.14 in 2014-15.

After analysing the received feedbacks, Institution conveys the suggestions

regarding curriculum to the conveners and members of the B.O.S. for the

necessary modification in the syllabi and other outcomes.

Trend in figure shows that student as stakeholder responded very positively

for the curriculum updations. It also shows that students are very much aware

of their carrier and they also want that curriculum should be as per the need

ofchanging scenario.

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.

College does not develop any curriculum for any courses offered in the

college. Curriculum for different courses offered in the college is developed

by the university and collegehas to follow them strictly.

1.1.8 How does institution analyse/ensure that the stated objectives of

curriculum are achieved in the course of implementation?

Academic calendar of the University is strictly followed by the college and the

syllabus is completed within the Scheduled time so that the objectives of

curriculum are achieved. Board of Studies in the universities have been

specially constituted to ensure the smooth conduct of courses.

As of now, the college tries to assess whether these objectives have been

achieved through:

• Feedback on teaching from students for ensuring that the desired standards

are fulfilled.

• Periodic tests help teachers to assess the learning output of the students.


26

Figure-1.2

The figure 1.2 is showing UG and PG student’s feedback on curriculum

execution for the years of 2013-14 and 2014-15 in comparative manner. The

scores are based on the 5 point scale varies from 1 for very poor to 5 for very

good. The graph includes criteria based on Degree of Content, Benefits of the

Course, Level of Understanding, Course Completion, Library Holdings with

respect to course, Reachability to Prescribed Books, Lecture Outline, Support

by Outline, Outline Followed by Students and Teachers and Composite Score

of Curriculum. The score for Degree of Content was 4.50 in 2013-14 and it

has increased to 4.88 in 2014-15. The score for Benefits of the Course was

3.60 in 2013-14 and it has increased to 4.33 in 2014-15. The score for Level of

Understanding was 3.37 in 2013-14 and it has increased to 3.87 in 2014-15.

The score for Course Completion was 3.61 in 2013-14 and it has increased to

4.28 in 2014-15. The score for Library Holdings with respect to course was

4.37 in 2013-14 and it has increased to 4.90 in 2014-15. The score for

Reachability to Prescribed Books was 4.25 in 2013-14 and it has increased to

4.51 in 2014-15. The score for Lecture Outline was 4.06 in 2013-14 and it has

increased to 4.68 in 2014-15. The score for Support by Outline was 3.58 in

2013-14 and it has increased to 4.46 in 2014-15. The score for Followed by

Students and Teachers was 4.44 in 2013-14 and it has increased to 4.79 in

2014-15.The Composite Score for aforesaid criteria were 3.97 in 2013-14 and

it has increased to 4.52 in 2014-15. There is increase in all scores due to the

efforts of the Teachers and General Administration for the betterment of

4.5

0

3.6

0

3.3

7

3.6

1

4.3

7

4.2

5

4.0

6

3.5

8

4.4

4

3.9

7 4.8

8

4.3

3

3.8

7

4.2

8

4.9

0

4.5

1

4.6

8

4.4

6

4.7

9

4.5

2

0.00

1.00

2.00

3.00

4.00

5.00

6.00

Sco

re

Dimensions

Curriculum Execution

Score-2013-14

Score-2014-15


27

Learning Impact. In the year of 2014-15 Library Holdings with respect to

course is showing the maximum value of 4.90 and score of Level of

Understanding is showing minimum value of 3.87 in the same year.

The response given in the questionnaire filled by the students about the

curriculum execution is positive. Students are satisfied with the course

contents and their effectiveness, teaching standards, lecture output, availability

of text and reference books in the library and assessment procedures of

learning output in the class room.

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.

To keep pace with the emerging dynamic world, the college focuses on all

round development of students and their employability. In order to equip the

students of commerce faculty with professional competence, the college offers

B.B.A. degree on ‘self finance’ basis. Though the college does not offer any

direct certificate/ diploma/ skill development coursesbut the students are

encouraged to pursue wide range of vocational courses through our IGNOU

study centre.

1.2.2 Does the institution offer programmes that facilitate twinning/dual

degree? If ‘yes’, give details.

The college does not offer programmes that facilitate twinning / dual degree.

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. Issues may cover the following and

beyond:

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

by the college

•Choice Based Credit System and range of subject options

•Courses offered in modular form

•Credit transfer and accumulation facility

•Lateral and vertical mobility within and across programmes and courses

•Enrichment courses

a. Core/Elective options:

The college offers curriculum to students in a manner that provides varied

options to choose from as per their interests, aptitude and scope at First Year

Level of Science, Commerce and Arts stream.

• At UG level the college offers Pass Course and Honours programmes in

Arts, Science and Commerce streams. At PG level, 14 programmes are


28

available in Arts, 05 in Science and 03 in Commerce. The college also offers

Bachelor in Business Administration programme.

• There are 14 groups with 03 optional subjects available at First year level of

B.A. A student has to select any 3 optional subjects in all with one

compulsory language (Hindi/English), along with Environment Studies.

• There are 5 optional subjects for Science stream available at First year level

of B.Sc. A student has to select any 3 optional subjects in all with one

compulsory language (Hindi/English), along with Environment Studies.

• There are three compulsory subjects at first year level of B.Com along with

one compulsory language (Hindi/English), and Environment Studies.

b. Choice based credit system and range of subject options:

The choice based credit system may be implemented by the affiliated

university in future.

c. Credit transfer and accumulation facility:

No such facility exists currently in the college.

d. Lateral and vertical mobility:

No such facility exists currently in the college.

e. Enrichment courses:

No such formal course is conducted in the college currently.

1.2.4 Does the institution offer self-financed programmes? If ‘yes’, list

them and indicate how they differ from other programmes, with

reference to admission, curriculum, fee structure, teacher qualification,

salary etc.

Yes. The college offers following self - financed programmes which differ

from rest of the regular programs as these are professional progrograms.

Program Degree

UG BBA

PG Music

• Curriculum: The curriculum is designed by the University to which the

college is affiliated.

• Admission Procedure: Admission criteria are the same as for grant-in-aid

courses. Selection is through merit. All the rules regarding admission

prescribed by UGC/State government norms are followed.

• Fee structure: Rs. 10,000+ college fee for BBA and Rs. 5000+ college fee

for PG ( Music ).

• Teachers’ Qualifications and Salary: Teachers are appointed as per UGC/

State Government norms and salary is being paid by the Government of

Rajasthan.


29

1.2.5 Does the college provide additional skill oriented programmes,

relevant to regional and global employment markets? If ‘yes’ provide

details of such programme and the beneficiaries.

Yes, the college offers B.B.A. degree to the students of commerce faculty.

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?

Though the University does not provide for flexibility of combining the

conventional face to face and distance mode of education for students, yet we

encourage our students to pursue the certificate courses of their interest from

the IGNOU centre established on our campus and run by our regular faculty.

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 programmes and

Institution’s goals and objectives are integrated?

The college makes consistent efforts to supplement the University curriculum

by organizing activities, which focus on integrating academic and general

development of students. They are as follows:

• Guest lectures, extension lectures, face to face interactions between industry

experts and students and panel discussions (At Dept. Level, YDC, NSS, NCC,

Women Cell and Placement Cell etc.).

• Field work and field surveys in the form of short term projects (Geography

and Botany). Excursion to nearby industries, Planetarium and field trips.

• Preparation of theme-based posters by students (Planning Forum and YDC).

• Motivating students to participate in various intra and intercollegiate

competitions.

•Through the laboratories open for students through the activity “Learning by

Doing in Lab” (LBDL).

• Use of language laboratory to improve basic linguistic skills of students.

• Workshops, seminars, poster exhibitions, role playing and street plays have

been an integral part of the learning process (NSS, YDC, Planning Forum,

Women Cell etc).

• Department wise Subject Associations and clubs, which provide a platform

for students to interact and showcase their academic abilities and other

talents.

• Under graduate and Post graduate Seminars.


30

1.3.2 What are the efforts made by the institution to enrich and organize

the curriculum to enhance the experiences of the students so as to cope

with the needs of the dynamic employment market?

Apart from regular teaching based on existing curriculum, experts are invited

from outside the college who enrich students by delivering lectures based on

their experiences on needs of the job oriented curriculum. These experts also

interact with students in interactive sessions and clarify doubts and curiosities

raised by the students. Apart from this, training workshops and field/industrial

visits are also organized for the students which help them to cope with the

needs of the dynamic employment market.

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?

All these relevant issues are formally taught to the students as a part of their

course curricula. These topics have been suitably integrated in the syllabi of

different courses. Some common programmes are also organized through

Youth Development Centre, Planning Forum, Women Cell, NSS,NCC,

Cultural and Literary Forum etc. to sensitize students towards these issues.

Poster making competitions, slogan writing competitions, street play, national

level Debate and lectures by eminent speakers are organized from time to time

on these issues.

1.3.4 What are the various value-added courses/enrichment programmes

offered to ensure holistic development of students?

(a) Moral and ethical values

(b) Employable and life skills

(c) Better career options

(d) Community orientation

There is no formal course offered by the college on these issues. However,

students are encouraged to participate in various NSS, NCC and YDC

programmes and inculcate good habits and learn skills to work in a group.

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

feedback from stakeholders in enriching the curriculum?

Feedback on the present syllabi has been taken from present students and the

inputs have been analysed. Some of the inputs provided by the students have

been passed on to the respective Board of Studies which is represented mostly

by our faculty members. e.g. –Implementation of semester scheme at P.G.

level, so that students can have wider range of knowledge, course work is

compulsory for research scholars to have complete knowledge of Research

Methodology to improve the quality of research.


31

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

enrichment programmes?

Though there is no formal mechanism for monitoring and evaluating the

quality of enrichment programmes, the teachers obtain feedback from the

participants, both in formal and informal ways towards the end of each

programme. This helps in future planning to get the best out of such

programmes.

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 faculty members of most of the department of the college represent as

conveners or members of the Board of Studies (B.O.S) in the university,

thereby having direct involvement in designing the syllabi.

1.4.2 Is there a formal mechanism to obtain feedback from students and

stakeholders on Curriculum? If ‘yes’, how is it communicated to the

University and made use internally for curriculum enrichment and

introducing changes/new programmes?

The curriculum design and restructuring is essentially the responsibility of the

University. The college, however, provides valuable inputs to the process by

way of seeking feedback, as mentioned in 1.1.6 ( Fig. 1.1) and 1.1.8 (Fig.1.2)

in this criterion, in many ways such as:

• Informal discussions with students, alumni and parents.

• Suggestions from peers, employers / industry and community.

• This feedback is passed on to the concerned Board of Studies at the

appropriate level on curriculum revision.

1.4.3 How many new programmes/courses were introduced by the

institution during the last four years? What was the rationale for

introducing new courses/programmes?) Any other relevant information

regarding curricular aspects which the college would like to include.

The college offers B.B.A. degree in order to equip the students of commerce

faculty with professional competence for the emerging dynamic trends in

business.


32

CRITERION II - TEACHING-LEARNING

AND EVALUATION

2.1 Students Enrolment and Profile

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

admission process?

I. Publicity

Commissionarate of College Education, Rajasthan (DCE) Jaipur organizes

online admission process for all college of Rajasthan. All government college

are linked with online admission portal of DCE

(http://dceapp.rajasthan.gov.in/) w/f their user login. Along with the online

application form for admission, online prospectus with detail information and

instructions is also available on college website

(http://dce.rajasthan.gov.in./college.aspx). This enables the students to know

the availability of course, fee structures, etc. This helps them to select the

course of their choice. College provides the news regarding admission in the

local and state level newspapers. Each faculty receives application forms of

the aspirant students for the admission on merit basic. The information

regarding admission is also uploaded on the college website and college notice

board. As per state government norms departmental admission committee

prepare the admission list and it is displayed on notice board for public

information and admission process is completed accordingly. The college has

adopted on line admission process from 2011-12 session for under graduate

courses.

Commissionarate of College Education Jaipur also provides common

admission form for PG admission and concerned colleges invite department

wise applications forms offline as per admission policy. Admission in M. Phil.

and Ph. D. given to the students through Research Eligibility Test (RET)

conducted by university.

II. Transparency in admission:

Transparency is the prime concern of the college. A separate admission

committee is set up to take care of admission to Degree Programmes in

Science, Commerce, Arts, Self-financing programmes and Post-Graduation

programmes. The committee ensures that the admissions are done strictly as

per the Government/University rules. Merit lists for each of the programmes is

displayed and admission procedure is done in accordance with the

Government or University norms. All the rules regarding admission,

reservation rules, bonus rules are followed, and merit lists of different courses

are displayed on the college website.


33

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

Students are selected for various programmes on the basis of merit. Minimum

percentage for admission in different faculties is determined by the

government. After checking the eligibility of the applicants and after adding

bonus marks or bonus percentage of participation in extra and co-curricular

activities like sports, NCC, NSS, Ranger and Rovers etc. to the aggregate

marks of the last qualifying exam, merit lists are prepared and displayed

strictly according to the Government’s admissions rules. At entry level in the

college, merit list are prepared on percentile formula decided by the C.C.E.

Jaipur. Excellence in the sports, NCC. NSS, Rover, Ranger, Scout, Guide,

Mountaineering, Wall Climbing and co-curricular activities at National or

International level, students are rewarded by giving the students the benefit of

outright admission or relaxation in eligibility as per the admission policy of

the Government.

2.1.3. Give the minimum and maximum percentage of marks for

admission at entry level for each of the programmes offered by the college

and provide a comparison with other colleges of the affiliating university

within the city/ district.

Table 2.1 – Programe wise details of minimum and maximum percentage of

marks for admission at entry level

Session : 2015-2016

Class Minimum

percentile

Maximum

percentile

BA Part I 1.675 98.952

BA Hons Part I (Pol.sc) 1.459 99.5

BA Hons Part I (Geog) 1.351 99.547

BA Hons Part I (Econ.) 6.800 98.731

BA Hons Part I (Hist.) 1.310 98.428

B.com Part I -0.48 100.00

B. Com Hons Part- I 1.2 98.2778

BBA Part- I 6 97.0667

B.Sc. Part-I (Sci. Maths) 5.66 99.13

B.Sc. Part- I (Sci. Bio) 1.58 98.31

B.Sc. Hons Part- I (Sci. Maths) 5.6 98.65

B.Sc. Hons Part- I (Sci. Bio) 19.33 96.85

Class Minimum

percentage

Maximum

percentage

M. A. (Prev.) English 46.37 73.58

M. A. (Prev.) Sanskrit 38.27 70.79

M. A. (Prev.) Philosophy 39.11 62.78

M. A. (Prev.) Sindhi 44.11 69.25


34

M. A. (Prev.) Pol. Sc. 50.13 80.83

M. A. (Prev.) Sociology 39.75 73.62

M. A. (Prev.) Hindi 33.67 64.00

M. A. (Prev.) Economics 45.04 73.01

M. A. (Prev.) History 48.55 72.59

M. A. (Prev.) Urdu 48.62 66.50

M. A. (Prev.) Music 46.20 63.60

M. A. (Prev.) Geography 50.75 85.66

M. Com. (Prev.) ABST 56.58 84.56

M. Com. (Prev.) EAFM 45.58 75.97

M. Com. (Prev.) Bus. Adm. 44.16 71.33

M. Sc. (Prev.) Botany 60.33 92.26

M. Sc. (Prev.) Chemistry 60.33 91.52

M. Sc. (Prev.) Mathematics 53.66 88.01

M. Sc. (Prev.) Physics 88.07 52.59

M. Sc. (Prev.) Zoology 55.77 92.40

*Data for comparison with other colleges was not available.

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

processand student profiles annually?

Since the admission process is governed by the Commissionarate College

Education, Jaipur, therefore institution cannot review the admission process

and student profile annually. College gives suggestions as per the problems

faced during admission process to Commissionarate College Education,

Jaipur, for improvement in next year admission process

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.

a) SC/ST b) OBC c) Women d) Differently abled e) Economically weaker

sections f) Minority community g) Any other

The college ensures equity and wide access to education to students

belonging to various socio-economic and cultural backgrounds. Adhering to

the Government norms, the college promotes education for all.

a) SC/ST

Reservation policy of Govt. of Rajasthan is strictly followed during admission

process at entry level. 12% and 16% seats of total sanctioned seats at entry

level are reserved for SC and ST students respectively. Scholarships and free

ships granted by the Government for the students of weaker sections of the

society are brought to their notice. Teaching and non-teaching staff also guide

the students of these categories as and when required.


35

b) OBC:

Reservation policy of Government of Rajasthan is followed during the

admission process. At entry level 21% seats of total sanctioned seats are

reserved for OBC students. Scholarships and free ships are also brought to the

notice of the students of OBC category.

c) Women:

More than 50% of the candidates admitted are girls student. Hence their

participation in all academic and extra-curricular activities is equal and

sometimes even more than that of boys of the college. Majority of the faculty

in the staff are females, this has made the atmosphere free (from gender bias)

and open. As per Government Policy, the college also provides 3% bonus

marks to female candidate at the entry level in both U.G. and P.G. level

examinations.

Women Development Cell, Grievance Cell and Anti- Harassment Cell are

there to maintain the equality status of the girls and protection of their rights

also.

d) Differently abled:

Handicapped students are admitted as per reservation policy and totally

exempted from all time fee. There is 3% horizontal reservation quota in every

category. They are also entitled for Government scholarship also.

e) Economically Weaker Sections:

1) As per the policy EBC scholarship are given to the eligible students. In

some cases Principal and faculty members also help the students at a personal

level.

2) Economically backward/weak deserving students are issued books under

the book bank scheme.

f) Minority community:

Reservation policy of Government of Rajasthan regarding admission of

minority communities is strictly followed during the admission process.

g) Any other (specify):

1) Admission is given to dependents ex-servicemen ward as per the Admission

Policy of CCE.

2)Bonus marks as per the admission policy of CCE to the students excelling in

Cultural activities and sports are also given for the merit purpose in admission

process.


36

2.1.6. Provide the following detail for various program 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 2.2 Details of programmes offered by the instiution.

ARTS FACULTY

Session 2011-12 2012-13 2013-14 2014-15 2015-16

No

. o

f

Ap

pli

cati

on

No

. o

f

Ad

mis

sio

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BA-PT-I 2289 971 2880 960 2968 1187 2837 1170 3234 1200

BA-PT-II 643 634 635 635 750 750 956 956 707 707

BA-PT-III 708 708 637 575 495 495 679 679 802 802

BA-PT-H-I 333 160 266 144 280 144 336 100 430 159

BA-PT-H-II 107 105 129 121 98 93 72 62 102 91

BA-PT-H-III 124 124 98 97 128 127 95 93 45 43

MA(P)HINDI 80 40 101 40 98 40 96 42 116 41

M(F)HINDI 26 25 30 30 33 33 33 33 36 36

MA(P)URDU 16 16 25 23 27 21 04 04 19 16

MA(F)URDU 15 15 16 16 28 28 15 15 23 21

MA(P)GEO 147 40 188 40 50 50 113 47 197 50

MA(F)GEO 36 36 44 44 29 29 39 39 44 42

MA(P)MUSIC 12 12 12 08 18 12 08 07 15 12

MA(F)MUSIC 04 04 09 09 13 13 09 09 08 08

MA(P)POL.SCI 118 40 163 46 132 42 149 41 143 46

MA(F)POL.SCI 27 27 38 38 34 34 31 30 37 37

MA(P)SOCI 98 40 105 40 120 40 112 50 100 43

MA(F)SOCI 32 32 27 27 26 26 29 28 31 31

MA(P)ENG. 68 41 92 45 111 45 101 49 120 47

MA(F)ENG. 22 22 18 18 28 28 36 36 38 38

MA(P)SINDHI 24 21 29 21 22 21 18 14 19 19

MA(F)SINDHI 12 12 29 21 22 22 18 14 11 11

MA(P)SANS. 23 18 33 26 30 18 27 14 52 36

MA(F)SANS. 06 06 14 14 13 13 17 17 15 15

MA(P)PHIL 38 35 43 34 28 26 32 29 38 27

MA(F)PHIL 22 22 16 16 16 16 02 02 13 12

MA(P)HIST. 138 46 144 41 132 39 21 06 202 40

MA(F )HIST. 23 23 35 35 26 26 34 34 42 42

MA(P)ECO. 104 40 113 40 122 43 85 34 111 44

MA(F)ECO. 31 31 18 18 31 31 21 21 32 32


37

SCIENCE FACULTY

B.Sc - I 1165 634 1182 684 2316 772 2976 847 3074 872

B.Sc.- II 217 217 274 274 376 376 600 519 503 503

B.Sc.- III 179 179 160 149 261 261 382 348 430 421

B.Sc. (Hon)I 40 40 40 40 37 37 225 45 273 41

B.Sc.-(Hon)II 22 22 29 29 23 23 32 32 25 25

B.Sc.--(Hon)II 18 18 18 18 26 26 18 18 27 27

M.Sc. (P)Zool 167 26 192 38 111 28 130 29 278 40

M.Sc. (F)Zool 29 29 36 36 38 38 22 22 21 21

M.Sc. (P)Chem 264 40 215 40 170 40 217 40 361 40

M.Sc. (F)Chem 33 33 31 31 33 33 33 33 37 37

M.Sc(P)Botany 133 27 175 36 104 29 104 29 241 40

M.Sc(F)Botany 28 28 34 34 28 28 19 19 30 30

M.Sc. (P)Phy 55 21 78 40 131 40 224 40 293 40

M.Sc. (F)Phy 28 28 17 17 40 40 33 31 35 35

M.Sc. (P)Maths 65 32 88 40 126 40 228 40 450 40

M.Sc. (F)Maths 23 23 14 14 23 23 22 22 29 29


38

Tables reveal that number of applications is very much higher in comparision

to admitted students for all faculty.

2.2. Catering to Student Diversity:

Government norms are followed for students seeking admission under

reservation policy. The fee structure has been framed with an objective to

educate maximum number of students coming from weaker section of the

society. As an initiative step to promote higher education among girls, the

government has made a provision to exempt them from paying tuition fees and

provision of 3% bonus marks to girls candidate at entry level in boys college.

2.2.1. How does the institution cater to the needs of differently – abled

students and ensure adherence to government policies in this regard?

As per the admission policy of Commissionarate College Education, Jaipur,

Rajasthan, differently-abled students get scholarship through different

Government schemes and university provide half an hour extra time during

annual examination. Institutions arrange the teaching and examination

classrooms on ground floor. Government has also made provision to provide

totally free education to more than 40% physically handicapped students and

blind students.

COMMERNCE FACULTY

BCom-PT-I 1484 720 1278 719 1374 774 1439 865 1253 777

BCom-PT-II 490 490 553 553 568 568 622 622 672 672

BCom-PT-III 341 341 412 412 469 469 508 508 498 498

BCom-PT(H)I 195 118 178 115 223 90 166 65 129 51

BCom-PT(H)II 90 90 65 65 79 79 79 79 34 34

BCom-P(H)III 78 78 77 77 09 09 66 66 32 32

MCom(P)BUS 115 40 118 40 135 40 297 40 291 40

MCom(F)BUS 34 34 32 32 32 35 35 35 35 35

MCom(P)ABST 123 39 108 40 125 40 244 40 192 40

MCom(F)ABST 23 23 31 31 36 36 33 33 34 34

MCom(P)EAFM 67 40 64 40 102 40 177 40 166 40

MCom(F)EAFM 33 33 28 28 28 28 38 38 39 39

BBA-I 120 53 102 47 99 31 103 34 86 31

BBA-II 57 57 40 40 45 45 42 42 22 22

BBA-III 51 51 53 53 39 39 35 35 31 31


39

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

and skills before the commencement of the programmer? If yes give

details on the process.

Marks scored by the students in the last qualifying examination are the only

criterion for student’s assessment before admitting them. Eligibility criterion

given by the university and government is to be followed while admitting

students into various programmes. Teachers use interactive methods of

teaching to assess their knowledge only after admission.

2.2.3 What sare the strategies drawn and deployed by the institution to

bridge the knowledge gap of the enrolled to enable to cope with the

programme of their choice?

Every lecturer first introduce the basic concepts and the basic principles

required for the curriculum in the early classes before starting the syllabus, so

that students can cope up with the programme of his choice.

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

as gender, inclusion, environment etc.

Sensitization of students on issues of social relevance and prime importance

are always given priority by the institution.

Through various associations like NSS, YDC and Nature Club etc., a variety

of programmes are organized for sensitization of students. Programmes like

Lectures of eminent personalities, Workshop on self-defense, Poster Making

Competition, Essay Competition, Elocution competition, Nature trails etc. are

organized for the same.

Similarly through subject like Environmental Studies and Geography too,

Staff and students are sensitized towards socially relevant issues.

2.2.5. How does the institution identify and respond to special education

learning needs of advanced learners?

Marks scored by students in terminal test at U.G. and semester end exam at

P.G. level in the first half of the academic year helps in identifying the

advanced learners.

Advanced learners are also deputed for different curricular activities.

Teachers play the role of mentors in improving the academic achievement

of these students.

PG /UG seminars and extension lectures etc. are also organize at the

departmental level.

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

information on the academic performance (through the programme

duration) of the students at risk of drop out (students from the

disadvantaged sections of society, physically challenged, slow learners,


40

economically weaker sections etc. who may discontinue their studies if

some sort of support is not provided)?

The institution tries to cater each and every one’s diverse need. Scholarship

benefits are extended to encourage the students and provide financial support

to the under privileged. The scholarships are provided by Social Welfare

Department and some of them by Government. Special infrastructure facilities

like ramps are also provided to differently abled students. During

examinations, as per University guidelines, half an hour time and scribe is

given to students with vision disability and physically disabled. Thus at both

the levels of extending resources and financial assistance, the Institution

ensures to achieve the primary goal of education based on moral and ethical

principles.

Faculty observes communication skills of every student in the class allotted to

him and identify the student of poor communication skill. Faculties take care

informally to enhance their communication skills by personal motivating

efforts and giving extra time after class whenever possible. That is why

institution has very low dropout rate.

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, and evaluation

blue printed.)?

Academic calendar is strictly followed by the college and teaching

departments. College prepares academic calendar for the departments as per

the Commissionarate College Education, Jaipur, Rajasthan, and state

government directives. Annual and Semester Examination schedule is

prepared by the M.D.S. University, Ajmer institution follow accordingly.

Department wise teaching plan prepared by the time-table committee before

the academic session starts. The entire teaching learning schedule is

meaningfully discussed in departmental meeting and finalized accordingly.

Tutorials, Seminars, field visits and surveys are also part of the teaching plan.

Every Department In-Charge monitor syllabus completion schedule and

evaluation for internal examination. Theory examinations (semester end) are

scheduled by examination committee. Assessment of answer books and

declaration of results is planned by the same committee.


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Figure- 2.1

The figure 2.1 is showing UG and PG student’s feedback on Teaching for the

years of 2013-14 and 2014-15 in comparative manner. The scores are based on

the 5 point scale varies from 1 for very poor to 5 for very good. The graph

includes criteria based on Teacher's Preparedness,

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