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Bhartiya Bhatke Vimukta Vikas va Sanshodhan Sanstha’s
YASHWANTRAO CHAVAN SCHOOL OF SOCIAL WORK
(Affiliated to Shivaji University, Kolhapur)
‘Sharadashram’
Jakatwadi, Satara-415002, Maharashtra
www.ycssw.edu.in, [email protected]
SELF-STUDY REPORT For 1st Cycle of Accreditation
Submitted To
National Assessment and Accreditation Council,
Bengaluru
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 2
Preface
“Thousands of candles can be lit from a single candle, and the life of the
candle will not be shortened” – Buddha
Yashwantrao Chavan School of Social Work (YCSSW) is nestled among the
Sahyadri hills. The college, affiliated to Shivaji University, Kolhapur, was
started in 1994 by renowned author and social activist Padmashree Laxman
Mane under the banner of Bhartiya Bhatke Vimukta Vikas va Sanshodhan
Sanstha (BBVVSS), Satara. It is now an established rural college, offering
full-time Bachelor’s and Master’s programmes in Social Work. YCSSW is
recognized under 2f & 12b of UGC Act, 1956.
The Institute is named after late Shri.Yashwantrao Chavan, the first Chief
Minister of Maharashtra and the former Deputy Prime Minister of India.
Yashwantrao Chavan was jailed for participating in the Quit India movement
and was instrumental in setting up co-operatives for farmers in Maharashtra.
The vision of YCSSW is to impart higher education to marginalized
communities, and to develop it as a centre for consultancy and research in
Social Work. The Institute is committed to nurturing values of equality,
inclusiveness, human rights, social justice and transformation among students.
We are proud that YCSSW faculty and alumni have upheld the above values.
Preparation of the Self-Study Report (SSR) for the first cycle of accreditation
is a big step towards quality enhancement at YCSSW. The process started two
years ago, with the establishment of an Internal Quality Assessment Cell
(IQAC). The report was prepared by the Steering Committee and reviewed by
the IQAC Committee and Staff Council.
The SSR is an honest reflection of our efforts. The process has been enriching,
and has made us aware of our strengths, weaknesses, opportunities and
challenges. We are happy to welcome the NAAC peer team to our campus.
Dr Shaly Joseph,
December 30, 2015 In-Charge Principal
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 3
Steering Committee
Convenors
Dr. Shaly Joseph In-Charge Principal
Bhaishailendra Mane Vice-Principal
Coordinator
Jeevan Borate IQAC Coordinator
Drafting Committee
Pramod Muneshwar Faculty
Samata Mane Faculty
Sampada Sankpal Faculty
Pankajkumar Das Faculty
Vanita Kamble Faculty
Jitendra Chavan Librarian
Documentation
Dr.Vijay Mane Faculty
Dr.Manisha Shirodkar Faculty
Secretarial Assistance
Milind Kamble Clerk
Sonali Salunkhe Clerk
Poonam Jagdale Research Assistant (RRDC)
Ujjwala Shitole Faculty
Pooja Nikam Computer Instructor
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 4
Abbreviations
AFSR Action for Social Reform
AICUF All India Catholic Universities Federation
ASER Annual Status of Education Report
BBVVSS Bhartiya Bhatake Vimukta Vikas va Sanshodhan Sanstha
BoS Board of Studies
BSW Bachelor of Social Work
BPT Block Placement Training
CGC Child Guidance Clinic
CPT Concurrent Placement Training
CIP Capacity Improvement Programme
CSR Corporate Social Responsibility
DTNT De-Notified and Nomadic Tribes
EDC Entrepreneurship Development Cell
FCC Family Counselling Centre
FED Field Education Department
FESCOM Federation of Senior Citizens of Maharashtra
FGD Focused Group Discussion
FY Financial Year
GO Government Organisation
HRM Human Resource Management
IA Internal Assessment
ICDS Integrated Child Development Services
ICT Information and Communications Technology
IQAC Internal Quality Assurance Cell
ICSSR Indian Council of Social Science Research
ILL Inter-library Loan Service
INFLIBNET Information and Library Network
ISR Institute Social Responsibility
IUC Inter-University Centre
KILA Kerala Institute of Local Administration
LCS Lead College Scheme
LMC Local Management Committee
MIS Management Information System
MoU Memorandum of Understanding
MSW Master of Social Work
MPSW Medical and Psychiatric Social Work
NAAC National Assessment and Accreditation Council
NGO Non-Government Organization
NLIST National Library and Information Services Infrastructure for
Scholarly Content
NMEICT National Mission on Education through ICT
NYK Nehru Yuva Kendra
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 5
OBC Other Backward Castes
OPAC Online Public Access
PBAS Performance -Based Appraisal System
PG Postgraduate
PRI Panchayat Raj Institution
RRDC Research, Resource and Development Centre
SC Scheduled Castes
SEA Society Empowerment Activity
SET Skill Enhancement Training
SHG Self Help Group
SPT Summer Placement Training
SSR Self-Study Report
SWOC Strength Weakness Opportunity Challenges
ST Scheduled Tribes
TOT Training Of Trainers
UG Undergraduate
URCD Urban and Rural Community Development
VJNT Vimukta Jaati Nomadic Tribes
YCSSW Yashwantrao Chavan School of Social Work
*
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 6
Contents
Preface 2
NAAC Steering Committee 3
Abbreviations 4
Executive Summary 7
Profile of the Institution 15
Criteria-Wise Analytical Reports 25
Criterion I
Curricular aspects 25
2525
Criterion II Teaching-Learning and Evaluation 41
29
Criterion III Research, Consultancy and Extension Activities 66
Criterion IV Infrastructure and Learning Resources 99
120
Criterion V Student Support and Progression 116
Criterion VI
Governance, Leadership and Management 131
161
Criterion VII
Innovations and Best Practices 149
Evaluative Report of the Department 160
192
Annexure
Annexure I: Declaration by the Head of the Institution 183
Annexure II: Certificate of Compliance 184
Annexure III: Approval of courses of affiliating University 185
Annexure IV: Certificate of Permenent Affiliation 186
Annexure V: Certificate of 2(f) and 12 (b) 187
Annexure VI: LOI Application 188
Annexure VII: IEQA Application 189
Annexure VIII: XIth & XIIth plan Developmental Grant (Xerox) Annexure IX: AISHE Report
Annexure X: IQAC Committee
.
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 7
Executive Summary
The Institute’s school of thought is guided by the revolutionary ideas of
Mahatma Jotirao Phule, Chhtrapati Shahu Maharaj and Babasaheb Dr. B. R.
Ambedkar.
YCSSW gives thrust to inclusiveness, acceptance of diversity and creating a
culture of dialogue and understanding. These areas of national significance are
reflected in the day-to-day functioning of the Institute.
The highlights of criterion-wise analysis are described below:
Criterion I: Curriculum Design and Development
As YCSSW is the only college under Shivaji University offering BSW and
MSW courses, the Institute plays a key role in Social Work curriculum design
and development. YCSSW faculty members are actively involved in framing
the syllabus at the University level.
Syllabus revision workshops are organized on the campus, for which field
experts from the industry/NGOs/hospitals/rehabilitation centers, besides
subject experts from University/reputed colleges are invited. Based on their
recommendations, a draft of the revised syllabus is prepared and sent to the
University for Approval and incorporation.
The Institute allocates adequate funds to buy books and material to make the
teaching-learning process fulfilling and effective.
Criterion II: Teaching-Learning and Evaluation
At YCSSW, academic life is rigorous and the course structure is designed to
lay a firm conceptual foundation. The Institute believes each student is a
prospective change maker. Through carefully crafted interaction and activities
inside and outside the classroom, the Institute helps students discover their
innate capabilities.
Classroom learning is complemented by mandatory fieldwork of 15 hours a
week, 10-day rural camp, 10-day study tour, month-long Block Placement
Training (BPT), month-long Summer Placement Training (SPT), Skill-
Enhancement Training (SET), Intervention Research, school Social Work,
conference, workshop, seminar, Capacity Improvement Programme (CIP) and
guest lectures by field experts.
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Students’ performances are regularly monitored. They are mentored by
respective class teacher and parent teacher, who acts as the student’s parent on
campus. Students’ academic performance is evaluated through class
assignments, home assignments, seminars, viva voce and debates. The CIP,
BPT, SPT and SET are aimed at helping students gain field experience and
acquire skills needed for Social Work practice. Students’ field events are
objectively evaluated regularly and used for their continuous improvement.
Fieldwork is evaluated continuously with external experts and internal faculty,
after which they give feedback to students for improvement.
Slow learners are given special attention and advanced learners are given
training to better themselves. Special coaching is given to SC/ST/OBC/VJNT
students for competitive examinations.
The Institute takes feedback from students and other stakeholders to
continuously upgrade academic and co-curricular activities.
YCSSW has a participatory learning approach where students are given the
opportunity to clear doubts and practice a ‘learning together’ approach by
bringing in innovation in learning and teaching.
As Social Work is a practice-based profession, the Institute has made Social
Work research a priority area in which students and faculty are trained.
Regular feedback is obtained from the Institute’s partner organizations like
NGOs, government organisations (GOs) and industries where students are
placed for fieldwork. This is part of adopting modern practices to impart
knowledge to students, teachers and other beneficiaries.
Criterion III: Research, Consultancy and Extension
The imparting of quality education at YCSSW is supported by research and
development. The college has a Research, Resource and Development Centre
(RRDC) which organizes intensive workshops on Research Methodology and
encourages faculty to take up field research projects.
Social Work research is a neglected area and RRDC concentrates on
promoting it. Realizing the importance of research in improving practice and
effectiveness of Social Work methods and interventions, RRDC gives thrust to
Social Work research. The research lab provides updates to students in
conducting research. The RRDC advisory committee has eminent persons on
its panel. The college invites eminent researchers to deliver lectures to
promote scientific temper and Social Work research.
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YCSSW faculty members are involved in research projects of the government
and NGOs. Special attention is given to involve in research projects of
contemporary relevance to deal with social issues. National workshops on
Research Methodology are conducted. A research club of Social Work
professionals has been formed to promote Social Work research.
Faculty members publish research articles in journals and take up consultancy
work. As a part of institutional social responsibility (ISR), the Institute is
involved in extension activities in collaboration with other organisations.
The Institute strives to inculcate research culture among its staff. YCSSW
faculty members are given special training in research, which is sponsored
entirely by the Management. Working as a team, they organize workshops for
students. The Institute is in the process of getting recognition from the
University for a research centre.
Criterion IV: Infrastructure and Learning Resources
The 14-acre green campus has sytematically deigned infrastructure for
effective implementation of the curriculum. It has seven smart classrooms, a
seminar hall, a computer lab, reading room, a research centre, five lawns for
open-air classrooms, playground, multi-purpose meeting room and other
necessary facilities.
In keeping with the Management’s policy and to the maximum extent
possible, the infrastructure has been made eco-friendly. The main building is
constructed keeping in mind the Buddhist culture to suit the surrounding
biodiversity. Natural ventilation and lighting have been ensured to provide a
refreshing and peaceful learning environment. As the region is earthquake
prone, the building is made to withstand tremors. The library stocked with
quality books offers a rich learning resource for faculty and students. The
computer lab with N-computing and Wi-Fi allows students to connect with
knowledge centers around the world. The Institute has a video library where
learners can avail Social Work related videos. In the evening, music is played
on the campus to create a soothing environment.
Criterion V: Student Support and Progression
As the Institute is committed to serve the educational needs of students from
rural areas and poor socio-economic backgrounds, counselling sessions are
conducted for parents and students right from the enquiry stage to help them
understand the relevance and scope of the course. Special training sessions on
the entrance exam are conducted for SC/ST/DTNT/OBC students. Parents are
invited along with students at the time of admission interview. After
admission, all necessary details about the course, the Institute’s educational
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policy, scholarships, freeships, programmes, course activities, job prospects,
avenues for further studies and other details are explained to students and
parents. As per Institute’s policy, students are called only by their first names
to help them learn in an environment that fosters equality.
Faculty members and external sponsors raise funds to support needy students.
The faculty takes special efforts to help slow learners. All these steps help
minimize student dropout.
The Institute provides career guidance and counselling to students to help
them plan their future. Some students go on to pursue M. Phil or PhD, and
clear MPSC, UPSC and other competitive examinations. Many of our students
are involved in social entrepreneurship.
The course is structured to ensure student participation in extension activities.
Emphasis is given to English communication and personality development to
boost their employability and confidence.
Criterion VI: Governance, Leadership and Management
The leadership, governance and Management of the institution are closely
monitored by the Local Management Committee (LMC) and IQAC.
Participatory management is practised. The open-door policy allows faculty,
students and parents to interact with each other. This interaction is the strength
of the Institute. All decisions are taken based on consensus. The
administration is transparent and flexible enough to accommodate changes, if
needed.
The administrative staff helps students in procedural matters. Modification in
leadership approach and administrative practices are done on a regular basis to
meet needs of students and the Social Work profession. All these are done
within the policy framework of the government, UGC and University
regulations.
The experienced LMC gives guidelines in areas of governance, leadership and
management. They mentor the team and motivate them to achieve excellence
in imparting quality education through best practices.
The Institute has introduced the role score card system to ensure quality of
teaching. All support is provided to faculty to upgrade their knowledge. The
Institute takes efforts to get funds from the UGC, University, ICSSR, Zilla
Parishad and other sources for overall development of the Institute.
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Criterion VII: Innovation and Best Practices
YCSSW is known for innovation and best practices that directly or indirectly
benefit students, the community and the Social Work profession. Among the
Institute’s best practices are intervention-focused research centre, social
empowerment activities, preservation of biodiversity, observation of UN
decade of biodiversity, parent teacher (Balak-Palak) concept, the policy of
addressing students by their first names, value education, enrichment
programme for parents, no-vehicle day, daily prayer and Preamble recitation,
daily recitation of Jagar (movement-based songs), Manthan (an activity where
students’ views are sought on issues through the drop-box system and
responded to, if needed with help of external experts), celebration of the
Kerala festival of Onam, birthday celebration, class decoration by students,
wall-paper presentation every fortnight and Jano Apne Sanvidhan Ko (Know
Your Constitution) are some of the innovative practices.
SWOC Analysis of YCSSW
Strengths
Being the only college offering Bachelor’s and Master’s courses in Social
Work under Shivaji University, the Institute is actively involved in
curriculum design and development.
YCSSW has a systematic strategy for curricular planning and
implementation.
YCSSW goes beyond syllabi to provide value-addition through various
programmes to help students acquire skills needed for Social Work
practice.
Teachers are given practical and procedural support for effective
implementation of the curriculum.
Regular feedback from stakeholders helps enrich curriculum.
Institute has a transparent admission process.
Pre-entrance exam training is given to students of reserved category.
Institute has an inclusive admission policy.
Parent counselling is a unique part of admission process.
Technology-assisted teaching-learning process is used.
Students are mentored by respective class teachers and through the unique
‘parent teacher’ concept, where students are placed under teachers who act
as their parents on campus.
Learner-centric and participatory teaching is practised.
Extension centres help integrate theory and practice.
Institute is known for giving excellent fieldwork exposure to students. It
has a separate Field Education Department (FED) that coordinates all
fieldwork activities.
Students organize and take part in social action campaigns.
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 12
Qualified, efficient and experienced faculty are appointed as per
government norms.
Efficient and experienced support staff.
Faculty encouraged to adopt creative and innovative teaching methods.
Institute strictly adheres to academic calendar.
Students consistently secure top ranks in University.
Teaching and learning are influenced by revolutionary ideas of Mahatma
Phule, Chhatrapati Shahu Maharaj and Babasaheb Dr B. R. Ambedkar.
Association with eminent scholars, academicians and Social Work
practitioners helps Institute add value to the teaching-learning process.
Efforts are made to equip students with skills and qualities needed for
Social Work practice.
The Institute’s Research, Resource and Development Centre (RRDC)
coordinates research projects, consultancy services, training and
workshops.
Institute’s Research Lab and Research Club provide tips and resources for
students to carry forward and complete research work.
Faculty provide consultancy services to human service organizations.
Institute is involved in school Social Work through providing intervention
for problems of children in schools.
Institute has two Family Counselling Centers (FCCs) attached to police
stations in the district as extension projects. The FCCs, sponsored by the
Central Social Welfare Board, New Delhi, offer a platform for faculty and
students to gain hands-on experience in professional Social Work.
YCSSW has government grant-in-aid primary, secondary and higher
secondary Ashram Schools as extension projects. Institute has Memoranda of Understanding (MoU) with educational,
governmental and non-governmental organisations.
The 14-acre bio-diversity campus offers a peaceful ambience for
classroom learning, open-air classes, as well as after-class study for
students. The campus received the State Government’s Green Campus
Award.
Institute has adequate infrastructure which is put to optimum use.
The women’s hostel encourages enrolment of girls from distant places.
The user-friendly library has rich resources relevant to Social Work field.
Adequate facilities are provided for curricular and extra-curricular
activities, including sports.
ICT-enabled classrooms are provided.
Campus is Wi-Fi-enabled. The Capacity Improvement Programme equips students with knowledge
and skills needed for Social Work practice.
The suggestion box, Manthan box, Counselling Cell, Gymkhana Club and
Student Council are meant for student welfare. Institute has a functioning
Placement Cell.
Well placed alumni refer YCSSW students for fieldwork placements and
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 13
jobs. They share their experience to add value to the Institute’s Social
Work curriculum.
Stakeholders of the Institute provide scholarships to meritorious students
and financial aid to needy students.
Institute has experienced and devoted Local Management Committee.
Institute maintains good gender balance of students and faculty.
Institute achieved significant enrolment of students from
SC/ST/OBC/DTNT categories and rural areas.
As the Institute is a meeting point of social activists and thinkers in
western Maharashtra, faculty and students are exposed to diverse ideas and
views on current social issues through interactions with them.
The IQAC ensures quality of teaching, learning and administration.
Institute introduced the ‘Role Score Card’ system to track staff
performance.
Sessions by experts are organised for parents on parenting, health and
other issues.
Institute’s ‘Jaano apne sanvidhaan ko’ initiative creates awareness about
the Constitution.
Everyone is addressed only by their first names on the campus.
No Vehicle Day is observed on the last Wednesday of every month.
YCSSW is observing UN Decade of Biodiversity.
Students and faculty join the Morning Prayer, followed by the recitation of
the Preamble, and a unique pledge to lead a virtuous life.
Onam, the festival of Kerala, is celebrated on the campus as part of
national integration initiatives.
Society Empowerment Activity (SEA) is an Institute Social Responsibility
(ISR) initiative of YCSSW.
Weaknesses
Though YCSSW is involved in curriculum design, having to follow
University guidelines is a limitation.
Fieldwork agencies in Satara lack the professionalism and resources of
their counterparts in Pune, Mumbai and other cities.
Institute does not have additional facilities like health care centre,
gymnasium and swimming pool.
As Institute has no boys’ hostel, getting diverse group of students from
far flung areas is difficult.
Institute does not have guest house and auditorium.
Geographical location of Institute makes accessing uninterrupted
internet connectivity difficult.
As salaries are not disbursed on time from the government, it affects
morale of staff.
Integrated Management Information System (MIS) yet to be
streamlined.
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 14
Opportunities
Institute strives to and can become a centre of learning for students
from diverse sections and states, and contribute to national integration.
YCSSW can become a nodal agency in the region to initiate and
implement projects to tackle drought and other social issues, which
will sensitise students and encourage them to find solutions.
Institute has potential for expansion of field action projects.
Has potential for international student and faculty exchange
programmes.
Institute’s association with social activists gives it the opportunity to
get tribal students to enroll and thereby help their uplift.
Institute has scope to develop a centre for M. Phil. and Doctoral
programmes.
Existing training centre can be developed further.
Can start certificate courses in emerging fields of Social Work, such as
human rights and counselling.
Experience and resources of well-placed alumni can be better utilized
for institutional growth.
YCSSW can develop as a model Institute in Maharashtra for
professional Social Work education.
Challenges
As majority of the students are from rural areas, innovative ways have
to be found to make students proficient in English language, research
and reporting skills, and also to develop their soft-skills.
While the location of the Institute exposes students to issues of rural
India, it becomes a challenge in terms of giving them exposure to
professional Social Work of the kind practised in major cities.
Developing as a learning centre for social action/social movements.
Getting funds for library, infrastructure development and innovative
practices.
Recruitment of adequate staff on time.
*
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 15
Profile of the Institution
1. Name and Address of the College:
Name Yashwantrao Chavan School of Social Work
Address ‘Sharadashram’, Jakatwadi, Satara.
City Satara
Pin 415002
State Maharashtra
Website www.ycssw.edu.in
2. For Communication:
Designatio
n Name
Telephone
Numbers with
STD code
Mobile Fax Email
Principal
Dr.
Shaly
Joseph
O: 02162
284057
R: 02162
283564
89752
14074
02162
284057
shalyjoseph
@ycssw.edu
.in
Vice
Principal
Bhai
Shaile
ndra
Mane
O:02162
284057
R:02162
250556
98221
33237
02162
252321
bhaimane@
gmail.com
Steering
Committee
Co-
ordinator
Jeevan
Borate
O:02162
284057
R: NA
98220
66978
02162
284057
jeevanborate
@gmail.com
3. Status of the Institution:
Affiliated College
Constituent College X
Any other (specify) X
4. Type of Institution:
A. By Gender
For Men X
For Women X
Co-education
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 16
B. By Shift
Regular
Day
Evening x
5. It is a recognized minority institution?
Yes X
No
If yes specify the minority status (Religious/linguistic/ any other) and
provide documentary evidence.
6. Sources of funding:
Government X
Grant-in-aid
Self financing X
Any other X
7. a. Date of establishment of the college: 05/09/1994
b. University to which the college is affiliated /or which governs the college
Shivaji University, Kolhapur
(If it is a constituent college)
c. Details of UGC recognition:
Under Section Date, Month & Year Remarks(If any)
i. 2 (f) 01/02/2011 Annexure: 1
ii. 12 (B) 01/02/2011 Annexure: 1
d. Details of recognition/approval by statutory/regulatory bodies other than
UGC (AICTE, NCTE, MCI, DCI, PCI, RCI etc.) – NA
Under Section/
Clause
Recognition/Approval
details
Institution/Departmen
t Programme
Day,
Month
Year
Validity Remarks
i. - - - -
ii. - - - -
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 17
iii. - - - -
iv. - - - -
8. Does the affiliating university Act provide for conferment of autonomy (as
recognized by the UGC), on its affiliated colleges?
Yes X No
If yes, has the College applied for availing the autonomous status?
Yes X No
9. Is the college recognized?
A. By UGC as a College with Potential for Excellence (CPE)?
Yes X No
If yes, date of recognition: …………-………… (dd/mm/yyyy)
b. for its performance by any other governmental agency?
Yes X No
10. Location of the campus and re in sq.mts:
Location * Rural
Campus area in sq. mts. 55800 m2
Built up area in sq. Mts. 1965 m2
(* 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 X
Gymnasium X
Hostel
* Boys’ hostel
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 18
i. Number of hostels X
ii. Number of inmates
iii. Facilities (mention )
∗ Girls’ hostel
i. Number of hostels 01
ii. Number of inmates 12
iii. Facilities (mention ) Food (Breakfast, Lunch,
Dinner), Stay, Hot water for
bathing, Purified water for
drinking, Study Room, Sick
Room, News Papers, Internet,
i. Working women’s
Hostel X
ii. Number of inmates
iii. Facilities (mention )
i. Residential facilities for
teaching and non-
teaching staff (give
numbers available —
cadre wise)
X
ii. Cafeteria
iii. Health centre First aid, Inpatient, Outpatient,
Emergency care facility,
Ambulance……. Health centre Staff –
First Aid facility is available. In case
of emergency, transport facility is
made available; on-call doctors are
available to provide medical care.
Facilities like banking, post office, book Shops X
Transport facilities to cater to the needs of students and
staff—Private transport facility is made available in case of
such a need. X
Animal house X
Qualified doctor Full time X Part-time X
Qualified Nurse Full time X Part-time X
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 19
Biological waste disposal X
Generator or other facility for management/regulation of
electricity and voltage
Solid waste management facility
Waste water management
Water harvesting
12. Details of programmes offered by the college
(Give data for current academic year)
SI. No.
Programme
Level
Name
of the Progra
mme/ Course
Duration
Entry
Qualificati
on
Medium
of
instructio
n
Sanction
ed/ approve
d Student strength
No. of
students
admitte
d
1 Under-
Graduate BSW 3yrs HSC English 50 50
2
Post-
Graduate
MSW 2yrs Any
Degree English 60 66
13. Does the college offer self-financed Programmes?
Yes X No
If yes, how many?
NA
14. New programmes introduced in the college during the last five years if
any?
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 programmes. Similarly, do not list the departments
offering common compulsory subjects for all the programmes like English,
regional languages etc.)
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 20
Faculty Departments UG PG Research
Science
-
-
- -
Arts - - - -
Commerce - - -
Any Other
(Specify)
Humanities
Social work Social work Social work -
16. Number of Programmes offered under (Programme means a degree
course like BA, BSc, MA, M.Com.)
a) Annual system X
b) Semester system
c) Trimester System X
17. Number of Programmes with
a) Choice Based Credit System X
b) Inter/Multidisciplinary Approach
c) Any other (specify and provide details) X
18. Does the college offer UG and/or PG programmes in Teacher Education?
Yes X No
If yes,
a.Year of Introduction of the programme(s)……………… (dd/mm/yyyy)
and number of batches that completed the programme
NA
b. NCTE recognition details (if applicable) Notification No.:
…………………………………… Date: ………………… (dd/mm/yyyy)
Validity:………………………. .
NA
c.Is the institution opting for assessment and accreditation of Teacher Education
Programme separately?
Yes X No
19. Does the college offer UG or PG programme in Physical Education?
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 21
Yes X No
If yes,
A.Year of Introduction of the programme(s)………. (dd/mm/yyyy) and
number of batches that completed the programme
NA
b. NCTE recognition details (if applicable) Notification No.:
…………………………………… Date: ………………… (dd/mm/yyyy)
Validity:………………………. .
NA
c. Is the institution opting for assessment and accreditation of Teacher
Education Programme separately?
Yes X No
20. Number of teaching and non-teaching positions in the Institution
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 UGC /
University /
State
Government
Recruited
5 5 5 1
Yet to recruit 2 2 1 1
Sanctioned by
the
Management/
society or
other
authorized
bodies
Recruited
- - - - - 2 1
1
1 - 1
Yet to recruit - - - - - - - - - -
*M-Male *F-Female
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 22
21. Qualifications of the teaching staff:
Highest
qualification
Professor Associate
Professor Assistant
Professor Total
*M *F *M *F *M *F
Permanent teachers
D.Sc./D.Litt.
Ph.D. 1 2 3
M.Phil. 1 - 1
PG 3 3 6
Temporary teachers
Ph.D.
M.Phil.
PG 2 2
UG 1 1
Part-time teachers
Ph.D.
M.Phil.
PG
22. Number of Visiting Faculty /Guest Faculty engaged with the College. 12
23. Furnish the number of the students admitted to the college during the
last four academic years.
Categories
Year 1 Year 2 Year 3 Year 4
*M *F *M *F *M *F *M *F
SC 15 14 23 14 22 13 32 22
ST 1 - 1 - 2 - 3 -
OBC 16 10 16 12
19 12 16 14
General 50 37 33 33
43 29 47 27
Others 20 9 26 10 37 14 40 14
24.Details on students enrollment 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
50 66 - - 116
Students from other states of
India
0 0 - - 0
NRI students 0 0 - - 0
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 23
Foreign students 0 0 - - 0
Total 50 66 - - 116
25. Dropout rate in UG and PG (average of the last two batches)
UG 7 per cent PG 6 per cent
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. 46,105
(b) excluding the salary component Rs.7,961
27. Does the college offer any programme/s in distance education mode
(DEP)?
Yes X No
If yes,
a) is it a registered centre for offering distance education programmes of
another University
Yes X No
b) Name of the University which has granted such registration.
Yes X No
c) Number of programmes offered
Yes X No
d) Programmes carry the recognition of the Distance Education Council.
Yes X No
28.Provide Teacher-student ratio for each of the programme/course offered
14:1
29. Is the college applying for Accreditation:
Cycle 1 Cycle 2 Cycle 3 Cycle 4
X X X
Re-Assessment: NO
(Cycle 1refers to first accreditation and Cycle 2, Cycle 3 and Cycle 4
refers to re- accreditation)
30. Date of accreditation
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 24
* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment only)
Cycle 1:
Accreditation Outcome/Result….-…....
Cycle 2
Accreditation Outcome/Result…-….....
Cycle 3:
Accreditation Outcome/Result…-….....
* 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. 242
32. Number of teaching days during the last academic year 182
(Teaching days means days on which lectures were engaged excluding the
examination days)
33. Date of establishment of Internal Quality Assurance Cell (IQAC)
22/05/2014
34. Details regarding submission of Annual Quality Assurance Reports
(AQAR) to NAAC.
AQAR (i) Not Submitted
AQAR (ii) -
AQAR (iii) -
AQAR (IV) -
35. Any other relevant data (not covered above) the college would like to
include. (Do not include explanatory/descriptive information): NA
*
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 25
Criteria-wise Analytical Report
Criteria I: Curriculum Design and Development
1.1. Curriculum Planning and Implementation Being the only college under Shivaji University offering Bachelor of Social
Work (BSW) and Master of Social Work (MSW) courses, the Institute is
actively involved in curriculum planning and development.
Suggestions from students, parents, experts and other stakeholders are
considered while planning the syllabus before it is sent to the University for
approval.
The college follows inclusive practices in admissions and academic and
extracurricular activities in tune with its vision, mission and objectives.
Academic activities are structured keeping in mind the learning differences of
students with special needs. The curriculum promotes national development,
fosters global competencies, and facilitates skill-development training to meet
the challenges of a competitive environment at national and global levels. It
promotes understanding of and concern for social and environmental issues,
and involvement in community service and research activities.
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 To build a cadre of Social Work professionals who bring positive change in
the world.
Mission The mission is to provide a learner-centric environment where excellence in
Social Work education is the focus. YCSSW seeks to develop and foster
principled and competent professionals who understand the interrelatedness of
human needs, social structures and oppressive conditions that affect the
wellbeing of people.
Objectives of the Institution To impart Social Work education at the graduate and postgraduate
levels to groom competent Social Work professionals who can bring positive
change in the world
To conduct Social Research and Social Work research by involving
students so as to train them in methodologies and techniques of research
To undertake field action projects in Social Work and allied fields, and
to carry out the Institute’s social responsibility programmes
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To maintain diversity among students and faculty for nurturing cultural
exchange and national integration
To organise lectures, seminars and workshops, and publish books and
papers to enrich knowledge base and disseminate current academic
information and messages
To collaborate with similar organizations and like-minded
professionals for academic excellence and professional growth
To take regular feedback from students and stakeholders to maintain
quality of teaching and learning
To maintain a green and sustainable environment on the campus, and
advocate for UN Decade for Biodiversity in western Maharashtra
The Vision, Mission and Objectives of the college are communicated through
following methods:
To students:
Through Prospectus, institution website, brochure, annual calendar and
fieldwork diaries. During admission enquiry, personal counselling is given to
students and parents. Freshers are introduced to the vision, mission and
objectives of the college at the induction programme. A common meeting of
students is held every year to update them about all activities and to align them
with the Institute’s vision and mission.
To Parents:
An orientation programme is held for parents and all those who come to the
campus at the time of admission. Details of the college are displayed on
electronic screens on the campus for them. A documentary on the college is
also shown. At parent-teacher meetings, the mission, vision and objectives of
the college are explained through PowerPoint presentation.
To Alumni: During annual and executive meetings of alumni, the vision, mission and
objectives of the college are revisited and suggestions sought on how to better
realise them.
To the Teaching and Non-teaching Staff: The mission, vision and objectives of the Institute are explained to teaching
and non-teaching staff at the time of recruitment by the Management
representative and the Principal. It is also explained during the induction
session. Every year, teaching and non-teaching staff review activities to fulfil
the vision and mission and see if modifications are needed.
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To Other Stakeholders:
The vision and mission are displayed at the college entrance. It is also
conveyed to stakeholders who are invited to the college, and also through the
Institute website.
The vision, mission and objectives are also communicated to various
stakeholders through rural camps, study tours, network meetings with
fieldwork agency supervisors, field action projects, seminars, conferences,
workshops and get-togethers.
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 has adequate infrastructure to effectively implement the
curriculum. The teaching methodologies and facilities are in tune with the
needs of the Social Work profession. The distinguished faculty and dedicated
support staff work in tandem to achieve goals.
The below table explains the process of curriculum implementation:
Action Plan for Effective Implementation of Curriculum
1. Feedback and
evaluation
April: The IQAC Coordinator and Principal take
feedback from students on teaching-learning and
fieldwork practices. It is discussed in the Staff
Council meeting and steps are taken to effectively
implement the curriculum.
2. Subject allocation,
preparation of time
table and academic
calendar
April-May: Subjects are allocated at the Staff
Council meeting. Time table and academic calendar
are prepared in accordance with University exam
schedule.
3. Preparing teaching
plan and fieldwork
schedule
April-May: Faculty prepare the teaching plan and
fieldwork schedule and submit it to the IQAC
Coordinator, who review it and get approval from
the Principal
4. Semester I
July to October: Classes, fieldwork training, rural
camp, orientation visits and extra-curricular
activities conducted as per time table and academic
calendar
5. Exams November: Internal assessment (IA) and University
exams
6. Block Placement
Training (BPT) and
Skill Enhancement
Training (SET)
December: BSW and MSW final-year students sent
for month-long BPT in reputed
organizations/industries/hospitals across India;
BSW and MSW first-year students attend month-
long SET on campus
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7. Semester 2
January-April: Classes, fieldwork training, study
tour, rural camp, orientation visits and extra-
curricular activities conducted as per time table
8. Exams May: Internal assessment and University exams
Besides personal mentoring, students are encouraged to work in teams. Stress
is laid on innovative strategies that involve experiential learning through
research, fieldwork, case studies and project work.
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?
Shivaji University provides financial support for conducting
curriculum revision workshops.
YCSSW provides ICT-enabled infrastructure in classrooms, besides
laptops and PCs with internet and Wi-Fi facility for faculty. Faculty
development programmes are organised. Faculty members are sent for
national and international seminars, conferences, workshops and training.
They are encouraged and supported to publish research papers and to take up
Social Work extension projects and consultancy services. Computer literacy
courses are arranged for teachers on the campus. Consultants are made
available for faculty to seek guidance. Faculty members are given freedom to
bring innovative teaching methods and practices.
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.
Fieldwork: Since Social Work is a practice profession, emphasis is on ‘learning by doing’.
This is facilitated through fieldwork programmes under the supervision of
faculty. The following are the field work components:
Orientation Visits: As students are new to the Social Work programme, they are sensitized on the
typology and structural and functional aspects of human service organizations
through supervised institutional visits.
Concurrent Placement Training (CPT):
Students are placed in structured and unstructured agencies for CPT two days
a week to practice what they learnt in class.
Block Placement Training (BPT): Students are placed in various agencies
for one month to help them get a deeper understanding of Social Work
practice and prepare them for the job market.
Rural Camp: The 10-day rural camp exposes students to working in
community and allows them to experience group living.
1.1.5 How does the institution network and interact with beneficiaries such as
Self Study Report for 1st Cycle of Accreditation
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industry, research bodies and the university in effective operationalization of
the curriculum?
Networking and Interaction with Shivaji University: The Institute invites University authorities to various programmes. Experts from
the University are members on IQAC and RRDC advisory committees. They
are invited as resource persons for workshops and seminars for updating the
curriculum.
Networking and Interaction with Industries/NGOs: Regular and mutually beneficial interactions are held with industries and
NGOs. YCSSW collaborates with them in training, placements, consultancy,
supply of manpower, resource sharing, sponsorships, exposure visits, updation
of syllabus, knowledge sharing, collaborative workshops, conferences and
recruitment, among other things.
Networking and Interaction with Research Bodies: The Institute has MoUs with national institutions for collaborative research
projects. Eminent research experts are associated with the Institute’s research
centre. The Institute gets financial assistance from ICSSR to conduct
Research Methodology workshops for research scholars. The Management
also sponsors Research Methodology workshops.
Workshop on Curriculum Revision: A workshop on curriculum revision is organized periodically. Subject experts,
scholars and practitioners from the industry, research bodies, NGOs and
movement-based organisations are invited. Feedback on current trends in
Social Work is taken from NGOs, industries and other agencies where
students are placed for CPT and BPT.
In addition to the University-prescribed curriculum, relevant topics are
covered by field experts to enrich students’ knowledge. Interaction with
organisations gives students practical knowledge to compete in the job
market.
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.)?
After the University introduced the semester system in 2010, four faculty from
YCSSW were involved in framing the entirely new syllabi for BSW and
MSW.
Over the years revisions were made to the syllabus. The following are the
newly introduced subjects and YCSSW faculty associated with it:
Year New subjects introduced For class Syllabus
prepared by
2013 Population Trend & Gender Studies BSW V
Semester
Mr. Pankajkumar
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Health & Social Work BSW V
Semester
Das, Assistant
Professor,
YCSSW NGO Management
BSW V
Semester
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 (‘Need Assessment’, design, development
and planning) and the courses for which the curriculum has been
developed.
The Institute has a computer centre – Sharada Infotech. Computer courses
have been started in collaboration with Yuva Jagar Pune, introduced by the
National Skill Development Corporation (NSDC) India. Though these
courses are optional, the Institute has developed syllabi for computer courses
for UG and PG.
1.1.8. How does institution analyze/ensure that the stated objectives of
curriculum are achieved in the course of implementation?
The Institute ensures curriculum goals are achieved in the following ways:
Organizing internal exams for BSW and MSW students to prepare them for
University exams
Evaluating knowledge and practical experience of students through
presentations and viva-voce taken by internal and external examiners
Making Institute resources available to stakeholders
Taking feedback during parent-teacher meetings
Encouraging students to attend seminars, workshops, conferences and
social programmes organized in the college and community
Sending faculty to orientation and refresher courses and Research
Methodology workshops
Reviewing syllabus completion in Staff Council meeting every month
Paying attention to fieldwork through separate Field Work Department
Taking student feedback during Student Council meetings and at open
house at semester-end
Stating Course Objectives and Outline in curriculum of every subject to
help teachers keep track of portions covered; Faculty feedback on this
given to the Principal helps validate students’ feedback on course
implementation of each subject.
1.2. Academic Flexibility
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.
Self Study Report for 1st Cycle of Accreditation
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The institution does not offer any other certificate/diploma/skill-development
course apart from the approved University programme. A few courses from
the distance education department are implemented, but on demand basis.
1.2.2 Does the institution offer programmes that facilitate twinning/dual
degree? If ‘yes’, give details?
As of now, there is no provision for twinning or dual degree. The Master of
Social Work programme has a provision for working executives from
designated organizations to join as sponsored candidates and complete the
coursework in four semesters.
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
skill development, academic mobility, progression to higher studies and
improved potential for employability. Issues may cover the following and
beyond:
Academic Flexibility:
The curriculum and courses prescribed by the University gives little scope for
academic flexibility. However, MSW first-year students can select
specializations of their choice from the Electives in the curriculum.
Progression to Higher Studies:
Special sessions are conducted for BSW students to prepare them for entrance
examinations, group discussions and interviews for higher studies. As a result,
a good number of BSW students get admission in other premier institutes
every year.
Range of Core/Elective options offered by the University and
those opted by the college:
o Human Resource Management (HRM)
o Urban and Rural Community Development (URCD)
o Medical and Psychiatric Social Work (MPSW)
Choice-based credit system and range of subject options:
University has not yet adopted the choice-based credit system.
Courses offered in modular form: None.
Credit transfer and accumulation facility: None.
Lateral and vertical mobility within and across programmes and
courses: None.
Enrichment courses:
Yes. Certificate course in HR practices and certificate course in computer.
Skill Development:
A majority of the students in YCSSW come from rural areas. Hence,
emphasis is given to skill development. CIPs are arranged for students,
Self Study Report for 1st Cycle of Accreditation
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where experts are invited to deliver lectures and conduct activities through
which students are imparted various skills. These sessions are arranged in
the beginning and towards the end of the academic year. Sessions in the
beginning of the academic year help them identify their weak areas and
overcome them. Later sessions refresh and update them with present needs
and trends.
Improved Potential for Employability:
Steps are taken to improve students’ employability. Sessions are arranged
on writing resumes and facing interviews to prepare them for jobs. As per
job market needs, extra topics are covered through guest lectures. As many
students are poor in English, special English communication classes are
arranged for them. The alumni provide feedback on current requirements
and trends. Overall development of the students is highly satisfactory and
they get jobs in national and international organizations.
Many organizations give excellent feedback about the Institute’s students,
especially about their commitment and learning attitude. It has been found
that career growth of YCSSW students is appreciable and a good number
of them get promoted to senior positions and play a leading role in national
and international organizations. Some students are employed in foreign
countries.
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.
As per Shivaji University norms, regular degree programmes cannot be
offered in the self-financing mode in an affiliated college. This has been a
serious constraint for the Institute.
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. YCSSW has been providing the following skill-development
programmes:
Edubridge course:
The Institute has a tie-up with Edubridge and conducts courses as per market
needs and the interest of students. Eighty per cent of students get enrolled and
pass the examination. The courses were in Retail Marketing, English
Communication, Interview Skills and Presentation Skills.
Computer Course:
Various short-term computer courses in collaboration with Yuva Jagar Pune
are introduced to give students computer literacy and enhance their
employability. Faculty members are also enrolled for various courses.
Self Study Report for 1st Cycle of Accreditation
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Global Excellence HR:
Certificate course on HR practices and legal compliance is offered to MSW
second-year students specializing in HRM, in collaboration with Global
Excellence HR. This enhances the employability of students.
Skill Enhancement Training (SET):
A month-long SET is held for students of BSW and MSW first year to help
them understand the practical realities of society and learn skills needed to
deal with social problems. Students are also sensitised on Constitutional
principles of equality, fraternity, liberty, scientific temperament, endeavour
and integrity. As Social Work professionals need to communicate with the
community they work in, students are given training in street-plays, Anubhav
Natya (skit), Chitra Katha (story through paintings), puppet show, lyrics
writing, singing issue-based songs and Chitra Geet (story narrated through
song). Documentaries screened include Big Bang, Universe, How the Earth
Was Made, Evolution: Ape to Man, Cave Man, Ice Man, Ice Age, Family Tree,
Grand Canyon, Bharat Ki Chap, Bharat Ek Khoj, India Invented, India
Untouched, Gujarat: Final Solution, The Lesser Human, Dalit Reclaiming
Identity, Kachra Kondi, SEZ, Kashasathi Potasathi and Ram Ke Naam Par.
Students are given training in filmmaking and photography.
Workshops are held on superstition eradication and gender equality. Training
is also given in Participatory Rural Appraisal (PRA) and Rapid Rural
Appraisal (RRA).
Leadership training: The Institute has an MoU with All India Catholic University Federation
(AICUF), Kerala to impart leadership training to students. It is conducted in
Kerala as well as at the Institute. Students from other colleges in Satara are
invited to participate in the training as the Institute believes in growing
through learning by sharing. Programmes/workshops are held for students of
other disciplines as part of the Institute’s social responsibility. YCSSW adopts
good practices of other institutes. The above initiatives facilitate professional
interaction with faculty of other institutes and contribute to national
integration.
Lead College Scheme:
Under Shivaji University, there is a scheme called Lead College Scheme
(LCS). A few colleges, together called a ‘cluster’, holding a meeting, and take
turns to conduct workshops/training for students, faculty and non-teaching
staff. The cluster has 13 colleges. On an average, faculty
members/students/non-teaching staff attend 26 workshops/training sessions.
All these are enriching and related to professional development of participants.
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Selected students, teachers and non-teaching staff are sent for the training
sessions and workshops in turns and based on their need.
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?
Shivaji University norms do not provide for flexibility in 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 programmes a n d
Institution’s goals and objectives are integrated.
After assessing job market needs, faculty make a list of extra topics to be
covered through guest lectures, workshops and training sessions. Students are
encouraged to participate in these activities.
CIPs are arranged every month for all students on topics of contemporary
importance, with focus on issues such as violence, gender and national
integration. The contribution of social reformers is also discussed.
Nationally known activists are invited to interact with students on burning
issues, and motivate and sensitise them.
Guided by faculty, students hold rallies on important occasions and days to
create awareness in society. Students are trained in social action and they
participate in social action movements organized by eminent NGOs and
activists.
Important days like World Mental Health Day, International Yoga Day, AIDS
Day, Constitution Day, Youth Day and Women’s Day are observed with
participation of students and faculty. These programmes help students learn
event management. Students are given responsibilities from planning to
reporting and publishing news.
Birth and death anniversaries of eminent personalities, especially social
reformers like Shahu Maharaj, Savitribai Phule, Mahatma Jotirao Phule,
Babasaheb Dr B. R. Ambedkar, Chhatrapati Shivaji Maharaj, Lok Shahir
Annabhau Sathe and Yashwantrao Chavan, among others, are remembered.
Students are briefed about the contribution of these personalities.
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
Self Study Report for 1st Cycle of Accreditation
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cope with the needs of the dynamic employment market?
Curriculum is enriched with information on latest market requirements by
taking feedback from alumni, employers and students when they return from
placement training. Students’ are updated through guest lectures on topics
outside the syllabus.
Academic
Year
No. of Initiatives for Enrichment of Curriculum
Work
shops
Semi
nars
Conf
erenc
es
Guest
Lectures Debates
Group
Discussi
ons
2011-12 3 1 - 6 - 1
2012-13 2 - - 14 - -
2013-14 3 - - 6 0 1
2014-15 6 - - 6 - 1
2015-16 4 2 - 9 1 2
1.3.3 Enumerate the efforts made by the institution to integrate cross-
cutting issues such as gender, climate change, environmental education,
human rights and ICT into the curriculum.
Cross-cutting issues are addressed through the following mechanisms:
Cross-Cutting
Issue
Integration into the Curriculum
Gender Incorporation of Gender in Syllabus:
To develop a constructive understanding about
gender among students, YCSSW has incorporated a
new paper, entitled Population Trend and Gender
Studies. The Institute designed the syllabus for this
paper and after getting University approval, the
subject is being taught in BSW VI semester. Issues
like gender roles, gender analysis, gender constraints,
gender mainstreaming and global gender concerns are
addressed through this paper. Gender is taught
through workshops and training in the beginning of
the second semester of BSW and MSW.
Incorporation of Gender in Field Practice:
YCSSW runs two Family Counselling Centres, at
City Police Station, Satara and Karad Police Station,
Karad. Female social workers appointed in the
centres help and counsel victims of domestic
violence, abuse, rape. MSW 1st year students placed
in these centres for fieldwork involve in case studies,
Self Study Report for 1st Cycle of Accreditation
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home visits and rehabilitation. It helps students
understand problems of women and gain practical
knowledge about related laws, administration and
procedures.
A group of students are trained in adolescent health
and they have sessions with adolescent boys and girls
in schools of Satara district.
Mukta Salve Women Study Centre: YCSSW started
the Mukta Salve Women Study Centre on the campus
in 2012, through which the following programmes
have been conducted:
Research on Nakoosa (tradition of branding the
girl child as unwanted)
Day-long dialogue on status of women in India
Gender workshop (Samyak, Pune).
Through this centre, YCSSW works for women
empowerment and social inclusion and conducts
small research studies. Institute faculty conduct
sessions for students in other colleges and for women
in communities.
Students take part in women empowerment
programmes like Swayam Sidha at Shardabai Pawar
Mahila Mahavidyalay in Baramati.
As part of Society Empowerment Activity (SEA),
BSW first-year students take part in activities to create
awareness on gender equality.
The Institute has a MoU with Pune-based Samyak,
which works on issues of gender equality.
Students took part in the Samata Yuva Jagar youth
festival for gender equality organized by Dalit Mahila
Vikas Mandal on campus.
Students display wallpapers in the college every
month on gender and other issues.
Climate
Change
Climate Change is one of the biggest challenges faced
by humanity. Therefore, the Institute creates
awareness about the need to tackle global warming. It
initiated activities like afforestation, awareness
campaigns for eco-friendly Ganesh idols, cracker-free
Diwali, waste recycling, observing No Vehicle Day on
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campus and shunning plastic use.
Environmental
Education
Environment studies are a special paper for BSW.
Every year, students conduct a small study on
environment related issues. In 2015, students
conducted a study of the flora and fauna on the
campus, identifying every tree, plant and the
approximate species of snakes, birds and other
animals. The green campus motivates students to
adopt green practices in their villages. Creating
interest in environment protection is a motto of the
Management, which gives a safe place for birds and
other small animals to live without being disturbed on
the campus. As a result, rare migratory birds can be
seen on the campus.
The campus received the Green Campus award from
the government of Maharashtra.
Green initiatives of the college:
Zero-Budget Natural Farming
Holi with natural colours
As part of observing the UN Decade on Biodiversity,
Institute conducts awareness campaign for protection
of the Kaas plateau (Valley of flowers), which is a UN
World heritage site.
Human Rights Incorporation in Syllabus:
Human rights, social justice and transformation are
important in Social Work education and practice. The
Institute believes that social justice can be promoted
only when human rights of people are respected.
Therefore, human right is incorporated in the syllabus.
Promotion of Human Rights Culture on the Campus:
At the entrance of YCSSW, a copy of the Constitution
is displayed daily. All students and visitors have open
access to it.
Field Work Placement of Students in Rights-based
Organizations: Students are placed in reputed
organizations working on human rights across the
country. This helps sensitise students on human rights
issues.
ICT The entire campus is ICT-enabled and students are
trained to make use of the facility.
1.3.4 . What are the various value-added courses/enrichment
programmes offered to ensure holistic development of students?
Programmes held for the holistic development of students are:
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Moral and Ethical Values
Prayer: Prayer teaches respect for self and others, and to be humble and
honest. Hence, all faculty and students participate in the daily morning
prayer.
Recitation of Preamble: The Institute believes understanding the
Preamble of the Constitution is essential for creating responsible citizens.
Hence, the Preamble is recited every morning after prayer. A copy of the
Constitution is displayed on the campus every day as part of the Jaano
Apne Sanvidhaan Ko (Know Your Constitution Initiative). It can be
accessed by students and visitors.
Inculcating Values: Eminent persons are invited for lectures to sensitise
the present generation on the contribution of social reformers. Students
are also sent for Vipashana to inculcate moral and ethical values in them.
Positive change has been observed in students completing Vipashana.
Parents, too, appreciate this activity.
Employability and Life-skills: Programmes are conducted in association
with Edubridge, Satara and Global Excellence HR, Pune to equip students
for the job market and life.
Better Career Options: Success stories of alumni are used to motivate
students to take up challenging assignments. Information about job
openings is brought to students through networking with industries, NGOs
and government officials. Alumni and potential employers inform students
about career opportunities through WhatsApp, Facebook, emails, SMS and
other means. The Career Guidance Cell conducts workshops and seminars
to guide students. Community orientation: As most students at the Institute are from
villages, they are aware of the problems faced by villages. Therefore, the
students as well as faculty members and Management have good
community orientation and work among people to eradicate casteism,
superstition, farmer suicide, female infanticide, and to promote education,
especially among girls. Activities for women empowerment are taken up.
Students are sensitized about the environment. A national workshop on
Zero-Budget Natural Farming was organized to create awareness among
farmers on profitable farming.
Premarital Course: In view of the increasing instances of divorce, suicide
and domestic violence, premarital course for youth is conducted at the
Institute-run FCCs.
Effective Parenting: Given the increasing number of families approaching
Child Guidance Clinics (CGCs), the Institute conducts workshops on
effective parenting. Pediatricians, psychologists and social workers
conduct the workshops, which is open to general public.
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1.3.5 Citing a few examples enumerate on the extent of use of the feedback
from stakeholders in enriching the curriculum.
Former employees: Feedback from former employees and alumni of
YCSSW working in different sectors across India helps include topics in
the syllabus to make it more relevant to present needs.
Parents’ feedback: Parents meetings and occasional visits by them to the
campus help the Institute understand their expectations regarding the
curriculum and inculcation of moral and ethical values.
Employers: Inputs from employers on current trends in the Social Work
profession help modify the curriculum and give additional information to
students.
1.3.6 How does the institution monitor and evaluate the quality of its
enrichment programmes?
Enrichment programmes are discussed and implemented as per a schedule
approved by the Principal. Quality is measured in terms of student satisfaction,
new learning and creativity, and through oral and written feedback from
students and the faculty coordinator. The enrichment programmes are
regularly evaluated by IQAC Coordinator and the Principal.
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?
YCSSW plays an active role in the design, revision and development of the
Social Work syllabus under Shivaji University. In the past four years,
YCSSW faculty were involved in the following aspects of curriculum design
and development:
Year Class Curriculum Designing/Revision
2010-11 BSW/MSW
Syllabi of MSW and BSW were revised under
the leadership of YCSSW faculty and the then
members of the Board of Studies (BoS).
2012-13
MSW
Fieldwork curriculum and syllabus have been
revised and sent to industry/NGO experts for
feedback.
BSW
Designed curriculum of two new subjects,
namely, ‘Population Trend and Gender Studies’
and ‘NGO Management’.
2013-14 BSW/MSW
Social Work Research and Statistics papers have
been revised at the Shivaji University-sponsored
workshop and forwarded for comments to
experts in other universities.
2015-16 BSW/MSW Syllabi of Community Organization, Case Work
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and Group Work have been revised and
forwarded to experts in other universities for
comments.
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?
Yes. YCSSW has the following mechanism to get feedback from students
and stakeholders on the curriculum:
Students New approaches or practices that students come across
during field placement are discussed in feedback/evaluation
sessions. The Institute incorporates feedback suggestions in
the syllabus if possible through the University or after
discussing them internally in workshops, training sessions
and Capacity Improvement Programmes.
Parents Parents’ feedback taken during parent-teacher meetings is
considered during curriculum revision. Farmer parents
provide insight on socio-economic aspects.
Alumni Feedback from alumni meetings is used to enrich the
curriculum. Alumni are also invited as examiners for internal
assessment.
Guest
Faculty
Feedback is taken from eminent guest faculty.
Fieldwork
Agencies
Feedback from fieldwork agencies is used to prioritize topics
to be included in the syllabus.
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?
Three new programmes were introduced in the past four years to enhance
students’ employability. They are:
Certificate courses under Adult and Continuing Education of Shivaji
University
Certificate courses in computer education in collaboration with Yuva Jagar
Pune and partially sponsored by the government
Certificate course in HR practices.
Any other relevant information regarding curricular aspects which the
college would like to include.
The college goes beyond the syllabus to provide knowledge of Social Work
and inculcate values of humanity. Students are motivated to be self-dependent.
The Management tries to ensure that students serve at top levels to transform
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society by influencing policy decisions. So it sponsors all additional
programmes for student development.*
Criterion II: Teaching - Learning and Evaluation
2.1 Student Enrollment and Profile
Of total students enrolled, 60 per cent are from reserved categories and 40 per
cent are girls. The Institute’s admission policy is based on the philosophy that
access to quality education is the fundamental right of all citizens. The College
is committed to serving the economically and socially marginalized sections.
It tries to motivate girl students and students from rural areas.
Category-wise Enrollment of Students for BSW and MSW (2011 to 2014):
Category Sex BSW MSW
Total 2011 2012 2013 2014 2011 2012 2013 2014
SC
M 3 6 10 18 12 17 12 14 92
F 1 4 8 10 13 10 5 12 63
ST M 0 0 2 2 1 1 0 1 7
F 0 0 0 0 0 0 0 0 0
OBC M 6 5 9 09 10 11 10 7 67
F 1 2 4 4 9 10 8 10 48
VJNT M 12 14 21 13 7 11 15 10 103
F 4 16 11 10 5 4 8 6 64
SBC M 1 0 0 0 0 0 0 0 1
F 0 0 0 0 0 0 0 0 0
General M 17 15 16 20 32 18 27 27 172
F 12 9 10 10 25 24 19 17 126
Total 57 71 91 96 114 106 104 104 743
2.1.1 How does the college ensure publicity and transparency in the admission
process?
The admission process starts in February and closes by July 15. The college
ensures publicity and transparency in the admission process in the following
ways:
Publicity
Admission advertisement given in newspapers, magazines
Publicity is done through Institute website, Face book, alumni network
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Admission brochure sent to select colleges in India for display on their
notice boards
Institute also participates in education fairs
Considering the low awareness about the ample career opportunities
offered by the course and in keeping with the Institute’s vision to uplift the
downtrodden, publicity is made in rural areas in and around Satara using
display boards on a vehicle which goes around for 10 days making
announcement through a loudspeaker.
Direct enquiries are handled by office staff and admission counselor
A majority of enrolments are the result of oral publicity by faculty of the
college and Ashram schools, students, alumni, employers, resource persons,
participants in workshops/seminars, parents, placement agencies and
extension centers run by the Institute.
Hoardings, banners and posters exhibited in prime areas in Satara city.
Transparency
YCSSW strictly adheres to instructions and guidelines of the state government,
Shivaji University, Kolhapur and the Social Justice and Empowerment
Department. The approved seats per year are 50 for BSW and 60 for MSW. As
per Shivaji University guidelines, seats reserved for various categories of
students are as follows:
Reservation of Seats for Admission to BSW Course Total
SC ST VJNT OBC SBC General
13%
7% 11% 19% 2% 48% 100%
Reservation of Seats for Admission to MSW Course Total
SC ST VJNT OBC SBC General
13%
7% 11% 19% 2% 48% 100%
Admission Process
1. Application for admission must be made in the prescribed form.
Applications are not be considered unless the form is complete and all
relevant documents are received in time. Candidates should send only
photocopies of their certificates along with their applications (including
caste certificate and other necessary testimonials). Candidates can also
download the form from website, www.ycssw.edu.in, and the same should
be posted together with the prescribed fee and enclosures on or before the
date given by the College. The counselling desk provides students all help
to complete the admission procedure. One faculty member is available
throughout the day for counselling students and parents if they need it or
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face any difficulty. Institute does not canvass students but provide them
career counselling on whether the course will suit them. Girl students are
encouraged to take admission if they have interest and the required
aptitude.
2. The application must be completed with relevant papers attached (as
indicated in the application form) and submitted to the College office. The
application form is not be considered for admission unless all information
sought is provided therein, including attested copies of documents
mentioned in the application form.
3. MSW candidates who have passed their qualifying examinations from any
University other than Shivaji University, Kolhapur, and BSW candidates
(other than those who have passed the Higher Secondary Certificate
Examination of the Maharashtra State Board of Higher Secondary
Education, Pune, or its equivalent) will need to get a ‘Provisional
Eligibility Certificate’ prior to admission after submitting the original
copies of the passing certificate and mark sheets of the qualifying
examination.
4. Application forms of candidates who have appeared for their graduation
examination from Universities other than Shivaji University, Kolhapur
will be accepted pending results, provided their results are declared before
the admission procedure is completed and the admission confirmed.
Candidates who are unable to produce results and related documents prior
to the completion of admission procedures will not be considered for
admission to the programme.
5. At the time of taking admission to the programme by paying fees, students
will have to submit to the College the required number of attested copies
of mark sheets/degree certificates, together with the original documents.
The College will then apply to the Shivaji University for Provisional
Eligibility Certificate and get the documents verified from the
Board/University from which the students have completed the qualifying
examination. These documents should be submitted along with the
required fees.
6. If the student does not already have a ‘Migration Certificate’ and a Passing
or Degree Certificate from his/her previous University, an application
should be made for the same in the pro-forma prescribed by the University
from which the candidate graduated. 7. After obtaining the Provisional Eligibility, Migration and Passing or
Degree Certificates, the College will follow up the process of obtaining
‘Permanent Eligibility’ for candidates. All the original documents will be
returned in due time to the students by the College. Prior to applying for
the Provisional Eligibility Certificate, the College will verify the certificate
of the students.
8. Admissions are based on admission test, group discussion and panel
interview, which take into consideration the candidate’s past academic
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performance, general knowledge, and background in Social Work
experience, interest and aptitude for the profession.
9. Evidence such as paid or voluntary experience in human service
organizations, awareness of contemporary social issues and Social Work
values, demonstrated ability to communicate effectively, and motivation
for a career in professional Social Work is assessed in the applicant’s
entrance test.
10. If any statement furnished by the applicant is found to be incorrect at any
time, he/she will be liable to be debarred from the programme.
11. At the time of application, those who are awaiting results will be required
to attach a certificate from the college to the effect that they have appeared
for the III/final-year examinations.
12. The medium of instruction is English and working knowledge of Marathi
or Hindi is desirable.
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 programmes of the Institution.
The Institute conducts its own admission entrance exam, including written
test, group discussion and personal interview. Field experts/alumni are invited
as panel members for the interview. Marks of the qualifying exam are also
considered to decide merit. The following is the break-up of marks:
Objective-type multiple choice general knowledge questions 50 marks
Aptitude test 25 marks
Proficiency in English 25 marks
Group discussions 50 marks
Qualifying examination 30 marks
Personal interview 70 marks
Total 250 marks
Pre-entrance training is organized for students belonging to the reserved
category.
No recommendation is accepted for admission. The minimum percentage of
marks for admission at the entry level for each programme is 45 per cent.
Management Quota
Six seats (or 10 per cent) out of the total 60 are filled under management
quota. Students seeking admission in this quota must submit filled applications
directly to the college office. Students will be considered if they have
appeared for the entrance test so that their aptitude for the course can be
ensured.
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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 affiliating university within the city or
district.
BSW 1 MSW 1
Year Minimum % Maximum % Minimum % Maximum %
2011-12 45 53 45 74.05
2012-13 45 72.33 45 75.67
2013-14 45 95.80 45 80.90
2014-15 45 77.38 45 76.67
2015-16 45 80.00 45 75
YCSSW is the only college under Shivaji University and in Satara district
offering BSW and MSW courses.
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?
Yes. Students’ summary sheet is displayed in the Principal’s cabin. The
Admission Committee, IQAC and the Publicity Committee review the
admission process. As prospective students are expected to have aptitude for
Social Work, looking at merit alone does not help identify the right candidate.
So, entrance exam content is periodically restructured to help identify the
right candidate. This has ensured that students stick to the Social Work field,
perform well, and get job satisfaction.
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-abled
Economically weaker sections
Minority community
Any other
The Institute implements statutory reservation policies. The Institute’s
admission policy is diverse and inclusive as students from all the above
categories are enrolled, besides from DTNT and SBC categories. The Institute
also provides pre-entrance coaching to students from these categories.
Students belonging to all the above categories are given coaching for the
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entrance exam before they take the exam.
The Institute has a unique practice of addressing all students only by their
first names so that their caste is not reflected. This helps create a campus
environment free of discrimination.
Girl students, particularly married students, are given special counselling to
motivate them to complete their education. Their families are also given
counselling. Differently-abled and minority students are given special
attention.
Remedial coaching is provided for students to improve their English language
skills as it is a constraint hampering their progress. Coaching for MPSC,
UPSC and NET-SET is also provided to students with sponsorship from
UGC.
2.1.6 Provide the following details for various programmes 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.
Year Programmes Number of
applications
Number of
Students admitted
Demand
Ratio
2011-12
UG 33 29 0.66:1
PG 60 57 1:1
2012-13
UG 37 29 0.74:1
PG 63 56 1.05:1
2013-14
UG 41 39 0.82:1
PG 55 49 0.91:1
2014-15
UG 50 49 1:1
PG 72 66 1.2:1
2015-16 UG 73 50 1.4:1
PG 127 66 2.1:1
Above table illustartes that there is considerable increase in enrollment and
demand.It is a result of continuous efforts of the institute and all stakeholders
in giving publicity about course and its scope.Institute’s commitment to
quality assurance attract more aspirants.
*
2.2. Catering to Student Diversity
2.2.1 How does the institution cater to the needs of differently-abled students
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and ensure adherence to government policies in this regard?
All government assistance is made available to differently-abled students.
During exams, special seating arrangement is made for them and extra time is
allotted with permission of the University. There is ramp facility for the hostel
and college and special arrangement in the toilet. Students are motivated by
the teachers to assist special students.
2.2.2 Does the institution assess the students’ needs in terms of knowledge
and skills before the commencement of the programme? If ‘yes’, give details
on the process.
Yes. The following methods are used to assess students’ needs in terms of
knowledge and skills before commencement of the programme:
Feedback from admission counselor
Outcome of group discussion, interview during entrance exam
Faculty members interact with students at the induction programme,
ask them about their expectations, and tell them about teaching-learning
facilities on the campus.
Interaction with parents during admission process to understand needs
of students
Outcome of the two-day ‘ice breaking’ session is used to structure
teaching content and methodology
The Institute believes imparting education is a collaborative work involving
students, faculty and parents. Therefore, parents’ presence at the time of the
entrance is compulsory.
Faculty observe students’ behavior, attitude and knowledge during orientation
visits to GOs, NGOs and industries and groom them to suit the Social Work
profession. The rural camp coordinator identifies the strengths and weaknesses
of students and accordingly plans skill-development programmes for them
after discussion in the Staff Council.
Individual counseling is provided to students in need. Faculty identify special
needs of students during the parents’ meeting and try to address them. Student
needs are assessed during regular meetings of the Student Council.
The speech by the Honorable Padmashree Laxman Mane during the fresher
welcome programme aims to inspire students to work hard and complete the
course.
2.2.3 What are the strategies adopted by the institution to bridge the
knowledge gap of the enrolled students (Bridge/Remedial/Add-
on/Enrichment Courses, etc.) to enable them to cope with the programme of
their choice?
The Institute helps students cope with the programme in the following ways:
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Welcome Programme: It is arranged by senior students, faculty members and
the Management to familiarize students with the Institute’s vision, mission and
activities. The Founder President explains the aim behind establishing the
Institute, which is to cater the educational needs of students from the
backward community and to equip them with skills to become change-makers.
Parents of freshers are invited for the programme as the Institute believes
imparting education is a joint effort involving parents, teachers and students.
Parents are sensitized about their role in the development of their children.
Induction programme: It continues for two to three days. Its activities are:
Familiarising students with the college infrastructure
Introducing students to teaching and non-teaching staff
Orientation to components of the course curriculum such as field work,
BPT, SPT, SET, evaluation process, seminars, study tour, scholarships,
specializations and extracurricular activities
Orientation on library
Ice-breaking session
Orientation on specialisations: Special orientation and counselling is given
on specializations.
Add-ons:
Computer courses
Adult and continuing education courses
Remedial coaching for English
Skill Enhancement Training to train students in street plays, PRA, writing
project proposals, NGO management, communication and soft-skills
Skill Lab for BSW students
2.2.4 How does the college sensitize its staff and students on issues such as
gender, inclusion, environment etc.?
It is part of the organizational culture to sensitise staff on gender, inclusion
and environment.
Gender sensitization initiatives:
Institute organizes gender sensitisation programmes
Gender included as a topic for BSW students; students are working on
gender equality as part of Society Empowerment Activity
MoU with Pune-based Samyak, which works on gender equality
Institute plans participation in One Billion Rising campaign.
Initiatives to foster inclusion:
Institute has inclusive policy in staff recruitment, student enrolment
Friendly policy for differently-abled
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Special attention given to students of socially and economically backward
communities
Unique policy of addressing everyone only by first name on campus
Awareness programmes organized inside and outside campus
Programmes organized for elderly
Students work for rehabilitation of mentally ill people
Environment protection initiatives:
Institute maintains biodiversity on campus with herbal garden, butterfly
garden and by providing habitat for bird and snake species
Has won state government’s Green Campus award
Creates awareness to preserve biodiversity at the famous Kaas plateau as
partner in UN Decade on Biodiversity
Undertakes tree plantation drive inside and outside campus
Conserves water through drip-irrigation, check-dam and watershed
development
Installed solar panel for hostel
Has tobacco-free campus
Manages waste in eco-friendly way
Promotes Zero-Budget Natural Farming through workshops and by creating
a model farm on campus
Promotes kitchen gardens in villages
2.2.5 How does the institution identify and respond to special
educational/learning needs of advanced learners?
Learning abilities and needs of advanced learners are identified right from the
entrance exam and by looking at the following things:
Performance in classroom, grasping power, commitment, initiative
Feedback from teachers, field work agency supervisors, parents
Response to assignments
Presentations after returning from workshops/training/competitions
Innovation in field work
Institute responds to educational/learning needs of such students by:
Giving them challenging assignments and responsibility to mentor
counterparts
Encouraging them to come up with innovative ideas for college and field
activities
Seeking suggestions from them on academic and non-academic activities
and appreciating them for good work
Organising coaching for MPSC/UPSC exams and career guidance sessions
Arranging leadership training sessions
Providing opportunity to attend national level
workshops/training/competitions
Placing them in reputed organizations for fieldwork
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Providing scholarships for meritorious students
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, economically weaker sections
etc. who may discontinue their studies if some sort of support is not
provided)?
Students who need support are identified in the following ways:
By the concerned class teacher and subject teacher
From the monthly record of attendance
Feedback from ‘parent teacher’
Reference by Student Council members/classmates
Through parent/guardian
The following steps are taken after identifying such students:
Matter discussed among staff, in Student Council
Home visit, if needed
Individual counselling and joint counselling with parents
Remedial classes with help of faculty members and advanced learners for
slow learners
Soft-skill training
Financial support from individual sponsors, faculty, staff welfare fund,
alumni or Management
Arranging part-time jobs
Placing such students with agencies that sponsor their stay and food and
provide stipend for BPT and SPT
Special counselling for parents/spouses of female students who might drop
out due to marriage
Support from administrative staff for differently-abled students by
coordinating with University and government agencies.
*
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 Institute has a systematic teaching-learning and evaluation plan.
Teaching-learning Planning Process:
Tentative academic calendar prepared before start of academic session
Modification made after discussion in Staff Council meeting
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Forwarded to IQAC and suggestions, if any, are discussed in Staff
Council and finalized
Based on this, teachers prepare individual teaching plan
Weekly follow-up of teaching plan done in Staff Council meeting
In unforeseen circumstances, changes in schedule made after discussion
with and approval of Staff Council
Evaluation is done in the following ways:
Evaluation criteria discussed in Staff Council and displayed on notice
board
Regular fieldwork conferences with students held after every
placement/training
Agency supervisors send feedback in prescribed pro forma to Institute
External examiners invited to evaluate each student
Class and home assignments, seminars held for every student in each
subject
Schedules made for paper-setting, supervision and assessment
Internal and external evaluation for concurrent placement done as per
academic calendar
Paper-setting and paper assessment camps arranged
2.3.2. How does IQAC contribute to improve the teaching-learning process?
The IQAC conducts continuous evaluation of the teaching-learning process
and does the following things to improve it:
Ensures teaching-learning process follows academic calendar
Includes experts, ex-students in IQAC to get innovative suggestions to
improve quality of education
Delegates responsibilities to all faculty members to prepare policy and
procedure for their concerned areas; presents it in common meeting and
makes modifications, if needed
Arranges periodic meetings to evaluate and review IQAC activities
Takes student feedback
Gets eminent persons to conduct lectures on emerging areas
Introduced Score Cards to track faculty performance
Makes available latest technology for teaching-learning process
2.3.3. How is learning 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 Institute gives teachers freedom and support to use innovative methods to
make teaching-learning more student-centric and to encourage interactive,
collaborative and independent learning among students.
The following ways are used to make learning student-centric:
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Participative teaching-learning
Group discussions, brainstorming, case studies, role-plays and games
Peer evaluation
Discussion on movie clippings
Encouraging students to bring innovative ideas to organizations where they
are placed for field work
Class presentations by students on field assignments
Students encouraged to take up mini research
Students coordinating academic, non-academic events guided by faculty
Interactive exposure visits for students to organizations
Student participation in social events
LCD, smart board and Wi-Fi-equipped classrooms
Full-fledged computer lab for students
Keeping library open for students after regular hours
Exposing students to interactive sessions with experienced guest faculty,
social activists, alumni
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 Institute nurtures critical thinking, creativity, leadership, communication
skills and scientific temper among students. For this, the following initiatives
are taken:
Invites expert resource persons to encourage critical thinking, creativity
and scientific temper among students
As part of Skill Enhancement Training, students trained to scientifically
explain superstitious practices, and demonstrate these in villages during
anti-superstition campaigns. Library has books, journals on these topics
Special sessions arranged to debate current issues
Guest lectures by eminent resource persons on important issues
Workshops for students on documentary-film making
Institute organizes documentary competitions for students
Students trained to take creative approach towards dealing with
psychosocial problems
Activities like poster-drawing competition, wall-paper exhibition,
classroom decoration, Manthan, Jagar, Vivek Vahini held to encourage
creativity
Students encouraged to take part in street-plays, youth festivals
Institute’s monthly newsletter Yashwant publishes articles on month’s
activities
Activities like meditation and Johari Window to tap students’ hidden
talents and increase concentration
‘Quiet Time’ initiative encourages self-analysis, self-discovery among
students.
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2.3.5 What are the technologies and facilities available and used by the
faculty for effective teaching? Eg: Virtual laboratories, e-learning - resources
from National Programme on Technology Enhanced Learning (NPTEL) and
National Mission on Education through Information and Communication
Technology (NME-ICT), open educational resources, mobile education, etc.
Technological facilities used on campus to enhance the teaching-learning
process:
LCD projectors, screens in all classrooms
Laptops, projectors for faculty
Free internet for staff, students
Wi-Fi internet in staffrooms, library, seminar hall
Video-library for students
Printer for faculty for academic use
E-learning through social media used for knowledge-sharing and
discussion
All teachers have been given training in computer basics. Students use online
platforms to inform faculty about field activities for immediate evaluation,
feedback and appraisal. Alumni and employers use online methods to stay in
touch with the Institute. Significantly, technology helps conduct paperless
work to protect the environment.
2.3.6 How are the students and faculty exposed to advanced level of
knowledge and skills (blended learning, expert lectures, seminars, workshops
etc.)?
Faculty and students are encouraged to organize and attend national and
international conferences and seminars. They are sent for courses and
seminars as per their aptitude. After attending these events, they share their
experience with other students and faculty through seminars. Special effort is
taken to cover latest developments on topics in the syllabus.
Under the Lead College Scheme (LCS) of the University, workshops and
seminars are organized on personality development, research methodology,
entrepreneurship development, social audit, journalism and other topics. Staff
and students participate in these. Workshops are organized for faculty,
students and non-teaching staff under this scheme.
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 advice) provided to students.
The Institute has a counselling centre on the campus to help those who
approach it. Most number of students approach the centre at the beginning of
the first semester, and at the beginning of the second semester when they have
to choose a specialisation. Around 10 per cent of students use the counselling
centre’s services.
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One parent teacher is allotted for a group of 20-25 students to mentor and
guide them, and intervene whenever necessary. Parent teachers give feedback
to parents about their wards’ progress and problems, if any. Teachers share
observations about the performance of their respective students in the
common meeting held on the last Thursday of every month. Personal aspects
are kept confidential unless it is required to be shared among the staff.
Students are given career guidance. Psychologists and senior faculty members
guide students one-to-one. Students and their family members can approach
the two Family Counselling Centers (FCCs) run by the Institute.
Parents of students are given sessions on positive parenting on the campus.
BSW final-year students looking to pursue higher studies are given interview
and group discussion tips. Ninety-seven per cent of BSW students go for
higher studies, many of them in reputed Institutes across India. Students of
MSW first-year are given orientation and counseling to help them choose
suitable specializations.
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 faculty to adopt new and innovative approaches
and the impact of such innovative practices on student learning?
Lecture is the primary mode of teaching, supported by interactive sessions like
group discussions and presentations. The different learning abilities of
students are taken into account in the teaching-learning process. Learner-
centric approach is taken in tandem with course objectives. ICT-enabled
methodologies are adopted to equip learners to compete in a tech-savvy
environment.
The lecture-cum-demonstration method is complemented by role-play,
brainstorming, case studies, case presentation, games, simulation, case laws,
in-basket training, field application and success stories.
The teaching and practice of Social Work methods go hand in hand. Self-study
by students with guidance from teachers is encouraged. Faculty members
attend workshops, seminars and training sessions and share what they learn
with the students. Meditation techniques are also used to improve students’
concentration.
2.3.9 How are the library resources used to augment the teaching- learning
process?
YCSSW has integrated the college library into the teaching-learning process.
Students are motivated to make optimum use of the books, journals, research
reports, e-resources and newspapers in the library. Library hour is part of the
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time table, especially for BSW students. Freshers are oriented on optimum use
of the library. Library is kept open for extra time in the evening.
Faculty give students reading lists and encourage them to use the library for
reference. After class, students are encouraged to make notes using reference
books. Students are given article reviews as assignments and encouraged to
use library to prepare for seminars and dissertations. Students can search for
and locate books and their contents using the ‘Current Contents Service’ on
the computer.
The New Arrivals rack displays latest books and journals. Flyers of publishers
are circulated amongst faculty and their suggestions sought on buying relevant
books. Faculty and students display paper cuttings on relevant issues on notice
boards inside and outside the classroom.
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.
The Institute follows the academic calendar of Shivaji University. Sometimes
teaching days are lost because of unscheduled holidays and participation in
activities organized or recommended by the Department of Social Justice and
Empowerment. Occasionally, teaching days are lost owing to students’
participation in programmes on socially relevant issues.
A challenge is that the Institute is understaffed because of government delay in
recruitment for sanctioned posts. The problem is addressed through: Existing faculty sharing work load
Appointment of temporary faculty
Conducting classes on holidays and sometimes after regular class hours.
2.3.11. How does the institute monitor and evaluate the quality of teaching-
learning?
Mechanisms developed by YCSSW to monitor and evaluate the quality of
teaching-learning are:
Students’ evaluation of teachers at the end of each semester
Assessment of students’ academic progress at intervals through class
assignments, seminars, fieldwork conferences, dissertations and viva voce
Assessment of class assignments through a Centralised Assessment
Programme (CAP)
Feedback from recruiters to evaluate effectiveness of teaching-learning
Fieldwork placement assessment by external experts/field practitioners
*
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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.
Highest
Qualification
Professor Associate
Professor
Assistant
Professor Total
Male Female Male Female Male Female
Permanent teachers
D.Sc./D.Litt. - - - - - - -
PhD - - - - 1 2 3
M.Phil - - - - 1 - 1
PG - - - - 3 3 6
Temporary teachers
PhD - - - - - - -
M.Phil. - - - - - - -
PG - - - - - 2 2
UG - - - - - 1 1
Part-time teachers
PhD - - - - - - -
M.Phil - - - - - - -
PG - - - - - - -
UGC and state government norms are followed for staff recruitment. The
Management policy is to recruit qualified staff from diverse sections and
states. The Institute makes all efforts to fill sanctioned posts in time.
The Institute has a family environment and a staff-friendly work culture that
helps retention. The Institute facilitates internal and external faculty
development programmes. Faculty are encouraged and supported to use
creative teaching methods. Institute has MoUs with other colleges for faculty
exchange programmes.
2.4.2 How does the institution cope with the growing demand/scarcity of
qualified senior faculty to teach new programmes/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.
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The Institute has efficient teachers who continuously update themselves on
emerging trends in Social Work. To deal with topics on emerging areas the
Institute:
Sends faculty and students for training, workshops, seminars and
conferences
Invites experts for guest lectures
Conducts workshops and training sessions
Places students in national and international organistions to learn about
latest trends
Following is the details of efforts made by the institute in last three years:
No.of
workshops/
Seminars/
Lectures
conducted
2012-13 2013-14 2014-15 2015-16
12 11 20 19
2.4.3 Providing details on staff development programmes during the last four
years, elaborate on the strategies adopted by the institution in enhancing the
teacher quality.
a) Nomination to Staff Development Programmes:
Sl. No. Academic staff
development
programmes
Number of faculty nominated
2011 2012 2013 2014
1 Refresher courses - 03 02
Padp
-
2 HRD programmes - - - -
3 Orientation programmes - 01 01 -
4 Staff training conducted
by University 3 3 3 3
5 Staff training conducted
by other institutions 3 3 5 5
6 Summer/winter schools,
workshops, etc.
3 5 6 6
b) Faculty Training programmes organized by the institution to empower and
enable the use of various tools and technology for improved teaching-
learning.
Training programmes have been organized for faculty for the following:
Use of Smart Boards
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Android system
Scorecard
Use of laptop
Operating LCD
Library software
Statistical Package for Social Science (SPSS)
Management of devices like amplifier sound system
Optimum use of internet
Handling new curriculum (syllabus revision, teaching methodology
workshops)
Content/knowledge management - Knowledge management centre is
initated by IQAC to facilitate knowledge management where in the
presentations prepared by the faculty on different topics are collected for
ready reference.Audio vidual clipping of the eminent speaker are made
available in CDs. The contact details of resource persons are kept in the
center.Reference list of educational sites are made available.
Selection, development and use of enrichment materials - Faculties
according to their interest area select and develop enrichment materials
from different sources for the use of faculty and students.
Assessment – As the institute invites practisioners for assessments of the
students the faculty get an opportunity to learn latest assessment trends.
Cross cutting issues – Istitute arrange training and opportunity to interact
with expert in the area of Gender, Environment, and Climate change,
Human rights to gain deep understanding and to act upon it.
Audio Visual Aids/multimedia – it is made available in college and
provided training to make use of it.
OER’s – Open educational resources are available at institute for
teachers and they are oriented regarding the use of them for teaching.
Teaching learning material development, selection and use – Teachers
are allowed to attend or organize training on teaching learning material
development, selection and use in the institute or outside.
c) Percentage of faculty
Invited as resource persons in workshops/seminars/conferences organized
by external professional agencies: 100%
Participated in external workshops/seminars/conferences recognized by
national/international professional bodies: 100%
Presented papers in Workshops/Seminars/Conferences conducted or
recognized by professional agencies: 100%
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
programmes, industrial engagement etc.)
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Shivaji University and UGC norms are applicable to faculty for recharge
programmes.
The Management provides seed money to RRDC to promote research. The
Institute provides infrastructure and secretarial support for intervention
research and encourages faculty to publish papers in journals. Institute allows
faculty to engage guest sessions in other institutions without disturbing their
usual work schedule at the Institute.
Institute faculty engage guest sessions in Chhatrapati Shivaji College; Asha
College of Special Education; DG College, Satara; Pillai’s Polytechnic,
Panvel; Marian College Kuttikkanam, Kerala; and DePaul Institute of
Engineering and Technology, Kerala.
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.
So far no award has been received by any faculty. Listed below are
recognitions received by faculty:
Name of faculty Faculty Award/Recognition
Level of
Recognition
Dr Vijay Mane
Elected as Vice-President of
Maharashtra Association of Social
Work Educators
State
Mr Pankajkumar Das
Adjudged Impact-Making
Volunteer in fund raising by
Simplygive.org, Hyderabad
Received appreciation letter from
superintendent of Asha Kiran,
Karad, for re-uniting two families
after eight years
State
Dr Shaly Joseph Paper setter in State Eligibility
Test for lectureship State
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?
Teachers are evaluated by students, not by external peers. Evaluation methods
followed:
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Evaluation by students as per format at the end of every semester
Students’ evaluation used by teachers to fine tune teaching methods
At open session during farewell function for final-year students, students
are encouraged to express their opinion about teachers.
*
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 processes?
The evaluation criteria and process are discussed in the Staff Council and
Student Council in the beginning of the academic year. This helps students
take an informed approach to the evaluation process and perform well. The
process is discussed in the parents’ meeting so that parents can ensure their
wards do well.
Mechanisms to inform stakeholders about evaluation process:
Explaining it at the induction programme
Fieldwork Education Department orients students on fieldwork evaluation
criteria
Specialisation departments explain respective evaluation process
Explained at common assembly once in a term.
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?
Evaluation reforms of University:
Online examination management: University has new system that
enables Institute to fill exam forms online, download hall tickets, upload
internal marks; results are displayed on University website.
Continuous assessment and end-semester assessment: As per
University guidelines, 20 per cent marks is for internals (seminars, home
and class assignments, attendance) and 80 per cent for semester exam for
theory papers. Internal marks are verified and authenticated by the class
teacher, faculty, students and exam coordinator.
Viva voce
Fieldwork assessment
Dissertation assessment: Done internally by internal supervisor (70 per
cent marks) and externally by University-appointed expert through viva
voce (30 per cent marks)
Apart from University evaluation, the Institute has introduced the following
evaluation reforms:
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Centralized Assessment Programme (CAP): Institute’s Examination
Department conducts CAP, through which University exam paper setting
and assessment take place under a centralized system
Fieldwork evaluation: Continuous fieldwork assessment is done by
faculty and agency supervisor. Internal assessment is conducted at the end
of semester in which students make seminar presentations of their
fieldwork activities. It helps objectively evaluate student performance and
find ways to improve fieldwork. Fieldwork agencies give their feedback in
a prescribed form.
Internal assessment: Institute evaluates students’ research work, rural
camp and fieldwork performance at regular intervals through conferences.
Knowledge gained by students through skill-enhancement programmes is
assessed internally through quiz, debates and group discussions.
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?
Evaluation reforms initiated by the University and Institute are implemented
by the Institute’s examination and administrative departments under the
Principal’s guidance in the following ways:
Internal and University exam schedules are circulated by the Institute’s
exam department in advance
Students are oriented on evaluation reforms of University and Institute as
and when required
Internal assessment marks is uploaded on University exam portal. This is
done by administrative staff after the exam coordinator gets it approved
by the Principal
Parents are intimated if performance of any student is below expectation.
Faculty discuss the matter with the parent
The entire process is monitored by the Principal and discussed in the Staff
Council meeting
2.5.4 Provide details on the formative and summative assessment approaches
adapted to measure student achievement. Cite a few examples which have
positively impacted the system.
In formative assessment, marks are given for the following:
Attendance
Home and class assignments (one or two per semester)
Seminars
Fieldwork (Concurrent and Block Placement Training): Fieldwork is
evaluated on the basis of fieldwork reports, conferences, group and
individual, fieldwork/case presentations, orientation visit reports, study
tour reports, block placement report and presentation of these. Document
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file of initiatives and activities conducted by students in the field is also
verified.
Rural camp
Study tour
Orientation visit
Project work/dissertation
Viva voce
Summative Evaluation: Done through University examination conducted
every semester.
2.5.5. Detail on the significant improvements made in ensuring rigor and
transparency in the internal assessment during the last four years and
weightages assigned for the overall development of students (weightage for
behavioral aspects, independent learning, communication skills etc.)
Students are oriented about assessment criteria at the beginning of the
semester, and are assessed on the basis of the following:
Attendance
Class and home assignments
Seminar presentation
Participation in SEA, CIP, extension activities, and activities like Jagar,
Manthan, workshops, conferences, seminars
Innovation in fieldwork
Monthly academic performance: Evaluated by class teacher and parent
teacher, discussed with students and, if needed, parents are called
Behaviour
Communication skills
Attitude
Adherence to rules
Special achievements
Transparency: Results are shared with students and parents after every
assessment exercise
Internal marks are displayed on notice board
Checked answer papers shown to students
Students given chance for review
Behavioural assessment remarks communicated to students and parents
2.5.6. What is the graduate attributes specified by the college/ affiliating
university? How does the college ensure the attainment of these by the
students?
YCSSW tries to nurture the following attitudes among students:
Professional
Project management skills, professional attitude, knowledge
seeker, passion, field experience, creativity and innovation,
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communication skills, people skills,
problem-solving skills, documentation skills,
confidentiality, understanding of human rights and social
justice, PRA/PLA, analytical skills, legal awareness,
resource mobilization abilities, networking, assessment
skills, knowledge of research, hard work, research skills,
scientific temper, counselling skills, team work, leadership,
commitment, resourcefulness, entrepreneurship, writing
skills, oratory skills
Personal
Empathy, civic sense, self-esteem, non-judgemental
attitude, adaptability, patience, self-awareness, knowledge
of social movements, life skills, initiative, ICT
Social
Secular thinking, gender sensitivity, environment
consciousness, tolerance, social responsibility
Students are groomed in the above mentioned qualities through curricular,
extracurricular, and co-curricular activities. Continuous quality assessment of
students is done by class teacher, parent teacher, external experts.
2.5.7. What are the mechanisms for redressal of grievances with reference to
evaluation both at the college and University level?
The college has a Grievance Redressal Committee to address internal
evaluation related issues. External evaluation related complaints must be made
with the University grievance redressal cell.
*
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?
Yes. Learning outcomes are stated in the syllabus. Students are made aware of
this at the beginning of the semester by respective faculty.
The college has stated outcomes in all its academic and co-curricular
activities. Students are expected to perform well in the semester examination
and fieldwork assessment, develop skills and knowledge to practice Social
Work, and acquire values and life skills to lead a satisfying personal and
professional life. Outcomes are shared with parents, agency supervisors.
Students are asked to do personal SWOC analysis and act on them during the
course.
2.6.2. Enumerate on how the Institution monitors and communicates the
progress and performance of students through the duration of the
course/programme. Provide an analysis of the students’ results/achievements
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(programme/course-wise for last year) and explain the differences if any and
patterns of achievements across the programmes/courses offered.
YCSSW have structured mechanism to monitor student’s progress. Class
Teachers and Parent Teacher assess the individual student performance by
conducting Class Assignments, Home assignments, seminars, attendance and
fieldwork evaluation. Apart from this feedback is also collected from
fieldwork agency. The University exam performance of student’s are also
monitored.
Internal assessment papers are shown to students. Parent Teacher prepares
Student Progress report which consists of overall performance of the students.
Student’s progress is shared with the parents during Parent Teacher meetings.
Necessary steps are taken to enhance the performance of student.
A detail of last four years performance is given below:
Sr.
no Programme 2011-2012 2012-2013 2013-2014 2014-2015
1 BSW 100 100 100 88.46
2 MSW 98.49 100 100 100
2.6.3 How are the teaching, learning and assessment strategies of the
institution structured to facilitate the achievement of the intended learning
outcomes?
The teaching, learning and assessment strategies are structured in the
following way to suit the needs of the Social Work profession:
Teaching and learning
By giving equal importance to theory and practice in teaching plan
Incorporating enrichment programmes
Making fieldwork schedule
Using effective teaching methodology
Through Capacity-Improvement Programme
By providing Skill Enhancement Training
Engaging students in Society Empowerment Activities
Through research projects by students
Experiential learning through block placement
Arranging guest lectures and Jagar
Assessment
Monthly evaluation of attendance, fieldwork reports and performances
Mid-term evaluation of class assignment, home assignment, seminar
Semester-end evaluation of fieldwork, theory exam
Rural camp, orientation visit and study tour evaluation
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2.6.4 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?
Measures taken by the Institute in this regard are:
Curriculum revision
Sending students for fieldwork training in reputed organizations
Publishing initiatives of students/Institute in newspapers
Participation in social movements
Soft-skill training
Facilitating industry-student interaction
Networking with alumni, industry, NGOs, hospitals
Engaging students in extension, social survey and research activities
Promoting spirit of entrepreneurship development among students
Training students on resume-writing, group discussions, interviews,
etiquette, soft-skills
2.6.5. How does the institution collect and analyze data on student
performance and learning outcomes and use it for planning and overcoming
barriers of learning?
The Institute collects data on student performance from faculty, students
themselves, agency supervisors, parents. Individual Student Progress Report is
prepared by parent teacher by taking into account attendance, fieldwork
record, academic assessment records and suggestions from Staff Council. The
analysed data is discussed in the Staff Council and the following actions are
taken:
Individual counseling
Restructuring of teaching methods
Guest lectures on topics outside the syllabus
Remedial coaching
Exam preparation tips given to students
2.6.6. How does the institution monitor and ensure the achievement of
learning outcomes?
Learning outcomes are monitored through continuous evaluation. Outcomes
are achieved through implementation of teaching, evaluation and assessment
plans. Periodic review is also held.
2.6.7. Does the institution and individual teachers use assessment/evaluation
outcome 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. Any other relevant information regarding teaching-
learning evaluation which the college would like to include.
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The assessment outcomes are measured through Student Progress Report,
which is a major step towards achieving learning outcomes. The indicators
included in Student Progress Report are as follows:
Attendance
Academic performance
Fieldwork performance
Skills, Values and attitude
Participation in Co curricular and extracurricular activities
Innovating teaching methodology is adopted to enhance student performance.
Remedial coaching, counselling is provided to students. Apart from this,
additional field exposure / assignment, guest lectures, workshops, are
conducted.
As per the need, changes are accommodated in teaching plan.
*
CRITERION III
RESEARCH, CONSULTANCY AND EXTENSION
3.1 Promotion of Research
3.1.1 Does the institution have recognized research centre/s of the affiliating
University or any other agency/organization?
The Institute has a Research, Resource and Development Centre (RRDC). It
has initiated the process of getting recognition from the University and ICSSR.
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.
Yes. The RRDC conducts and monitors programmes to promote Social Work
research in India. As Social Work research is a less explored area in India,
most of the Social Work colleges are still doing Social Science research. To
improve the effectiveness of Social Work practice, Social Work Intervention
Research needs to be promoted. The RRDC was established with this intention
under the guidance of eminent Prof. Dr D. K. Laldas.
Through this centre, the Institute has conducted four Social Work Research
Methodology workshops, in which more than 52 Social Work scholars from
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across India participated. It is the Institute policy that at least 75 per cent of the
total research projects taken by students should be specifically Social Work
Intervention Research.
RRDC Advisory Committee: RRDC has an advisory committee, which
functions as an apex body of the RRDC. Its chairman is the Working President
of the Institute. The Principal, RRDC coordinator, Representative from the
University, Social Work research experts, academicians and Social Science
research experts are members.
Research Committee: The Research Committee functions under the RRDC
with the Principal as Director. There are three coordinators from among
faculty members who look into research projects, consultancy and workshops,
data processing, and publication.
Recommendations made by Advisory Committee:
1. RRDC should conduct international/national/regional Research
Methodology workshops for promotion of Social Work research.
2. RRDC should conduct Social Work Research Methodology workshop for
all students opting for research projects.
3. RRDC should take up Social Work Intervention Research involving
students and share the results with other stakeholders.
4. All faculty members should complete their PhD within four years of
registration.
5. RRDC should publish a quality research journal.
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6. RRDC should have a research lab.
7. RRDC should provide consultancy services and take up research activities
for national/international organizations, institutions and companies.
3.1.3 What are the measures taken by the institution to facilitate smooth
progress and implementation of research schemes/projects?
Institute has taken following measures in this regard:
Autonomy is given to principal investigator
Institute gives neccessory support and release resources on time
Faculty provided infrastructure and secretarial assistance to conduct
research; Research consultants are made available to faculty to seek
assistance in conducting quality research
Technological Support is being provided as per need.
The Services of the Internal auditer is made available to provide utilization
certificate to the funding agencies.
Faculty and students given training in Research Methodology, and
encouraged to take up intervention research and apply for research funding
from ICSSR and other organizations
Faculty encouraged to organize workshops/training in the Institute and
participate in workshops/training outside without disturbing the smooth
functioning of the Institute
Institute has Research Club with Social Work research scholars from
across India as members, who share knowledge about their research
projects
Club disseminates information on Research Methodology workshops in
India
3.1.4 What are the efforts made by the institution in developing scientific
temper and Research culture and aptitude among students?
Research is an integral part of the Social Work course. It is a compulsory
paper for BSW and MSW students. YCSSW’s mother organization is a
research institute. Hence, YCSSW nurtures research skills among students.
The research lab has the following facilities:
SPSS software
Measurement Scales
Books on Research Methodology/Statistics
Sample dissertations
Research papers / articles
Research journals
Wall posters
Samples of synopsis
Research related newspaper clippings
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 69
List of websites on research
Krejice and Morgan table for calculating sample size
Display of admission information regarding M. Phil and PhD
The lab regularly displays the latest research findings. Small field research
assignments are given in theory classes so that students understand research
methodology. Wall posters made by students on Research Methodology are
exhibited before teachers and students and discussions held. Periodic review
of research process is carried out individually and in groups. Students make
presentation on research before faculty. Students are trained in SPSS and
standardized questionnaires. Every year, students and faculty participate in
Avishkar, a research event conducted by Shivaji University.
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.).
All faculty members guide students in dissertations. Two faculty members are
recognized research guides of Shivaji University. Three are involved in minor
research projects. A few applications have been forwarded to UGC/ICSSR for
research funding. Some faculty members are involved in research projects
sponsored by Zilla Parishad, local NGOs and ASER, Mumbai.
3.1.6 Give details of workshops/training programmes/sensitization
programmes conducted/organized by the institution with focus on capacity-
building in terms of research and imbibing research culture among the staff
and students.
As per recommendations of the RRDC Advisory Committee, the Institute
organized the following training sessions/workshops on the campus to
promote research culture among faculty and students:
Date Name of Training/Workshop Conducted
By/Sponsoring Agency
Academic Year 2015-16
November 25
and 26, 2015
Two-day workshop on
intervention research for MSW
II students
RRDC, YCSSW, Satara
October 12 to
17, 2015
5-day TOT training on
conducting sample survey
research
ASER, Mumbai
October 19 to
21, 2015
3-day workshop on conducting
sample survey research for
MSW I and BSW I students
RRDC, YCSSW, Satara
November 17,
2015
Day-long workshop on
conducting survey of SHGs
MAVIM, Satara
Academic Year 2014-15
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 70
January 19 to 24,
2015
ICSSR-sponsored 6-day
national workshop on
Research Methodology for
faculty and research scholars
Indian Council of Social
Science Research
(ICSSR), Mumbai
March 20 to 22,
2015
3-day workshop on Research
Methodology for students
RRDC, YCSSW, Satara
May 28, 2014 Day-long workshop on writing
research project proposal
Shivaji University,
Kolhapur
August 29 to
September 1,
2015
3-day workshop on
Intervention Research
BBVVSS
June 3 to 6, 2014 3-day Research Methodology
workshop for students
RRDC, YCSSW, Satara
September 2,
2015
Day-long workshop on writing
research report
RRDC, YCSSW, Satara
April 28, 2015 Day-long workshop on
Research Methodology for
students of Asha College of
Special Education, Satara
RRDC, YCSSW, Satara
Academic Year 2013-14
March 29 to 31,
2014
3-day national workshop on
Research Methodology for
faculty and research scholars
BBVVSS, Satara
July 30, 2014 Day-long workshop on
Research Methodology
BBVVSS, Satara
2012-13
July 26, 2012
Day-long training on
conducting survey of Nakoosa
girls in Satara district
Zilla Parishad
Agust 9, 2012
One day workshop on
Research Methodolgy for
students
BBVSS, Satara
3.1.7 Provide details of prioritized research areas and the expertise available
with the institution.
The prioritized research areas and areas of expertise available in different
specializations of the college are listed below:
Sr.
No.
Specializations Prioritized Areas of Research and Expertise
1 Medical and Psychiatric
Social Work
School Social Work, Geriatric Social Work,
Adolescent Health, Behavioral Therapies,
Community-based Management of Malnutrition,
Individual and Family Counselling, Pre-marital
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 71
Counselling, Life-skill Management, Mental
Health, Parenting, HIV/AIDS, Crisis
Intervention, IQ, EQ
2 Human Resource
Management
Industrial Social Work, Stress Management,
Yoga and Motivation, Employee Health,
Organizational Behavior, Industrial Safety,
Emotional Quotient, Absenteeism, Job
Satisfaction, Training and Development,
Manpower Planning
3 Urban and Rural
Community
Development
Child Rights, Human Rights, Women
Empowerment, Management of Panchayati Raj
Institutions, Youth Empowerment, Social
Movement and Social Action, Participatory
Rural Appraisal, Gender
3.1.8 Enumerate the efforts of the institution in attracting researchers of
eminence to visit the campus and interact with teachers and students?
Since the inception of RRDC, the following researchers of eminence have
visited our campus and conducted sessions on Research Methodology for
faculty and students:
Dr D. K. Laldas: An eminent Social Work research expert in India who
has authored books on Social Work Intervention Research, Dr Laldas
visits the campus for conducting Research Methodology workshops for
faculty and students. He is on the RRDC advisory committee.
Dr Chandrakant Puri: Member of ICSSR, Western Region, Mumbai, and
Chair Professor, Rajeev Gandhi Centre for Contemporary Studies,
Mumbai University, Mumbai
Dr Geeta Balakrishnan: Principal of Nirmala Niketan, Mumbai
Dr Cherian P. Kurian: Director, Social Work Department, Marian College,
Kuttikkanam, Kerala
Dr Deepak Walokar: Director, Karve Institute of Social Service, Pune
Dr Usha Verghese: Associate Professor, Bharti Vidyapeeth, Pune
Dr Pradeepkumar: Associate Professor, CSIBER, Kolhapur
Dr Pratibha Gaikwad: Principal, DG College of Commerce, Satara
Dr R. B. Patil: Professor, Department of Sociology, Shivaji University,
Kolhapur
Dr J. R. Dabhole: Retired Professor, SGM College, Karad
Dr R. D. Gaikwad: Retired Principal, Chhatrapati Shivaji College, Satara
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).
Dissemination of knowledge is done by publication and presentation of reports
at national and international seminars and conferences. Outcome of projects is
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 72
shared with NGOs, government officials, and college alumni. Alumni, too,
share their findings in the field.
Academic
Year
Study Initiatives Taken
2015-16
Community Perception
Survey on CSR activities of
Kirloskar Brothers in
Kirloskarwadi, Sangli
Report submitted to Kirloskar
Company and findings shared
with YCSSW students
Study on Proactive Measures
to Guarantee Children’s Right
to Quality Education
Findings presented at
international conference at
Kerala Institute of Local
Administration (KILA), Kerala
2014-15
A Study on Psychosocial
Problems of Children of
Migrants
Findings presented at
International Conference at
Centre for Development Studies,
Kerala
Social Work Intervention in
the Context of Empowering
the Elderly
Findings presented at
International Conference at
Centre for Development Studies,
Kerala
Parameters of Child-friendly
school
Findings published in National
Research Journal
2013-14
A Study on HR in Retail
Sector
Findings presented at
International Conference at
Symbiosis College, Pune
Balanced Diet and Health Published in National Journal of
School Social Work
The Effectiveness of Yoga in
Stress Management
Published in Asia Pacific Journal
of Marketing and Management
Review
2012-13
Proactive Social Protection
for Aged
Findings presented at
International Conference at
Marian College, Kerala
Need of Symbolizing Social
Work Profession – A Critical
Analysis
Analysis presented at
International Conference at
Karnataka University, Dharwad
Transforming Life-Skill
Education Through Yoga: A
Critical Analysis
Published in the book Optimizing
Positive Strengths Through Life-
Skills
2011-12 Religion, Spirituality and
Social Work Ethics: The
Indian Perspective
Published in the book Lifting the
Spirit, Uplifting the Body
Community Empowerment, Published inParticipative
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 73
in Maharashtra Through
Employment Guarantee
Scheme: Social Work
Perspective.
Development, Pune , Vol. 9
Role of SHGs in Women
Empowerment
Published inYoung Researcher,
Kolhapur, Volume II. Number 2.
Rural Community
Development through
Maharashtra Employment
Guarantee Scheme (MREGS)
From Social Work
Perspectives.
Published in
VIVEK RESEARCH; Kolhapur
Status and problem of higher
education among (Dalit) girls
Published in ADIVARTA
Awareness about Prevention
of Domestic Violence ACT
2005 among lawyers of
Satara District court
Published in
Young Researcher, Kolhapur,
Volume II. Number 2.
Understanding Health
Practices of People Living in
Hilly Region of Patan Taluka
and Social Work Practice
Published in
VIVEK RESEARCH; Kolhapur
Peer Reviewed Journal
Social Work Research and
Field Practice
Published in
Social Work Education and
Practice in India: Innovations
and Interventions
A Case Study of Ahilyadevi
Manila Sahakari Dudh
Utapadak Sanstha- Sada
Kalki, Sada Bodake Wadi,
Patan
Published in
SIDDHARTH research Analysis
and Evaluation, Peer Reviewed
Journal 2942 Nov 13
Social Work Research and
Field Practice In Medical
Social Work
Published in
Young Researcher, Kolhapur,
Volume II. Number 2.
*
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 74
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.
There is no separate budget allocated for research. But the expenditure is made
from general budget of the college.
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?
Yes. The Institute provides seed money for research from the fund generated
by research. Seed money, which is advanced, is normally pooled back when
the funding organization releases the sanctioned amount. Fifty per cent of the
faculty have received seed money for research. The mother Institute of
YCSSW has given Rs 1 lakh seed money for RRDC.
3.2.3 What are the financial provisions made available to support student
research projects by students?
Financial provisions made to support students’ research activities:
Students are provided opportunities to participate in Institute’s regular
research work and are remunerated.
Students from economically marginalized community are given financial
aid to conduct research.
Printing of reports at nominal rate provided for students.
3.2.4 How does the various departments/units/staff of the institute interact in
undertaking inter-disciplinary research?
YCSSW offers only Social Work programmes. So, the Institute has taken up
very little inter-disciplinary research. However, the Institute at times consults
faculty from other disciplines.
3.2.5 How does the institution ensure optimal use of various equipment and
research?
Computer lab, library, Wi-Fi facilities, classrooms and seminar hall are for
multipurpose use. After lectures, classrooms are used for research conferences
and discussions. The seminar hall is used for conducting training sessions for
research. Research lab is utilized by research scholars.
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.
No. But the Management spends considerable amount of money for
purchasing computers, printer, books and other infrastructure.
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 75
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.
The Institute encourages and provides the following support for faculty to
secure research projects from various agencies:
1. Each faculty is provided high-end hp all-in-one desktop computer with
printing and internet facility to help them prepare research proposals and
reports 2. Approving and forwarding research proposals promptly
3. Providing utilization certificates 4. Recommendation letter and letters on availability of resources required for
research to funding agency
The table below gives details of ongoing and completed projects and grants
received during the last four years:
Nature
of
Project
Durati
on -
Year
From
To
Title of
Project
Name of
funding
agency
Total
Grant
Total
Grant
Receiv
ed till
date
Sanctione
d
Receiv
ed
Minor
Projects
2012-
14
Baseline
Survey
of
Nakoosa
(unwante
d girl
child) in
Satara
District
ZP, Satara
174000
174000 174000
2014-
15
Survey
on
Senior
Citizen
Pension
Scheme
FESCOM
Voluntary
2014-
15
Study on
Attitude
of People
Towards
Local CBO
All
expenditur
e met by
CBO
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 76
Environ
ment-
Friendly
Ganapati
Idol
2015-
16
Educatio
nal
Status
Survey
ASER,Mum
bai
Rs.45000.
00
Rs4500
0
Inter
disciplina
ry
Projects
- - - - - -
Industry
sponsore
d
2015-
16
Commun
ity
Perceptio
n Survey
Regardin
g CSR
Program
mes of
Kirloskar
Kirloskar
Brothers
Ltd, Sangli
28500
Students'
Research
Projects
2014-
15
Bal Jivan
Suraksha
Project
CBO-funded in kind
30000
Health
Status of
TB
Patients
in
Panchaga
ni Taluka
Bel-Air Hospital,
Panchgani. All
expenditure met by Bel-
Air
Any
Other
(Specify)
- - - - - -
*
3.3 Research Facilities
3.3.1 What are the research facilities available to the students and research
scholars within the campus?
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 77
The following are the research facilities available to students and research
scholars within the campus:
RRDC: This centre facilitates research and training and works as a resource
centre to promote maximum utilization of resources available on the campus
for students and faculty members. Equal importance is given to development
of the Institute’s research and allied activities.
Research Club: It facilitates free interaction among students and faculty and
helps students clear their doubts.
Research Lab
Books/Journals
Computers with internet facility
Library: Latest collection of research books and journals is available for
research scholars.
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?
The RRDC advisory committee regularly meets and plans about ways to
strengthen research activities and purchase of more reference books for
research of international standards.
Purchasing software packages for data analysis and upgrading the
computer lab are in process.
Training in Research Methodology is given to students and faculty from
time to time.
Faculty and students are encouraged to attend Research Methodology
workshops and training in other institutes.
The Institute is in the process of collaborating with various research
institutes, the Social Welfare Department and zilla parishad to take up
more research projects.
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 institution has not received any special grants or finances from the
industry or other beneficiary agency for developing research facilities.
3.3.4 What are the research facilities made available to the students and
research scholars outside the campus / other research laboratories?
Institute has a panel of external research experts including experts in statistics
to guide the students at various level of the research. As per the need of the
scholars institute help them in getting permission for data collection
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 78
identifying relevant issues, and mobilizing resources by networking with
various organizations and alumni.
3.3.5 Provide details on the library/information resource centre or any other
facilities available specifically for the researchers?
Research scholars are given extended membership in the library.
Previous volumes of journals are available for reference.
Access to e-resources provided by INFLIBNET.
Scholars are given comfortable space to carry out their work in the
Institute. Research scholars are given need-based assistance in data-
collection and access to respondents by networking with other
organizations. These are done taking into account the code of ethics of
research.
3.3.6 What are the collaborative research facilities developed/created by
research institutes in the college. For e.g., laboratories, library, instruments,
computers, new technology etc.
Research Lab
Computer reserved for researchers in Research Lab
Research Club
SPSS
Reading corner in Research Lab
Wi-Fi facilities, laptops and other computers with required software;
Institute has renovated seminar hall with facilities to conduct discussions
and training.
*
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):
No patent has been filed from the Institute. However, YCSSW staff publish
research-based articles in reputed journals, and carry out intervention research
to find sustainable solutions to community problems.
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?
The Institute is in the process of publishing the research journal. The editorial
board has been finalized. The first issue will be published by March 2016.
3.4.3. Give the details of publications by the faculty and students:
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 79
Details of Publication
Dr. Shaly Joseph:
1. ‘Balanced Diet and health Journal of school social work’. 0976-3759,
Volume X Issue-8 Jan 2014
2. ‘The effectiveness of Yoga in stress management among the employees in
the industry’. Page no 01, Asian Pacific Journal of marketing &management
review, ISSN- 23192836VOL.3(4),APRIL 2014,Global impact factor.645
3. ‘A Pragmatic approach to parenting based on issues faced by parents of
adolescent school going Children’. page no- 62-67, International journal of
social sciences &interdisciplinary research, ISSN 2277-3630 VOL.3(7)
JULY 2014 Impact factor 3.503
4. ‘Human resource management in retail sector’. Page no 34-38, International
journal of marketing, financial services &and management research, ISSN-
2277-3622 Vol3(7) july 2014 Impact factor 3.454
5. ‘Parameters for a child friendly school’. Page no 03-05, Journal of school
social work, ISSN 0976- 3759
6. ‘Enhancing quality of life of elderly; Social Work Interventions’. SK
international journal of multidisciplinary research, ISSN 2394-3122 Volume
2 Issue 5, May 2015 ,Impact factor;2.096
Dr.Manisha Shirodkar
1.‘Success Story of SHG and Women Empowerment (in Marathi) Micro
Finance in India’. ISBN978-81-907286-5-2
2.‘Problem of Women Exploitation: A study of Family Counseling Centre in
Satara’. SIDDHARTH research Analysis and Evaluation, Peer Reviewed
Journal, ISSN-2321-2942 Jan 2014
3.‘Violence Against Women: Concern For Gender Equity’.Savitribai Phule
Mahila Mahavidyalaya, Satara
4.‘A Success Story of Woman Sarpanch of Sambhaji Nagar Village’. Women
Empowerment Shivaji College Satara, ISBN-93-831-72-75-5
5.‘Contribution of Savitribai Phule and Gender Equity’. T M V. Pune,
Accepted for publication.
6.‘Right To Education and Challenges Before Nation’. Research Front Impact
Factor 1.115, ISSN: Online 2320-8341Print: 2320-6446
7. ‘Status and problem of higher education among (Dalit) girls’. ADIVARTA,
ISSN 2347-5234 RNI No: MAH MAR/2007/21294
8.‘Awareness about Prevention of Domestic Violence ACT 2005 among
lawyers of Satara District court’. Young Researcher, Kolhapur, Volume II.
Number 2. ISSN 2277-7911.
9.‘Understanding Health Practices of People Living in Hilly Region of Patan
Taluka and Social Work Practice’. VIVEK RESEARCH; Kolhapur Peer
Reviewed Journal, ISSN 2249-295X.
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 80
10.‘Social Work Research and Field Practice’. Social Work Education and
Practice in India: Innovations and Interventions, ISBN: 978-81-910455-2-9.
11.‘A Case Study of Ahilyadevi Mahila Sahakari Dudh Utapadak Sanstha-
Sada Kalki, Sada Bodake Wadi, Patan’. SIDDHARTH research Analysis and
Evaluation, Peer Reviewed Journal 2942 Nov 13, ISSN-2321-2013
12.‘Social Work Research and Field Practice In Medical Social Work’. Young
Researcher, Kolhapur, Volume II. Number 2. ISSN 2277-7911
13.‘Globalization, Women Empowerment and Dr. Babasaheb Ambedkar’.
Chandrabai-Shantappa Shendure College, Hupari, ISBN: 978-93-81549-93-3
Dr.Vijay Mane
1. ‘Understanding Traditional Health Practices and Social Work
Interventions’. Dhule publication
2. ‘Right to Education and Challenges before India’. Research Front, Special
issue 5, Monthly (March 2015); Satara. Impact Factor 1.115 , Online: 2320-
8341; Print: 2320-6446
3. ‘Tribes of GOA’. “Still Waiting The Dawn of Freedom” (2015), Adivarta,
Volume-XV, Year 8th, (June 2014) Kolhapur. ISSN 2347-5234
4. ‘Women Health: A Success Story of Village Umbree, Changing Phases in
Women Empowerment’. ISBN: 978-93-82028-26-0
5. ‘Women Empowerment: A study from social work perspective’. (2015)
Micro Finance in India, Dept of Commerce, Shivraj College, (Jan 2014)
Gadhinglaj, ISBN: 978-81-907286-5-2
6. ‘Social Work Education a Need for Innovation in Fieldwork Practice’.
Social Work Education and Practice in India
7. ‘Innovations and Interventions’. Centre for Social Research and
Development (CSRD) (Sept, 2013), Pune, ISBN: 978-81-910455-2-9
8. ‘Bharatiya Samajkarya Abhyaskramachi Panchahatari, Parivartanacha
Vatasaru’. Vol. 23, Pune
9. ‘Gowanasha Hattyabandi ki, Lokashahicha Asta?’. Band Darwaja, Satara
(Fortnightly), Vol. 17
10. ‘Grameen Vikasat Swayasahayak Samuhachi Garaj’. Jyoti Deep, Karad.
(Monthy)
11. ‘A Case Study of Padmavati Milk Collection Centre, Dabewadi, Satara’.
Chandrabai-Shantappa Shendure College, Hupari, ISBN: 978-93-81549-93-3
12. ‘Social Gathering and Stampede,emerging trend in Information
Technology and Buisness Management’. Baramati conference
13. ‘Maharashtra Rural Employment’. Dhule Article
14. ‘Guaranttee Scheme (MREGS): A Constructive Tool for Rural
Development from Social Work Perspective’.
15. ‘Mahatma Gandhi National Rural Employment Guarantee Scheme
(MREGS), Programme with Potential for Rural Development: A Case Study
of Ranga catachment Area in Deoghar District of Jharkhand State’. Research
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 81
Journal Rejuvenile in intellectual Disciplines: Vol-6, Issue-1, Year- II,
Quarterly (Sept.2013 to Nov.2013); Belgaum, ISSN 2278-0300
16. ‘Role of SHGs in Women Empowerment’. Young Researcher, Volume II/
Number 2 Quarterly (April-May-June 2013) Kolhapur. ISSN 2277-7911
17. ‘Rural Community Development through Maharashtra Employment
Guarantee Scheme (MREGS) From Social Work Perspectives’. VIVEK
RESEARCH Vol-III, No-1, Biannual (June 2013); Kolhapur, ISSN 2249-
295X
18. ‘Community Empowerment, in Maharashtra through Employment
Guarantee Scheme: Social Work Perspective’. Participative Development,
Vol. 9 No. 1, Biannual (Jan- June 2010) Pune ISSN-09762701
Pankajkumar Das
1. ‘Transforming Life-Skill Education Through Yoga: A Critical Analysis’
Published in the book Optimizing Positive Strengths Through Life-Skills
2. ‘Religion, Spirituality and Social Work Ethics: The Indian Perspective’
Published in the book Lifting the Spirit, Uplifting the Body CSRD,
Ahmednagar, ISBN: 13:978-81-908290-1-4
Samata Mane
Implimentation of Right to Education, Act, 2009: Difficulties faced by
Ashram (residential) schools specially meant for DT/NT children’ published
in 2014
Sampada Sankpal
‘Participation in sports, academic achievement and Social Work Intervention’
Published in ADIVARTA in 2015
3.4.4. Provide details (if any) of
Research awards received by the faculty: None.
Recognition received by the faculty from reputed professional bodies
and agencies, nationally and internationally: None.
Incentives given to faculty on receiving state, national and
international recognition for research contribution: None.
*
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 82
3.5 Consultancy
The Institute believes in knowledge dissemination and encourages faculty to
share their expertise to build human resource capacities in industries, schools
and organizations to help them deal with social issues. It conducts sessions on
personal and occupational wellbeing of employees.
The college sends faculty as resource persons to institutions/organizations for
voluntary and paid consultancy services. A percentage of the consultancy fee
is given to the college.
The Institute encourages faculty to share their expertise with other institutions
and industry as guest speakers, consultants, examiners and trainers. Such
interactions have benefits such as:
Enrichment of knowledge through interaction
Sharing of innovative practices
Exposure to other institutions and their functioning
The Institute has faculty with expertise in counselling, women empowerment,
soft-skills, yoga, stress management, community development, IT and
Research Methodology. As part of the consultancy services, faculty members
offer extension lectures and training sessions to groups and agencies. Many
faculty members offer consultancy to NGOs on a voluntary basis as a social
responsibility. However, as some teaching posts are vacant, the Institute is not
in a position to relieve faculty members for consultancy in distant places as
regular classes may be affected.
3.5.1 Give details of the systems and strategies for establishing institute-
industry interface.
Systems
The Institute has done significant work in this area. The Field Education
Department and RRDC continuously interact with industry, GOs, reputed
health care centers and community-based organizations (CBOs) across India
for:
Concurrent Placement Training (CPT)
Block Placement Training (BPT)
Summer Placement Training (SPT)
Orientation visits
Study tours
Skill Enhancement Training (SET)
Job Placement
Collaborative programmes
Research
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 83
Strategy
As field practice is important in Social Work education, YCSSW considers
industries/NGOs/health care and research institutions as field education
training partners. So the Institute maintains a mutually beneficial and
professional relationship with agencies across India that are chosen on the
basis of student feedback, and alumni and faculty reference.
Students specializing in Human Resource Management (HRM) are placed
in industries in Satara, Shirwal and Karad for fieldwork. For BPT, they are
placed in industries all over India for a month twice a year. This exposes
students to trends in HR and increases their job prospects. Though the
University stipulates only one placement, the Institute, as a policy,
conducts an additional month-long BPT.
Students of Medical and Psychiatric Social Work and Urban and Rural
Community Development are placed with national and international
NGOs, health care and research institutions like NIMHANS, Central
Institute of Psychiatry in Ranchi, RINPAS, Institute of Human Behavioral
Sciences in New Delhi, and Ruby Hall. These interactions help get suitable
resource persons for workshops and training at the Institute.
For the study tour, students, under the guidance of faculty, visit industries,
NGOs and hospitals across India. The Institute continuously networks with
these agencies. Every year, it organises get-together of HR, Social Work
and health professionals on the campus to share their experiences with
students and faculty.
During the annual Safety Week, industries in Pune, Satara and Kolhapur
invite YCSSW students and faculty to conduct awareness programmes for
employees through street-plays, poster exhibitions and competitions.
Training for workers is also organised on campus. Students and faculty
arrange general health check-up and awareness camps on HIV-AIDS and
mental health, and counselling for industry employees.
The Institute-industry/organization interface has the following
benefits:
As the Institute continuously networks with NGOs and industries, many
students are recruited by them or associated organisations
Students’ collaboration with CSR departments of industries allows them to
source help for activities such as rehabilitating differently-abled persons in
villages
Students acquire relevant skills
Association with industries/organizations helps students get placement in
remote and tribal areas to study issues of people and also get help in
training, accommodation and other facilities during their placement
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 84
Institute gets eminent resource persons for conferences and seminars;
faculty and students also get opportunities to attend seminars and
conferences
Helps update curriculum at the institutional and University level.
3.5.2 What is the stated policy of the institution to promote consultancy? How
is the available expertise advocated and publicized?
As a policy, the Institute encourages faculty to take up consultancy work on
voluntary or paid basis. If paid, 30 per cent of revenue from consultancy has to
be paid to the Institute. Profiles of faculty members are made public on the
college website.
The Institute provides consultancy services in social development, community
health and human resource management to governmental and non-
governmental agencies.
The expertise made available for consultancy services is disseminated through
meetings of alumni and PTA. It is also publicised on the Institute website and
social media.
3.5.3 How does the institution encourage the staff to utilize their expertise and
available facilities for consultancy services?
The Institute encourages faculty members to take up consultancy services in
the following ways:
By providing duty leave for consultative works according to availability of
time
Encouraging faculty to go for voluntary consultancy work
However, shortage of faculty limits the Institute’s ability to take up
consultancy work.
3.5.4 List the broad areas and major consultancy services provided by the
institution and the revenue generated during the last four years.
Sl.
no.
Broad areas of
Consultancy
Revenue Generated
2011-12 2012-13 2013-14 2014-15 2015-16
1
Accreditation of
Community
Mobilizes for
Vasundhara-
Watershed
Management
Programme in
Maharashtra
- - 10000.00 10000.00 -
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 85
2 NGO
Management 5000 5000 5000 - 10000
3
Stress
Management
training to bank
officials
- - 2000 - -
4
Social Work
Intervention
with industry
workers
- 10000 - - -
5 School Social
Work 5000 4000 - - -
6 Livelihood
Promotion 5000 5000 7000 7000 10000
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?
Revenue from consultancy is shared between the faculty and Institute in a
70:30 ratio. It is also used to support economically weak students and for
developmental and extension activities.
*
3.6 Extension Activities and Institutional Social Responsibility
(ISR)
3.6.1 How does the institution promote institution-neighborhoods-community
network and student engagement, contributing to good citizenship, service
orientation and holistic development of students?
YCSSW is known for its fieldwork component where students go out and
work in community as part of their Social Work course. So, the Institute has
good networking with neighborhood communities, villages and remote
localities.
The Institute engages students in extension activities like Family Counselling
Centres and social work in Ashram schools. The Institute encourages students
to preserve the environment, respect the Constitution, accept diversity and
imbibe values and principles of the Social Work profession, thereby grooming
responsible citizens.
As students work with various sections in society like elders, children, youth,
women, HIV-AIDS patients, farmers and differently-abled during their
fieldwork placements, they develop a holistic view towards society.
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 86
Participation in Capacity Improvement Programmes (CIPs) and Society
Empowerment Activities (SEA) also enriches their outlook.
Majority of the students are from neighboring communities. So, their
enthusiasm in field action projects is high. The college also networks with
neighborhood communities through personal contacts.
The Institute’s efforts are appreciated by the government and people’s
organizations. Above all, students are the brand ambassadors of the Institute
and help connect with community.
3.6.2 What is the Institutional mechanism to track students’ involvement in
various Social movements/activities which promote citizenship roles?
Mechanisms to track students’ involvement in social movements/activities:
Supervised involvement of students in social movements
Placing students in movement-based organizations and getting
feedback from organizations on their involvement and performance
Presentations by students after participation in social activities
3.6.3 How does the institution solicit stakeholder perception on the overall
performance and quality of the institution?
Stakeholder perception is solicited through:
Feedback from students, parents and placement agencies such as
industries, hospitals and NGOs as well as employers
Alumni, PTA meetings
Feedback from participants during workshops, seminars, guest lectures
Social media
3.6.4 How does the institution plan and organize its extension and outreach
programmes? Provide the budgetary details for last four years, list the major
extension and outreach programmes and their impact on the overall
development of students.
The institution plans and organizes its extension programmes in collaboration
and consultation with:
Agriculture Department
Bar Council Associations
Central Social Welfare Board, New Delhi
Civil and other hospitals
Community-based organizations
Department of Social Justice and Empowerment
Department of Home Affairs
Doctors/Psychiatrists
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 87
Forest Department
Financial institutions
Industries
Local NGOs
Parent Institute
Nehru Yuva Kendra
Schools and colleges
Satara Zilla Parishad officials
Senior Citizens Forum
Village PRI representatives
Women and Child Welfare Department
Youth Clubs
The following issues have been identified and addressed by YCSSW through
its extension activities in Satara district:
Sl.
No.
Problems
Identified
Extension and Outreach
Programmes
Impact on
Overall
Development of
Students
1
Family disputes;
domestic violence;
divorce &
separation; and
child abuse
Family Counselling Centre
(FCC), Satara, attached to
Satara police station
Family Counselling Centre,
Karad, attached to Karad
police station
Both the centres are
sponsored by Central Social
Welfare Board, New Delhi
Students get to
know Domestic
Violence Act, and
issues in families,
and learn skills of
successful Social
Work intervention
2 Farmer suicide Promotion of Zero-Budget
Natural Farming
Promotion of drip irrigation
project
Essential Commodity
Supply Centre for Farmers
in Distress
Students learn
proactive
measures to
intervene in
farmers’ problems
3 Conservation of
biodiversity of
Kaas Plateau
(Valley of
Flowers), which is
a UN World
Heritage Site
Friends of Western Ghats
initiative
Developed
environment
consciousness in
students
4 Lack of quality in Life-skill education Students learn
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 88
school education
School Social Work
initiative
Adolescent health
programme
how to say “no” to
negative behavior
and practices
Students learn
application of
Social Work
among
schoolchildren
Adolescents
become more
aware about their
health issues.
They become
trainers in
adolescent health.
5 Girl child
infanticide and
naming of the girl
child as Nakoosa
(unwanted)
Mukta – An initiative for
gender equality
Sensitizes students
on gender equality
6 Lack of awareness
on access to mental
health services
Manoman – An initiative
for creating mental health
awareness
Promoting
positive mental
health
7 Inappropriate
parenting
Balak Palak programme Enhanced
students’
academic
performance
8 Superstition Aantarang – In association
with Andhshradhha
Nirmulan Samiti, Satara
Developed
scientific basis to
understand
superstition
9 Occupational
health hazards
Industrial Safety Week
awareness in industries
Students learn
about aspects of
industrial safety.
10 Lack of awareness
about Indian
Constitution
Jano Apne Sanvidhan Ko –
An initiative for public
awareness on the
Constitution
Better awareness
about the
Constitution
11 Malnutrition
among children in
Satara
Bal Jeevan Suraksha
programme
Students
understand the
problem and learn
about cost-
effective ways to
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 89
ensure nutritious
food.
12 Lack of awareness
on social issues
Street-play
Poster exhibition
Jagar Yatra
Swachch Bharat initiative
Imbibed value of
social
responsibility.
Budgetary details of major extension projects for the last four years:
Sl.
No.
Extension
Projects 2011-12 2012-13 2013-14 2014-15
1
Family
Counselling
Centre, Satara
2,25,875.00 2,24,836.00 2,40,596.00 3,07,202.00
2
Family
Counselling
Centre, Karad
2,37,665.00 2,24,582.00 2,26,034.00 2,46,611.00
3
Shardabai
Pawar
Primary
Ashramshala,
Jakatwadi
21,45,118.00 27,30,296.00 39,08,704.00 36,55,312.00
4
Shardabai
Pawar
Secondary
Ashramshala,
Jakatwadi
50,09,344.00 71,40,424.00 5,89,747.00 1,02,05,357.00
5
Shardabai
Pawar
Higher
Secondary
Ashramshala,
Jakatwadi
18,84,244.00 19,58,411.00 24,62,626.00 27,14,565.00
6
Krantijyoti
Savitribai
Phule
Primary
Ashramshala,
Upli
24,58,787.00 41,91,939.00 41,84,525.00 50,38,119.00
7
Saathi S.M.
Joshi
Secondary
Ashramshala,
Upli
24,78,265.00 42,96,140.00 54,44,022.00 55,27,597.00
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 90
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?
An NSS unit was recently started in the Institute. As part of fieldwork,
students and faculty organize programmes in villages and slums in and around
Satara to impart life-skills and create socially responsible citizens. Students
organize medical check-up camps, street-plays on superstition, and veterinary
camps. Other activities include literacy awareness, working with self-help
groups, promoting kitchen gardening, creating awareness about malnutrition,
women empowerment, organic farming, Zero-Budget Natural Farming,
networking with Zilla Parishad and Gram Panchayat to bring schemes, school
enrolment programmes, creating awareness on female infanticide,
rehabilitation of disabled and mentally-challenged children, and helping
elderly and widows get their pension sanctioned.
The Institute has tie-up with Nehru Yuva Kendra (NYK). Students conducted
adolescent health awareness sessions for around 1000 students in different
schools in Satara. They studied the working of the Teen Club started under
NYK.
The Institute’s policy is that each student should help one person or group in
society in each semester. This helps students develop values and confidence,
besides giving them satisfaction and encouraging them to take up more such
work in their professional career.
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
underprivileged and vulnerable sections of society.
Being a Social Work college, the focus is on less privileged and vulnerable
sections of society.
The vision of the mother institute is ‘Aandharatun Prakashakade’, which
means ‘From darkness to light’. The prime motto of establishing YCSSW was
to impart higher education to underprivileged students.
The founder of the Institute, who himself faced social discrimination and is a
crusader against it, is an inspiration for students. He has written about his
struggles in his Sahitya Academy Award-winning autobiography Upara,
which has been translated into English, French and seven Indian languages.
He went on to work for empowering the underprivileged communities by
highlighting their plight through his writings, which include Band Darwaza,
Palawarcha Jag, Bhatkyacha Bharud, Ka Karacha Shikun, Udhwast (novel),
Prakashputra (drama), Krantipath (poems) and Vimuktyan (research on
denotified tribes). He started the monthly journal Band Darwaza.
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 91
His desire to serve the downtrodden resulted in the setting up of BBVVSS,
which has eight Ashram schools, a high school, a junior college and a social
work college under it. These institutions have more than 2000 students, 80 per
cent of them from marginalized communities.
YCSSW was established in 1994. Its students started Social Work intervention
in Ashram schools and communities. In 2010, the Institute adopted two
Ashram schools in Satara for extension activities. The Principal, Vice-
Principal and faculty are members of the school’s Director Board and
Management Committee. The expertise of the HRM, MPSW and URCD
departments are used for the betterment of schools.
All Social Work students are sensitized on uplifting the less privileged and
vulnerable sections of society. Following are the major surveys YCSSW
students conducted during the past four years:
Category Details
Social Survey
Community perception survey on CSR programme of
Kirloskar Brothers Ltd in Kirloskarwadi, Sangli
Survey on nutritional status of children in Anganwadi
under ICDS in Satara district
Survey on nutritional status of children under ICDS,
Satara, and Sangli district, in collaboration with Rajmata
Jijau Women and Child Health Mission
Survey on TB in Panchagani in collaboration with BEL-
AIR Hospital in Panchgani
Survey on educational status of people in
Bassappachiwadi
Survey on sanitation in Bharatgaon village, Satara
Socio-economic survey of Thondal village, Satara
Research
Waste management practices in Jakatwadi village
Attitude of people towards using environment-friendly
idols of Ganpati in Satara city
Extension Work
Evaluation of functioning of SHGs under MAVIM
Family Counselling Centre (FCC): Underprivileged
families are helped to deal with family problems.
3.6.7 Reflecting on objectives and expected outcomes of the extension
activities organized by the institution, comment on how they complement
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 92
students’ Academic learning experience and specify the values and skills
inculcated.
Field Work is an essential part of Social Work education. Extension activities
allow students to experiment Social Work methods taught in the classroom.
Under the guidance of faculty, students absorb the essence of the code of
ethics of the profession. Students’ field experience is discussed at the
fieldwork conference, meetings with parent teacher, research club meetings
and in the classroom. The discussions help them gain deeper understanding of
Social Work concepts and practice and become competent professionals.
Values and skills learnt by students:
VALUES
Accepting dignity and worth of individual
Developing non-judgmental attitude
Maintaining confidentiality
Developing sense of concern for the poor and marginalized
Empathetic approach towards vulnerable groups
Self-discipline and accountability
Gender sensitivity
Humanity
Honesty
Commitment
Tolerance
SKILLS
Rapport-building
Reporting and report writing
Communication
Presentation
Observation
Analytical thinking
Problem-solving
Leadership
Organizing
Social analysis
Resource mobilization
Networking and advocacy
Controlling
Directing
Monitoring and evaluation
Designing
Reasoning
Continuous learning and planning
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 93
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.
Extension activities are part of academic curriculum.
The Institute conducts baseline study before initiating extension activities.
Cross-cutting issues such as gender, disability, environment, health and
education are examined. An informal feasibility study is conducted and
discussed during Staff Council meetings. Projects are selected for
implementation based on people’s needs.
The Institute endorses Gandhian philosophy in all its activities. By doing
‘shramadaan’, the Institute and students create a sense of volunteerism in
community, inspiring people to come forward and help develop their own
community.
By using Social Work-specific methods like case work, group work,
community organization and social action, Institute ensures strong
community participation in extension activities.
At the inauguration of the rural camp, street-plays, folk songs and
‘mashaal pheri’ are conducted in villages. Students form groups and make
home visits to ensure participation of women in the programmes. Students
also follow-up on women’s participation. The Institute maintains
continuous interaction with and follow-up in villages where students
organized rural camps.
The Institute helps the community link with government authorities and
secure resources and schemes. As a result, Panchayat Raj Institution (PRI)
leaders take ownership of the initiatives and motivate community members
to participate in it.
Follow-up and sharing of results of initiatives are done by conducting
group meetings and publishing them in newspapers.
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.
YCSSW is considered a centre of excellence by local government authorities,
NGOs and educational institutions for its participation in social development
activities. The Institute has maintained mutually beneficial professional
relationship with other institutions and organizations.
The Institute provides platform to GOs, NGOs and other educational institutes
to organize programmes on its campus. It works with Gram Panchayats and
helps them organize awareness programmes on social issues. It also offers its
facilities for senior citizen organizations to conduct their activities. The
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 94
Institute collaborates with educational institutions in rural areas and helps
them build capacity of staff and students.
YCSSW has tie-ups with NGOs, departments of Zilla Parishad, government
organizations, medical and psychiatric hospitals and industries in Satara for
students’ Concurrent Placement Training (CPT). Professionals of these
organizations evaluate performance of the Institute’s students and help update
the curriculum. The professionals are invited as chief guests for programmes
in the Institute. YCSSW faculty visit these organizations for professional
cause.
3.6.10. Give details of awards received by the institution for extension
activities and contribution to the social/community development during the
last four years.
Recognition/appreciation received for extension activities: The Institute
has received appreciation certificates from the Gram Panchayat, ICDS Centre,
Agriculture Department, Central Social Welfare Board, ASER, Youth Clubs,
NYK and SHGs.
Academic
Year Name of Award/Recognition
2015-16
The two FCCs are recognized as ‘service providers’ under
Domestic Violence Act
Principal is the member of District Women Advisory
committee
Principal is member of District Probation Committee
Institute received appreciation and recognition letter for
conducting successful rural camp in Ninam Padli village,
Satara
2014-15
Institute received appreciation and recognition for
conducting successful rural camp in Waghoshi village,
Khandala
2013-14 Mr Pankaj Kumar Das: Member of Assessment committee of
Ashramshala, Maharashtra
2012-13 Dr. Shaly Joseph: Member of LMC Asha College of Special
Education
2011-12
Mr Pankajkumar Das received ‘Special Impact-Making
Volunteer and Fundraiser’ certificate from Simplygive.org
Hyderabad.
*
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 95
3.7 Collaboration
YCSSW collaborates with institutions and organizations of repute at the
regional and national level. The collaborations are interdisciplinary, promote
cross-cultural research through seminars, workshops and conferences, and
help increase knowledge of students and faculty.
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.
Institute faculty interact with other research institutions and ICSSR
regularly and conduct doctoral research in these institutions, leading to
academic cooperation between them and the college. Seminars, workshops
and other academic events hosted by the Institute pave the way for
collaboration with research establishments and experts. These events have
been common platforms for interactions among experts, research scholars,
students and faculty. This is reflected in their research output and
publications.
Faculty members send research proposals to UGC, ICSSR, Zilla Parishad
and other government departments. Industries also approach the Institute
for conducting minor studies.
YCSSW has student and faculty exchange programmes with Shivaji
College, Satara, and Asha College of Special Education, Satara.
Kirloskar Company entrusted the Institute with a research project on study
of community perception about its CSR activities. It has helped the Institute
share knowledge and expertise and start new initiatives.
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 Institute has MoUs and collaborations with seven institutes and
organizations across India. It has enabled development of the curriculum,
internship, on-the-job training, faculty exchange, research, publication and
student placement. The list of MoUs is given under question number 3.7.5.
These linkages facilitate participation in events for social causes with other
organizations and improve networking and professional development.
3.7.3 Give details (if any) on the industry-institution-community interactions
that have contributed to the establishment/creation/up-gradation of academic
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 96
facilities, student and staff support, infrastructure facilities of the institution
viz. laboratories/library/new technology/placement services etc.
The Institute stays in touch with GOs, NGOs and educational institutes. It
helps development of the Institute and students and in exchange of human
resources and expertise. The Institute works with the District Social
Welfare Board to conduct programmes for welfare of society. YCSSW
gets support from the Forest Department to preserve the biodiversity of the
campus.
The Institute provides computers to the Ashram School through NGO
Pratham to impart basic computer literacy to students of the school.
3.7.4 Highlight 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.
Date Name of the
Training/Workshop
Eminent resource persons
Academic Year 2015-16
July 22, 2015 Workshop on Gender and
Youth Parliament on
PCPNDT Act
Advocate Varsha Deshpande,
Member National Assessment
and Inspection, PCPNDT Act
Dr M. S. Daddenwar, Chairman,
PCPNDT Committee, Karnataka
Members:
Dr Ashalata Mallapure
V. K. Kakaraddi
Dr Shobha Kyalakand
Veeranna S. Atthuni
C. G. Badigar,
PCPNDT Case Worker,
Anand S. Jigajinni, Editor
July 23, 2015 Workshop on health care
practice in Western
world
Josh Waylor (UK)
Stephen Woolford (UK)
Matt Roberts (UK)
Mathew Wood (UK)
James Wood (UK)
Miss Tara Urquhart
September
30th to
October 1st,
2015
National Level workshop
on leadership and
personality development
Father Babu Paul Director,
AICUF Kerala
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 97
Academic Year 2014-15
January 19 to
24, 2015
ICSSR-sponsored 6-day
national workshop on
Research Methodology
for faculty and research
scholars
Indian Council of Social Science
Research (ICSSR), Mumbai
August 29 to
September 1,
2014
3-days workshop on
social work and teaching
metodology
Shivaji University, Kolhapur
Academic Year 2013-14
Academic
Year
Conference/Workshop Eminent resource persons
January 19 to
2, 2015
National workshop on
Research Methodology
sponsored by ICSSR
Dr Chandrakant Puri
Dr D. K. Laldas
Dr Usha Varghese
Dr Deepak Walokar
Dr Geeta Balakrishnan
October 28-
31, 2014
Workshop on Zero-Budget
Natural Farming
Krushi Rushi Subhash
Palekar
October 10,
2014
Symposium on ‘Living with
Schizophrenia’
Anuradha Karegar
Rajashree Deshpande
Abhijit Ghorpade
September 5-
6, 2014
Two-day national
conference on Social work:
An Indian point of view
Dr Ashok Bhoite
August 29 to
September 1,
2014
Workshop on Social Work
Research Methodology
Dr D. K. Laldas
27th, 28th September 2014
Workshop on Social
Journalism
Mr Ranjit Majgaonkar
Mr Akash Singh
August, 11,
2014
Workshop on Indian
Constitution
Dr Anant Raut (Nanded)
S. G. Jadhav
Dr Injegaonkar
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 98
Dr Shamsundar Waghmare
July 28 to 30,
2014
Project Proposal and
Teaching Methodology in
Social Work Research
Dr D.K. Laldas
May 3 to 6,
2014
Workshop on Social Work
Research Methodology for
faculty
Dr D. K. Laldas
April 16-17,
2014
Workshop on NAAC Dr Cherian P. Kurien,
Director, Marian College,
Kuttikkanam March 29 to
31, 2014
Workshop on Social Work
Research Methodology
Dr D. K. Laldas, Ex
Principal, Roda Mistry
College of Social Work
March 14 to
15, 2014
Workshop on social audit Ujwal Pahurkar, Hyderabad
September 5,
2012
Workshop on research
methodology
Dr.Deepak Walokar
Dr.Pradeepkumar
March 16,
2012
Workshop on Effective
Parenting
Dr.Rajashree Deshpande
Dr.Bhausaheb Kanase
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.
Sl.
No.
Name of the institution MoU/Collaboration Details
1 All India Christian
Universities Foundation
(AICUF), Kerala
MoU with AICUF is for conducting
leadership training at the national level, and
gives opportunity for students of other
colleges in Satara to participate in the
training programmes
2 Marian College
Kuttikkanam, Kerala
As a knowledge partner. Faculty-student
exchange programme results in cultural
exchange, knowledge transfer, national
integration and collaborative activities for
students and faculty
3 Action for Social
Reform (AFSR), Hubli,
The collaboration with AFSR is in students’
Field Work placements and training. AFSR
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 99
Karnataka. is a citizen rights-based organization
managed by professional social workers
Indian Red Cross
Societies Bel-Air
Hospital, Panchgani
As a training Partner to impart fieldwork
training and participating in impact studies
4 www.usocialwork.in Networking partner to collaborate in
information sharing.
5 Badlao Foundation
Initiative for Change,
Mihijam, Jharkhand
The collaboration with Badlao Foundation
is in students’ field work placements and
training
6 Chetna Vikas, Deoghar,
Jharkhand.
The collaboration with Chetna Vikas is in
students’ field work placements and
training.
7 Dalit Mahila Vikas
Mandal, Satara.
Collaboration with Dalit Mahila Vikas
Mandal is in students’ field work
placements and training
8 SEVA, Satara. The collaboration with SEVA, Satara, is in
students’ field work placements and
training
3.7.6 Detail on the systemic efforts of the institution in planning, establishing
and implementing the initiatives of the linkages/collaborations.
The college gives all help to faculty for research, consultation and
collaboration activities. College has special policies for these activities.
Documentation of all processes is done and every activity is kept transparent.
For all major activities in the college, these linkages are informed and invited.
*
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?
The general infrastructure policy was framed by the Staff Council in 2014. It
acts as a guideline to review infrastructural needs of the Institute and execute
plans accordingly. Infrastructure needs are assessed by the Principal in
consultation with the staff. The proposal is forwarded to the Management for
approval.
General Infrastructure Policy: The Vice-Principal shall be the person in
charge of looking into overall infrastructure development of the Institute.
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 100
Statutory Bodies:
Planning Board:
As per UGC guidelines, a planning board shall be constituted comprising of
senior faculty and Management representatives who prioritize
infrastructural needs of the Institute.
Building Committee:
Shall be constituted with Management representatives, University
representatives, PWD/Zilla Praishad representative, certified architect,
faculty member, office superintendent and accountant.
Purchase Committee:
The Institute shall reconstitute a five-member purchase committee
including a Management representative, a faculty representative, the
Principal, a non-teaching staff representative and IQAC Coordinator.
Standard procedure:
The Institute shall build, modify and maintain infrastructure as per
requirement to make optimum use of the same to ensure effective teaching,
learning research and extension activities. All buildings and structures shall
be constructed in such a way that it shall not disturb or destroy the
environment; rather, it shall be used in a positive manner. Suggestion of all
stakeholders should be taken into consideration while planning
infrastructure development.
As per the prioritization made by the planning board, the proposal shall be
forwarded to the Management, which after consulting the Principal,
explores funding possibilities from UGC. As per availability of funds, the
Management shall approve and execute infrastructure development work.
Maintenance of infrastructure shall be done every six months.
4.1.2 Detail the facilities available for:
a) Curricular and co-curricular activities: Classrooms, technology-enabled
learning spaces, seminar hall, herbal garden, laboratories, animal rescue,
specialized facilities and equipment for teaching, learning and research,
among other things
Classrooms: Rooms are allocated for classes for optimum use of infrastructure.
Classrooms are designed to give easy access to students with special
abilities. Classroom walls are decorated with pictures and messages of
social reformers. All classrooms are ICT-enabled. Each classroom has the
following amenities:
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 101
Particulars No. Particulars No.
EPSON LCD projector
permanently fixed on
wall
1 CCTV camera 1
An interactive white
board
Fan and CFL/LED bulbs,
tube lights
Name board Dustbin 1
Notice Board 1 Table and chair for faculty 1
Inverter 1 Desks and benches (as per
strength of class)
-
Seminar Hall:
The Institute’s well-furnished seminar hall has the following:
Particulars No. Particulars No.
LCD projector 1 CCTV camera 1
Display board 2 White board 1
Electronic podium 1 Notice board 1
Laptop 1 Executive tables 4
Sound system 1 Executive chairs 36
Mike with stand 1 ‘Nilkamal’ plastic chairs 200
Cordless mikes 2 Inverter 1
Colour mike 1 Fans 6
Sony video camera 1 CFL/LED bulbs, tube lights -
Tutorial Spaces:
The Institute has a well-furnished, multipurpose meeting hall where
special classes, workshops or tutorials are conducted. Institute has
developed six open-air classroom facilities designed and constructed in
consultation with the architect. These classrooms provide students
comfortable places, where they can think and bring out-of-the-box
solutions for social problems they encounter in the field.
Laboratory: Institute has a research lab.
Botanical garden: Institute maintains the tulsi garden, aloe vera garden,
shikakai herbs and trees on the campus.
Animal rescue: The 14-acre campus with more than 3000 trees and plants
has many species of reptiles and birds. Students, faculty and alumni are
trained in animal rescue.
Specialized facilities and equipment for teaching, learning, research etc.
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 102
Training of Trainers (TOT) Manuals: Manuals on management of child
malnutrition and child rights are available in the library. Students are
trained based on the manual.
SPSS: The research lab and computer have software for research data
analysis. Students get basic training in use of SPSS.
Laptop: The Institute has given five Lenovo G570 laptops to faculty to
help conduct classes and CIP programmes.
HP integrated desktop: In the staff room, each faculty is given an hp
integrated desktop.
B) Extracurricular activities: - sports, outdoor and indoor games, gymnasium,
auditorium, N.S.S., N.C.C., Cultural activities, Public Speaking,
Communication skills, development, Yoga, Health and Hygiene etc.
Sports help develop the personality of students. Hence, the Gymkhana
Club is provided to develop the spirit of sportsmanship among students.
One faculty is in charge of coordinating sports activities and to ensure
student participation in competitions at the University and zonal levels.
Indoor game facilities are provided in the college and hostel.
Details of sports facilities (outdoor and indoor games)
Outdoor Games No. Indoor Games No.
Volleyball court 2 Badminton grass court 2
Football and cricket ground 1 Carom board 2
Kabaddi court 1 Chess 4
Kho-kho court 1 Tug of war 1
300m track for running 1 Rope-skipping 5
Gymnasium: No
Auditorium: No
NSS: The NSS unit at the Institute organizes camps for BSW students.
Cultural activities: The Institute’s annual gathering, Umang, showcases
cultural activities. Traditional Day celebrations are held. Onam, the
festival of Kerala, is celebrated on the campus.
Public speaking: Elocution competitions are organised.
Communications skills development: Efforts are made to improve
students’ verbal and non-verbal communication skills. Social Work
professionals need skills to communicate with the community they work
in. So, they are trained in street-plays, Anubhav Natya (skit), Chitra Katha
(story through paintings), puppet show, lyrics writing, singing issue-based
songs and Chitra Geet (story narrated through song).
Remedial coaching is given to improve students’ English communication
skills
Personality development workshops are also held
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 103
Yoga: Yoga camp is conducted to train students in asanas, pranayamas
and meditation.
Health and hygiene: o Institute organizes annual health, HB and breast cancer check-up camps
o Awareness camps on health, hygiene and nutrition
o Training for trainers on malnutrition
o Workshops on stress management and adolescent health
o Observation of International Day of People with Disability, World Heart
Day, National AIDS Day, World Health Day, National Mental Health Day
Palliative Care
o Swachch Bharat initiative on campus
o Plans to set up cancer awareness centre
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
examples 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).
Keeping pace with institutional needs and to achieve planned academic
growth, optimum use is made of available infrastructure. The college has
the required amenities, including sufficient classrooms, laboratories, staff
rooms, hostel for girls and playground. The Institute upgrades facilities as
and when needed.
The new ICT-enabled new seminar hall is used for departmental seminars
and workshops.
Seminar hall and conference-cum-meeting hall are used for CIP
programmes, conferences, celebrations, alumni meet, and is given to
outside agencies for conducting training and conferences.
Institute premises are used for conducting meetings of organizations
working for uplift of downtrodden communities.
Annual General Body meeting of the parent institute is always conducted
on YCSSW premises.
Programmes of Ashram school are conducted on the Institute campus.
Institute has five lawns that can be converted into amphitheatres. A pandal
is made on the lawns in the middle of the Institute building and used for
conferences and celebrations with audience of more than 200.
Library is open to ex-students and research scholars. Students from other
colleges can access the library by paying a nominal deposit.
The playground and sports equipment are used by all students. The college
has one guest room.
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 104
Details of Facilities
Developed 2011-12 2012-13 2013-14 2014-15
Building
0.00 3542462.00 45098.00 73630.00
Library renovation
Principal’s cabin
Landscape
Commun-i-tea
(cafeteria)
Library renovation
Toilets renovation
Amphitheatre
Women’s hostel
Furniture
110000.00 59027.00 12500.00 61500.00 Cabins for all faculty
Faculty room
furniture
ICT
1552440.00 378703.00 1506790.00 65876.00
Laptop for faculty
Electronic podium
Smart class
Digital handy cam
and still camera
Public display
systems (2 Nos.)
Blue Ray Disc (2
Nos.)
Water purifier and
water cooler
Additional computers
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 105
and laptops
Wi-Fi for faculty and
students
Multi-task printers
(PFSC)
CCTV/surveillance
covering all
classrooms, library,
seminar hall and
campus
Bio-metric punching
machine for
maintaining
attendance staff
members
Android-based
application for
recording attendance
of students on tab
Expansion plan: Boys’ hostel, expansion of girls’ hostel, library and reading
room, study centres, guest house, auditorium, gymkhana.
4.1.5 Give details on the residential facility and various provisions available
within them:
Hostel facility: The college has, with the assistance of UGC, constructed a
well-furnished women’s hostel on the campus. It can accommodate 12
students, but because of high demand and with the consent of students, 30
students are accommodated now. It is constructed in a very comfort-giving
and environment-friendly way. Recreational and sports facilities are
available in the hostel. Facilities of the college are available to hostel
students throughout the day.
First-aid and networking with hospitals and private doctors are ensured to
cope with medical emergencies.
Hostel has newspaper, reading room and library
Recreational facility, common room with audio-visual equipments
Residential facility for staff and occupancy
Safe drinking water is provided from public water supply treated through
water purifier
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 106
Watchman round-the-clock on campus and CCTV cameras ensure
security.
4.1.6 What are the provisions made available to students and faculty in terms
of health care on the campus and off the campus?
Provisions to fulfil the health needs of the college community:
1. Health centre with first-aid kit
2. Medical facility available in immediate vicinity
3. Medical check-up camps
4. Doctor on call
5. Awareness programmes on various types of addiction, HIV/AIDS,
cancer, mental disorders and communicable diseases; promotion of
sports activities, naturopathy and yoga; ambulance service available on
108. All these programmes are coordinated by the MPSW department.
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,
Counselling and Career Guidance, Placement Unit, Health Centre, Canteen,
recreational spaces for the faculty and the students, safe drinking water
facility, auditorium, etc.
The college has set apart space for special units and common facilities:
IQAC room, counselling and career guidance, ladies room, boys’ room,
canteen, recreation facilities, gymkhana, safe drinking water and
amphitheatre.
*
4.2. Library as a Learning Resource
The YCSSW library has adequate books, journals, periodicals and CDs for
faculty, students, alumni and visitors. Library resources are expanded and
updated every year.
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 library functions under the guidance of the Advisory Committee that
meets periodically and reviews the status and suggests new initiatives. The
committee consists of:
The Chairman – Principal
The Secretary – Librarian
Members – Vice-Principal, one faculty and one student representative
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 107
Important initiatives implemented by the library committee:
Subscription of online database
Extension of library timings
Increasing subscription of journals, periodicals; library has a total of 6867
books, 85 periodicals and 10 newspapers
Books are classified using the Dewy Decimal Classification system
New arrivals are displayed in a rotating bookrack near the library counter
Students, faculty and alumni have open access to books, journals,
periodicals and e-resources (online and offline). Subject-wise arrangement
of books helps locating them easy. Each UG student can borrow a
maximum of two books at a time and keep them for 15 days. PG students
can borrow three books at a time for a period of one month.
Students from other colleges use the library after depositing a nominal
amount.
Breaking from convention, the current seating arrangement in the library is
inspired by the ancient Nalanda University. This not only gives a heritage
look to the library but also creates a gurukul-like ambience.
CCTV/surveillance camera system has been installed in the library.
Library automation
Digital learning materials
INFLIBNET N-LIST
Wi-Fi-enabled reading corner
4.2.2 Provide details of the following:
Total area of the library (in sq. mtrs): 140Sq.M
Total seating capacity: In Library: 20
In reading room: 30
Working hours of the library:
On working days: 9.30am-6pm
On Saturdays: 9.30am-6pm
On holidays: Need-based
Before examination days: 9.30am-7pm
During examination days: 9.30am-7 pm
During vacation: 10am-4pm
Layout of the library:
IT zone for accessing e-resources
Fire safety equipment: 2
Mode of access to collection: Open Access System
Library holdings
Books: Total: (Text Books: 5319; Reference Books: 1548)
Books for underprivileged: 2053
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 108
National journals: 41
International journals: 03
Periodicals: 41
Non-print
194 DVDs on various subjects
Audio-visual resources: Audio tape cassettes, 11 video tape cassettes, 7
audio CD cassettes, and 35 video CD cassettes are available
Electronic: (e-books, e-journals)
The college is a licensed user of INFLIBNET, N-List from 2014-15. This
gives faculty members and research scholars access to e-resources.
Special collection:
Reference Books: 1548
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.
Selection and purchase of books and journals are based on
recommendation of Advisory Committee.
The current titles of books/journals and periodicals are screened by faculty
from the catalogues sent to the Institute by reputed publishing houses.
Faculty members go through the list and give their recommendations to the
Advisory Committee.
The Library Committee meets monthly and reviews recommendations of
students and faculty.
The committee reviews list of recent publications, current titles, print and
e-journals and recommends a purchase list to Management.
Based on the availability of funds, the Management approves the
recommendations and accordingly the librarian places the purchase order.
Details of amount spent on procurement of books:
Particulars 2011-12 2012-13 2013-14 2014-15
Total Books Amount Books Amount Books Amount Books Amount
New Books 43 7,665.00 2,708 99,1704.00 197 30,663.00 356 89,305.00 1119337.00
Journals 60 27,743.00 70 31,828.00 83 49,085.00 85 81,235.00 189891.00
E-resources 172 0.00 0 0.00 0 0.00 194 0.00 0.00
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 109
4.2.4 Provide details on the ICT and other tools deployed to provide maximum
access to the library collection?
The IT zone of the library has four computers.
Registered on INFLIBNET; hence, Institute has access to N LIST.
Library has OPAC software.
Internet and Wi-Fi facilities available.
Collection of audio-visual tapes used during CIP programme.
The institutional repository of library contains thesis, journals, articles,
syllabi and question bank.
i. Provide details on the following items:
Average number of walk-ins (per year): 2400
Average number of books issued/returned (per year): 3000
Ratio of library books to students enrolled: 12
Average number of books added during the last three years
2012-13 2013-14 2014-15
No. of books added 2708 197 376
Average no. of books added per year: 1087
Average number of login to OPAC: 3218
Average number of login to e-resources: 1432
Average number of e-resources downloaded/printed: 1500
Number of information literacy trainings organized: 7
Average number of books added per year: 1087
Very old editions of books are kept separately and used for reference by
students and faculty. Old newspapers are disposed of during the vacation,
after collecting important clippings. Periodicals are also ‘weeded out’
every year.
4.2.6 Give details of the specialized services provided by the library.
Manuscripts: No
Reference: Yes
Reprography: Yes
ILL (inter-library loan service) : Yes
Information deployment and notification : Yes
OPAC: Yes
Internet access: Yes
Downloads: Yes
Printouts: Yes
Reading list/Bibliography compilation: Yes
In-house/remote access to e-resources: Yes
User orientation: Yes
Assistance in searching databases: Yes
INFLIBNET/IUC facilities: Yes
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 110
4.2.7 Enumerate on the support provided by the library faculty to the students
and teachers of the college.
Orientation on library use given to students
Librarian, faculty provides personal guidance to students to find relevant
content.
Newspaper clippings and CDs of seminar talks made available
Books are classified using the Dewy Decimal Classification Scheme, and
arranged in well-labelled shelves so as to enable easy retrieval.
New arrivals are displayed on a rotating rack
Notifications of government and non-government job openings displayed
on library notice board
Previous years’ question papers of competitive exams available
IT zone
Catalogue search service is provided.
News on the Institute published in print media is organized and released as
a publication titled ‘Media Speaks on YCSSW’.
The library faculty provides assistance to research scholars and PG
students in their dissertation work.
The library preserves posters that are used for display on occasions like
World Mental Health Day, International Yoga Day, International
Women’s Day, Constitution Day, Independence Day, Republic Day and
Human Rights Day.
4.2.8 What are the special facilities offered by the library to the
visually/physically challenged persons? Give details.
Being a Social Work college, students with special abilities get care and
support not only from faculty and staff, but also from the student community
and the organization where they do internship. The Institute provides the
following facilities to students with special abilities:
Ramp
Special attention and assistance if needed to access books/journals
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?)
IQAC takes regular feedback from students and faculty. A box is kept in the
library to seek suggestions/complaints, if any, from students and faculty. All
feedback is analyzed and necessary action taken immediately as per the need
and available budget.
*
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 111
4.3. IT Infrastructure
4.3.1. Give details on the computing facility available (hardware and software)
at the institution.
Number of computers with Configuration (provide actual number with exact
configuration of each available system):
PC.
No.
Location Processor Details RAM Hard
Disk
Operating
System
1 IQAC
Room
Intel(R) Core(TM)
i3-2120 CPU @
3.30 GHz 3.30
GHz
4.00
GB
500
GB
Windows 7
Ultimate
32- bit
2 Staff
Room
Intel® Core™ i3-
2120 CPU @
3.30 GHz 3.30 GHz
4.00
GB
500
GB
Windows 7
Home Basic 64-
bit
3 Staff
Room
Intel® Core™ i3-
2120 CPU @
3.30 GHz 3.30 GHz
4.00
GB
500
GB
Windows 7
Professional
64- bit
4 Staff
Room
Intel® Core™ i3-
2120 CPU @
3.30 GHz 3.30 GHz
4.00
GB
500
GB
Windows 7
Home Basic 64-
bit
5 Staff
Room
Intel® Core™ i3-
2120 CPU @
3.30 GHz 3.30 GHz
4.00
GB
500
GB
Windows 7
Home Basic 64-
bit
6 Staff
Room
Intel® Core™ i3-
2120 CPU @
3.30 GHz 3.30 GHz
4.00
GB
500
GB
Windows 7
Home Basic 64-
bit
7 Staff
Room
Intel® Core™ i3-
2120 CPU @
3.30 GHz 3.30 GHz
4.00
GB
500
GB
Windows 7
Home Basic 64-
bit
8
9
Office Intel(R) Pentium(R)
Dual CPU E2180 @
2.00 GHz 2.00 GHz
2.00
GB
1 TB Windows 7
Professional
32- bit
10 RRDC Intel® Core™ i3-
2120 CPU @ 3.30
GHz 3.30 GHz
4.00
GB
500
GB
Windows 7
Professional
64- bit
11 Library Intel(R) Core(TM)
i3-2120 CPU @
3.30 GHz 3.30
GHz
4.00
GB
500
GB
Windows 7
Professional
64- bit
12 Sharada IT Intel(R) Core(TM) 3.41 500 Microsoft
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 112
Server 1 i3-2100 CPU @
3.10 GHz 1.58
GHz
GB GB Windows XP
Professional
13 Sharada IT
Server 2
Intel(R) Core(TM)
i3-2100 CPU @
3.10 GHz 1.58
GHz
3.41
GB
500
GB
Microsoft
Windows XP
Professional
Configuration details of laptops
No. Brand
/Location
Processor Details RAM Hard
Disk
Operating
System
1 Lenovo
G570
Principal
Office
Intel ® Pentium®
CPU B940 @ 2.00
GHz
2.00
GB
500 GB Windows 7
Professional
64- bit
2 Lenovo
G570
URCD
Dept.
Intel ® Pentium®
CPU B940 @ 2.00
GHz
2.00
GB
500 GB Windows 7
Professional
64- bit
3 Lenovo
G570
MPSW
Dept.
Intel ® Pentium®
CPU B940 @ 2.00
GHz
2.00
GB
500 GB Windows 7
Professional
64- bit
4 Lenovo
G570
BSW
Intel ® Pentium®
CPU B940 @ 2.00
GHz
2.00
GB
500 GB Windows 7
Professional
64- bit
5 Lenovo
G570
HRM Dept.
Intel ® Pentium®
CPU B940 @ 2.00
GHz
2.00
GB
500 GB Windows 7
Professional
64- bit
Computer-student ratio: 1:9
Every student has access to computer on a one-to-one basis.
Standalone facility: Available
LAN facility: All computers in the computer labs are interconnected with N-
Computing system. All other computers are connected through LAN.
Wi-Fi facility: Wi-Fi with 100mbps is provided for the entire campus.
However, Internet connectivity and speed are affected by the geographical
location of the Institute.
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Licensed software: Quickheal antivirus, Microsoft Windows
Number of nodes/computers with Internet facility, any other: Two
4.3.2 Detail on the computer and Internet facility made available to the faculty
and the students on the campus and off-campus.
The computer and Internet facilities have been constantly upgraded to meet
the changing requirements of the teaching-learning community of the
institution.New computers have also been purchased.
All-in-one HP personal computer has been provided to each faculty.
Lenovo G570 laptop has been provided to faculty for conducting classes.
Provision of individual desktop in office
All classes are smart classes with LCD projector, interactive board and
Exide inverter. Same facilities are available in seminar hall.
Internet speed increased to 100mbps
Digital library
New multi-option printers, scanners and computers
Digital display board
CCTV in campus, classrooms, library and canteen
Biometric attendance machine
4.3.3 What are the institutional plans and strategies for deploying and
upgrading the IT infrastructure and associated facilities?
Strategy and status of upgrading IT facility:
STRATEGY STATUS
Upgradation of internet bandwidth 2 Mbps to 10 mbps.
Increasing the number of ICT-enabled
classrooms
Completed
Upgrading and updating the computer
system as and when required
In process
Institute should have a Person In-
Charge for maintenance and up-
gradation of IT infrastructure and
associated facilities.
Vice-Principal is responsible for
maintaining and upgrading the latest
infrastructure and IT facilities in
campus.
Qualified and experienced individual
person should be appointed to look
after day-to-day maintenance of IT
infrastructure.
Qualified Instructor has been
appointed, who takes care of day to
day maintenance of IT systems.
Purchase of IT systems, software and
antivirus should be done from
professional IT firm.
Purchase of IT systems, software and
antivirus is done from an IT firm in
Satara. Maintenance services are also
provided by the same.
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 114
Infrastructure needs should be
reviewed and upgraded in time.
To review infrastructure needs,
YCSSW has planning board. Based
on their recommendations, facilities
are upgraded from time to time.
4.3.4. Provide details on the provision made in the annual budget for
procurement, upgradation, deployment and maintenance of the computers and
their accessories in the institution (Year-wise for last four years).
Separate budgetary provisions are not made for procurement and maintenance
of computers and accessorie.All the expenditure are made from general
college budget.
Detail 2011-12
(in Rs)
2012-13
(in Rs)
2013-14
(in Rs)
2014-15
(in Rs)
Procurement
1552440.00 378703.00 1506790.00 65876.00 Upgradation
Deployment
Maintenance
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 faculty and the students?
Faculty are provided ICT facilities, hardware and software, to develop
teaching material such as lecture notes, modules, PowerPoint presentations
and audio-video clips. The system administrator assists them in this.
ICT facilities help teachers develop ways and means of managing and
monitoring their courses.
Students use ICT facilities to prepare PowerPoint presentations for
seminars, material for assignments, short-films and other activities.
The software (SPSS) is utilized for research.
Screening of videos, documentaries and films on relevant topics and
discussion on them enrich the teaching-learning experience.
Access to e-resources from NLIST.
Group e-mail ID for recent batch and Facebook page are used to share
resources and generate discussions.
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 Institute has student-centric teaching approach. Classrooms are ICT-
enabled. ICT resources used by the Institute to make learning student-centric:
Hello English android app
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 115
Training in basic computer skills (PowerPoint, Word, Excel, SPSS, Web
research)
Student seminars and presentations are ICT-enabled
Teachers use ICT resources
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 Institute is registered on INFLIBNET which gives it access to NLIST.
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)?
Budgetary allocation is made every year for maintenance and upgradation of
infrastructure. Annual audit is done regularly by internal and external
agencies. The Vice-Principal monitors maintenance work.
Items 2011-12 2012-13 2013-14 2014-15
Building 0 3542462 45098 73630
Furniture 110000 59027 12500 61500
Equipment and Computer 1552440 378703 1506790 65876
Vehicle - - - -
Total 1662440 3980192 1564388 863376
4.4.2 What are the institutional mechanisms for maintenance and upkeep of
the infrastructure, facilities and equipment of the college?
The Institute has developed mechanisms for maintenance and utilization of
physical facilities and academic support facilities.
The Vice-Principal monitors infrastructure maintenance works. Students
and staff give suggestions on maintenance and upkeep of classrooms,
seminar rooms and faculty rooms. For library, computer, sports and such
matters, suggestions are provided by the respective coordinators.
All maintenance work is carried out through outside agencies as and when
required.
4.4.3 How and with what frequency does the institute take up calibration and
other precision measures for the equipment/instruments?
YCSSW being a Social Work college does not have highly sophisticated lab
equipment/instruments like those in science colleges. However, calibration
measures for equipment like computers and projectors is carried out as and
when required.
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4.4.4 What are the major steps taken for location, upkeep and maintenance of
sensitive equipment (voltage fluctuations, constant supply of water etc.)?
Inverters are used in all rooms to overcome voltage fluctuations and protect
equipment. The Institute uses water from the well and from the Municipal
Corporation, thus ensuring constant water supply.
*
CRITERION V: STUDENT SUPPORT AND
PROGRESSION
5.1 Students Mentoring and Support
The student support system is coordinated by the Staff Council and Student
Council headed by the Principal. Efforts are made by the Institute to support
and mentor students to improve their key learning and performance areas. At
YCSSW, the teaching-learning practice is aimed at enriching campus life and
developing a sense of professionalism needed for Social Work practice.
5.1.1 Does the institution publish its updated prospectus/handbook? If yes,
what is the information provided to these students through these documents
and how does the institution ensure its commitment and accountability?
The college updates and publishes a Student Handbook cum Prospectus in
February every year. The updated version of the prospectus is uploaded on the
institutional website (www.ycssw.edu.in) in the first week of February. The
handbook is a compact guide for students to plan for academic, co-curricular
and extracurricular activities.
The prospectus highlights the vision, mission and core values of the Institute,
Social Work programme structure and syllabus at the Bachelor’s and Master’s
levels, fee structure, scholarships, eligibility, admission process and
reservation of seats. It also lists facilities provided on the campus. The
handbook gives brief information on the history of the Institute, composition
of the governing body, list of faculty and administrative staff, teaching-
learning methods, rules and regulations of the Institute, attendance and
fieldwork training requirements, campus life, infrastructure, student welfare
services and anti-ragging rules. The prospectus cum handbook comes with an
application form and checklist of documents required for admission.
Students are advised to visit the Institute website for latest updates and
developments, which are posted regularly on www.ycssw.edu.in. For queries
Self Study Report for 1st Cycle of Accreditation
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related to the programme, college or admission, students are suggested to call
the office on 02162-284057 during office hours.
The Institute is committed to its vision of grooming Social Work professionals
who bring positive change in the world. Accountability is ensured by
continuous updation of the syllabus, timely implementation of the academic
calendar, giving necessary skill training for the profession and prolonged
mentoring of students even after they graduate from the Institute.
5.1.2 Specify the type number and amount of institutional scholarships/free
ships given to the students during the last four years and whether the financial
aid available and disbursed on time?
Year Name of the Scholarships/Freeships
No. of
Students
Benefited
Total
Amount
Disbursed
2011-
12 Yashwant Vidyarthi Sahayata Nidhi 03 4500
2012-
13 Yashwant Vidyarthi Sahayata Nidhi 04 6000
2013-
14 Yashwant Vidyarthi Sahayata Nidhi 05 8000
2014-
15
Yashwant Vidyarthi Sahayata Nidhi
a).Padmashree Laxaman Mane
Fellowship for needy students.
b).Late Mr. & Mrs. Mary
Velikkakathote & Mr. & Mrs.
Annamama Palamattathil schlolarship
for the best Research work in M.S.W II
year
c).Ashok Asagoankar Fellowship foe
best Volunteer in the Campus.
d).Mr. Madhukar Kenjle Memorial
Scholarship for the Topper in Human
Resource Managemant Department
(Semester III)
e) Late. Mrs. Shakuntala Namdeo
Kamble Memorial Schlorship for
B.S.W. II rd year Topper. (Semester
IV).
f) Mayur Puruskar for Topper in BSW
Ist year (IInd Semester).
06 14000
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5.1.3. What percentage of students receives financial assistance from State
Government, Central Government, and other National agencies?
Fifty two per cent of institutional seats are reserved for category students from
Maharashtra and they receive 100 per cent financial assistance (full academic
fees) from the Maharashtra State Social Welfare Department. The below table
indicates that on an average 54.88 per cent of students have received financial
assistance from State Government.
DETAILS OF FREESHIPS
Class/
Academic
Year
2011-12 2012-13 2013-14 2014-15 2015-16
Total No. of
Students 172 156 191 221 264
SC 9 7 6 1 1
ST 0 0 0 0 0
DTNT 14 4 9 0 0
SBC 1 0 0 0 0
OBC 14 2 8 1 1
Total 38
(22.09 %) 13
(8.33 %) 23
(12.04%) 2
(0.90 %) 2
(0.76%)
DETAILS OF SCOLARSHIPS
Class/
Academic
Year
2011-12 2012-13 2013-14 2014-15 2015-16
Total No. of
Students 172 156 191 221 264
SC 15 26 27 38 62
ST 0 0 0 0 6
DTNT 12 23 36 42 62
SBC 0 0 0 1 3
OBC 10 24 25 22 39
Total 37
(21.51 %) 73
(46.79%) 88
(46.07 %) 103
(46.60 %) 172
(65.15%)
5.1.4. What are the specific support services/facilities available for Students
from SC/ST, OBC and economically weaker sections?
YCSSW was established primarily to promote the higher education needs of
poor and marginalized students. The Institute supports students in the
following areas:
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Pre-orientation of entrance exam of BSW and MSW: Prior to the
entrance exam, all prospective students from SC/ST, OBC and
economically weaker sections are invited for the pre-orientation
programme where details on structure of entrance exam, group discussion
and viva voce are given. Students can clear their doubts and familiarize
with the exam procedure. Information is also given about scholarships,
hostel facilities and student support services. This session helps prospective
student’s gain confidence to face the exam and pursue the course if
selected.
Facilitate enrollment for Maharashtra State Educational Scholarships:
The Department of Social Welfare has an online system for filling
scholarship forms. We assist the SC/ST/VJNT/NT/OBC and EBC students
to fill forms on time. Notice in this regard is circulated in advance in every
class and a special camp is conducted for the same.
Students with physical disabilities
Special infrastructure facilities are provided for the students with physical
disabilities the college administration makes sure to avail all statutory
facilities from concerned providers like government, and University.
Overseas Students
Presently no overseas students are enrolled in the institute.
Students to participate in various competititon
Students are encouraged to participate in various competitions by
providing financial assistance by traveling. Provision of expert coaching is
also made available if necessary.
Medical Assistance to students: health center and heailh insurance
Institute has a helth care center and all students are covered by health
insurance scheme of university.Health Awareness campaign like de-
addiction cancer are arranged.Annual Haemoglobin (HB) testing camp:
HB testing camp is organized every year in association with Civil
Hospital, Satara. Based on the HB level, nutritional counselling is
provided by faculty from the MPSW department.
Organizing coaching classes for competitive examination
Regular coaching classes for MPSC, UPSC classes are arranged in the
campus expert visiting faculty are invited for conducting classes.
Skill development (Spoken English, Computer literacy)
Spoken English classes are scheduled for all classes. Basic computer
course and certificate cource in computer is introduced to enhance the
computer literacy and employbility.
Support for slow learners
Remedial coaching for slow learners and students with average
communication skills: The medium of instruction for BSW and MSW is
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English. It has been observed that some students lag in English
communication and writing skills. The Institute identifies such students
through group activity and enrolls them in the remedial language coaching
centre on the campus. Here, they receive weekly training in basics of
English communication and writing skills. This intervention improves the
academic performance of students and helps them boost self-esteem,
which is a basic requirement in the Social Work profession. The college
also provides computer education to all students, irrespective of the
demand of the syllabus.
Exposure of students to other institution of higher learning
/corporate/business house etc.
All students are exposed to deputed national and international educational /
NGOs / Industries / Health care centers to gain the latest knowledge of
concerned field. These visits are arranged in different parts of India.
Publication student’s magazine.
Institute publish a monthly News letter named ‘YASHWANT’
Other Initiative
Student mentorship programme (Balak-Palak: parent teacher
concept): Personal guidance on both academic and non-academic matters
is made available to students through mentoring at multiple levels. Besides
course teachers, each class has a class teacher, whom students can approach
for academic and personal help. Since the academic year 2012-13, the
college has adopted a mentoring system in which every faculty member
mentors a group of students. Each faculty is assigned a group of 20 to 25
students every year for mentorship. Faculty act as institutional guardians
for students.
A major responsibility of each faculty is to nurture Social Work code of
ethics among students. Ideas are exchanged during weekly informal group
meetings by faculty members with respective students. Mock viva, mock
seminar presentation, and sharing of field experience and research concepts
are done. This helps group members bond emotionally and intellectually
with each other and thus do well in fieldwork and academics. Mentors pay
special attention to students with behavioral and emotional problems and
help them.
Each student is required to meet his/her mentor regularly. These are out-of-
class personal meetings on campus where a mentor gets to know each
student personally and keeps track of the student’s academic performance,
attendance record, fulfillment of course requirements and so on, giving
guidance where necessary and in matters pertaining to academics. The
mentors also refer students who need financial help to the Staff and Student
Council.
‘Yashwant Vidyarthi Sahayata Nidhi’ to needy students: Needy
students are identified by the parent teacher and referred to the Staff
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Council for assistance. After discussion with the Student Council, the Staff
Council recommends names for assistance. Accordingly, students are
helped through the Staff Welfare Fund. As it is a need-based programme,
the number of students and amount vary from time to time.
Job placements: The Placement Cell pays special attention to students
from the above category to help them get suitable jobs. They are given
special training on facing interviews and making resume. Job opportunities
are shared through WhatsApp group, Facebook and email. Students are also
oriented towards use of different job portals.
Railway and bus concessions forms are provided.
5.1.5 Describe the efforts made by the institution to facilitate entrepreneurial
skills among students and the impact of the effort.
The college set up the Entrepreneurship Development Cell (EDC) in 2015 to
introduce students to the concept and scope of entrepreneurship and micro-
enterprises in India. The following programmes have been organized through
EDC:
Training programmes on entrepreneurship development
Interaction with local entrepreneurs
Visit to successful ventures in Satara district and Pune
Many alumni have successful entrepreneurship ventures.
5.1.6. The policies and strategies of the institution which promotes
participation of the students in extracurricular and co-curricular activities such
as, sports, games, quiz competition, debate and discussions, cultural activities
etc.
Policy Strategy
Sports Policy: Institute shall
promote spirit of sportsmanship
among all students
Create a Gymkhana Committee
comprising faculty and students with
achievement in sports and headed by
the Principal. Promote sports culture in
the Institute after class hours.
Appreciate and recognize students
with special achievement in sports.
Make available sports materials to
students. Creation and maintenance of
playground and infrastructure
necessary for games. Conduct inter-
class sports competition annually.
Cultural Policy: Institute shall
promote national integrity by
Create a Cultural Committee
comprising Student Council members
and faculty and headed by Principal.
Conduct Annual Cultural Event
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celebrating cultural diversity (Umang) on campus for students.
Promote indigenous cultural heritage
by conducting interclass cultural
competition.
Skill-Development Policy: Institute
shall foster ‘people skills’ by
conducting quiz competitions,
debates, elocutions and discussions
occasionally
Conduct CIP, SET, group discussions,
media forum, film studies, street-play
training, and lectures by eminent
personalities to boost students’ people
skills. Send students to attend
seminars/workshops and lectures.
The details are as follows:
Promotion of sports culture among students: The gymkhana policy of
YCSSW encourages sportsmanship in every student on the campus. The
Gymkhana Committee is chaired by the Principal and coordinated by a
faculty. It has representation of four sportspersons from BSW and MSW. The
committee meets once in a month to discuss sports events and students’
participation in them. Through the Gymkhana Committee, indoor and outdoor
sports activities are conducted regularly after class hours or during celebration
of college festivals like Onam, or college youth festival ‘Umang’.
Students practice on two grass courts made available on the campus. For
athletics, cricket, football, kabaddi and kho-kho, two separate grounds are
available. Students participate in University and State level competitions. The
college has its own team for various sports, for which they are provided sports
material. Additional support is provided to students for participating in events
like youth festivals. Adjustment in internal tests and attending classes is made
for students participating in sports competitions.
Promotion of art and extra-curricular activities among students: To
promote participation of students in extra-curricular and co-curricular
activities, the Student Council makes policies and strategies. Inter-class
competitions are organized in instrumental music, singing, dancing and theatre
skills. Their performance is judged and appreciated by renowned personalities
from the film industry. Aptitude for debates, elocution, quiz and theatrical
skills of students are promoted through the elocution committee.
Promotion of people skills among students: Social Work students require
people skills. This is promoted by conducting CIPs, SET, group discussions,
media forum, film studies, street-play training and through lectures by eminent
personalities. The Institute also sends students to attend seminars/workshops
and lectures organized by other institutes.
5.1.7. Enumerating the support and Guidance provided to the student in
preparing for the competitive exams, details on the number of students
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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 college conducts coaching classes funded by the UGC under the XI and
XII Plan schemes to prepare students for NET/SET and competitive
examinations for government and non-government jobs. NET/SET and
competitive exam classes are conducted twice a week. A total of 870
competitive books and journals related to general papers and topics of
competitive exams are made available to students. Though the programme is
mainly for SC, ST and minority students, all interested students make use of
the resources.
Number of students who have appeared for NET/SET/MPSC/UPSC Exams
Year Appeared NET/SET/MPSC/UPSC Qualified
2014-15 07 -
2013-14 10 04
2012-13 12 -
2011-12 14 -
5.1.8. What types of counseling services made available to the students
(academic, Personal, career, psycho social etc.).
The Institute has a Professional Counselling Cell where MPSW faculty
counsel students in the following:
Academic counselling is provided to prospective students and their parents
at the time of admission
Behavioral counselling
Career guidance and counselling
Counselling for time management
Educational counselling
Family counselling
Goal-setting counselling
Health counselling
Psycho-social counselling
Personality grooming
Stress management during exams
5.1.9 Does the institution have a structured mechanism for career guidance
and placement of its student? If yes, details on the services provided to help
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 124
students identify job opportunities and prepare themselves for interviews and
the percentage of students selected during campus interviews by different by
different employers.
YCSSW is reputed for its fieldwork training to students. Many reputed
employers in Maharashtra know this, which helps YCSSW students in job
placements. Around 85 per cent of the Institute’s students are employed; 15
per cent go for higher studies or take break due to personal reasons. Through
the Placement Cell, campus interviews are arranged in consultation with
reputed NGOs working in Maharashtra. Every year, on an average three to
four campus interviews are arranged. Apart from campus interviews, off-
campus selections are made through reference and networking. Students are
also absorbed by organizations where they go for internship.
5.1.10 Does the institution have a student grievance redressal cell? If yes, list
the grievances reported and redressed during the last four years.
The college has a Student Grievance Redressal Committee with the Principal
as Chairperson. Students can air grievances on any issue connected with
students, academics, facilities or environment. Being a Social Work college, a
lot of value inculcation is done at various levels, from the level of the class
teacher, course teacher, parent teacher to the Student Council. Continuous
monitoring helps minimize issues. No grievances have been reported in the
last four years.
5.1.11. What are the institutional Provisions for resolving issues pertaining to
sexual harassment?
A sexual harassment committee as per government guidelines is appointed
with the Principal as Chairperson. The committee meets on a quarterly basis.
The Institute has a MoU with Pune-based Samyak, which is an organization
working on gender issues. Training programmes are conducted for students in
association with Samyak. Advocate Varsha Deshpande, who is Member of
National Assessment and Inspection, PCPNDT Act, government of India
conducts sessions on legal aspects of sexual harassment. The atmosphere in
YCSSW is like a family and so far there has been no case of sexual
harassment on the campus.
5.1.12. Is there an anti-ragging committee? How many instances (if any) have
been reported during the last four years and the action taken on these?
Ragging in any form is strictly prohibited. All new students are given
orientation regarding the anti-ragging Act. The college has formed an anti-
ragging committee as per government norms. It is headed by the Principal.
The Principal communicates to students the consequences of ragging as per
government instruction and sensitizes them on student harmony. Guest
lectures are also arranged to sensitize students. Information about anti-ragging
is included in the college prospectus. The college also displays a government
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notice on ragging on the notice board for strict compliance of the same. No
instance of ragging has been reported in the last four years.
5.1.13 Enumerate the welfare schemes made available to the students by the
institutions.
The following Student Welfare Services are implemented by the institute:
Academic welfare services:
Assisting students in field visits and explaining the concepts related to
Social Work.
Edu-Bridge course for English communication
Career guidance
Conducting workshop on time management and goal-setting for new
students
Conducting special Research Methodology workshops for students
Coaching for NET/SET preparation
Coaching for preparation of Civil Services examination
Conducting re-examination of class assignments
Month-long in-house training (SET)
24-hour internet and Wi-Fi facility
Home visit
Providing educational counselling and professional counselling
Remedial coaching for slow learners
Relaxation in time limit for payment of fees for economically backward
students
Scholarships and freeships
Soft-skill training
Student mentorship programme
Two-day orientation programme for new students
Personal wellbeing services:
Aerobics
Annual health check-up camp
Concession in mess fees for economically backward female students
Facility for indoor and outdoor games
Health counselling and health awareness programmes for students
Provision of subsidized food at students’ canteen
Stress-management sessions
Special yoga camp
Promotion of sports
Provision of athletics, outdoor and indoor games
Joggers track
Trekking
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5.1.14. Does the institution have a registered alumni association? If yes, what
are the activities and major contributions for institutional, academic and
infrastructure development?
The college has an active unregistered alumni association which meets
annually. Alumni are also members of the institutional IQAC Committee,
where they give feedback on academic and extracurricular activities. The
alumni strengthen the institution in the following ways:
Academic Development Alumni are invited to conduct guest lectures, as
members of interview panel for MSW/BSW
entrance exam, for internal evaluation (viva) of
fieldwork, to give inputs on updating syllabus, for
conducting training and workshops for students and
to help in placement of students. Alumni keep the
Institute informed through social media. They are
the Institute’s brand ambassadors.
Institutional
Development
Some senior alumni suggest innovative projects
which the Institute acts on
Infrastructure
Development
Alumni give suggestions with regard to model
infrastructure development
*
5.2 Students Progression
5.2.1. Provide the percentage of the students progressing to higher education
or employment (for the last four batches) highlighting the trends observed.
Student Progression 2014-15 2013-14 2012-13 2011-12
UG to PG 95% 95% 95% 95%
PG to M. Phil 5% 5% 2% 2%
M. Phil to PhD NA NA NA NA
Employed
Campus Selection
Other than campus
recruitment
30%
70%
35%
65%
30%
70%
25%
75%
Trend of progression: In the past four years, on an average 95 per cent
students of BSW have chosen to pursue MSW, while 5 per cent are employed
or have chosen courses other than Social Work. There has been a substantial
increase in the number of students pursuing higher studies. Placement of
students has seen upward trend.
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5.2.2 Provide details of the programme wise pass percentage and completion
rate for the last four years (cohort wise/batch wise as stipulated by the
University). Furnish programme wise details in comparison with that of the
previous performance of the same institution and that of colleges of the
affiliating university within the city/district?
YCSSW is the only college under Shivaji University, Kolhapur offering BSW
and MSW programmes. Hence, the question of comparison with other
institutions does not arise. However, the policies and strategy of the Institute
ensure high standards of Social Work education.
Sr.
no
Program
me 2011-2012 2012-2013 2013-2014 2014-2015
Passed
(%)
Compl
etion
(%)
Passe
d
(%)
Compl
etion
(%)
Passed
(%)
Completi
on
(%)
Passed
(%)
Completion
(%)
1 BSW 100 100 100 100 100 100 88.4
6
100
2 MSW 98.49 100 100 100 100 100 100 100
Total 99.24 100 100 100 100 100 94.2
3
100
5.2.3. How does the institution facilitate the student’s progression to higher
level of education and towards employment?
At YCSSW, students are motivated to go for higher studies. Training
programmes and interaction with alumni help them understand current
developments and the scenario in countries where individuals with higher
education are preferred. Admission notice of good institutes is circulated
among students. Employment openings are circulated among students through
the Placement Cell. Some parents don’t want to send their children outside
Maharashtra. The Institute’s Counselling Cell provides counselling to such
parents.
5.2.4. Enumerate the special support provided to students who are at risk of
failure or dropout?
The Institute’s unique parent teacher system (student follow-up programme)
follows up on students’ needs. The following efforts are made to minimize
failure/dropout of students:
Financial assistance to students from economically weaker sections
Counselling to students and parents
Personal attention to slow learners by faculty
*
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5.3 Students 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.
Sports and games:
The YCSSW Gymkhana Committee conducts the following sports and games:
Athletics-relay race, 100m, 200m, 300m, 400m races, long jump, high
jump and shot-put
Badminton
Carom board
Cricket
Football
Kho-kho
Kabaddi
Lemon-and-spoon race
Sack jump
Slow cycling
Trekking competition
Tug-of-war
Three-leg jump
Volleyball
These sports, games and cultural activities are conducted as per the schedule
below:
Month Event
July-March Jagar
July Students are given sports material to practice athletics,
badminton, carom, cricket, football, kabaddi, kho-kho and
volleyball
August-
December
Students take part in inter-zonal sports competition of
Shivaji University, Kolhapur
October Inter-class competition in cricket and tug-of-war organized
during Onam celebrations
January-
February
Inter-class competition in athletics, badminton, carom,
cricket, football kabaddi, kho-kho, relay race and
volleyball conducted during College Youth Festival
Cultural and Extra-curricular activities:
Cultural activities are held as per the academic calendar. YCSSW celebrates
various festivals and events. The following events are organized by the
college:
Welcome of new students
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Fresher’s welcome
Three-days orientation programme for new students
‘Umang’ – Student Youth Festival
Onam celebration
Teacher’s Day
Sports Day
Observing birth and death anniversaries
Hostel Day
Farewell Day
Republic Day
Independence Day
5.3.2 Furnish the details of the major student’s achievement in co curricular.
Extra-curricular and cultural activities at different levels
University/State/Zonal/National/International etc for the previous four years.
Academic
Year
Name of Student/Team Extra-curricular and
Cultural Achievements by
Students
2015-16 Ms.Priyadarshani Sawant
BSW 1
Table Tennis
Streetplay(Two Times)
2014-15 Bhimdeo Rathod, Sunita
Nimbalkar, Sushma Jagdale
Quiz competition
2013-14 HRM , MSW Part II Street Play(Two Times)
5.3.3 How does the college seek and use data and feedback from its graduate
and employers, to improve the performance and quality of the institutional
provisions?
The feedback forms are collected from students at the end of each academic
year. The feedback comprises opinions and views of students about academic,
co-curricular and extracurricular activities. Based on the feedback, areas of
concern are discussed in the Staff Council and IQAC, and necessary measures
are taken at the earliest to improve support services.
YCSSW organizes annual alumni meet where graduates share views and
suggestions for the betterment of the Institute. The Management provides
various avenues for the wholesome development of the Institute.
5.3.4. How does the college involve and encourage the students to publish the
material like catalogue, Wall magazines, college magazines and other
material? List the publications/materials brought out by the students during the
previous four academic sessions.
The Institute has a wall magazine where students display drawing, painting,
articles and poems and thoughts, among other things. The college also runs an
activity called Manthan, or deliberations on current issues. Here, students give
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their views in writing and drop it in the box. These are compiled and students
are sensitized on the issue through group discussions and guest lectures.
Students are also encouraged to publish news about their fieldwork activities.
The college magazine is published annually and nurtures originality and
creative skills of students. Contributions from students in the form of articles
in English, Hindi and Marathi are scrutinised and published by the editorial
board comprising students and faculty.
The monthly newsletter entitled ‘Yashwant’ is released for the benefit of
students and other stakeholders.
5.3.5. Does the college have a Student Council or any similar body? Give
details on its selection constitution activities and funding?
The college has a Student Council whose office bearers and General Secretary
are democratically elected in a free and fair atmosphere. The General
Secretary is elected through voting. As per Shivaji University norms, the
composition of the Student Council is as follows:
Chairperson – Principal
One faculty nominated by the Principal
General Secretary of the Student Council -- Elected through voting
One student from each class (merit-based ), i.e., class representatives
One student from each category nominated by the Principal:
o Sports
o NSS
o Art and Culture
o Two female students nominated from the reserved category.
Role of the Student Council:
Ensures that the voice of students is heard
Brings to the notice of Management the quality maintained by the college
in various aspects
Helps orientation of new students
Maintains college ambience
Helps conduct cultural events, college days, welcome ceremony, Republic
Day, Independence Day, Teachers Day, annual gathering and farewell
functions, among others.
5.3.6 Give details of various academic and administrative bodies that have
student representatives on them.
The Institute encourages student participation in the decision-making process
and has student representation on following committees:
Anti-ragging Committee
Gymkhana Committee
Girls Hostel Committee
Library Committee
Students Council
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 131
5.3.7. How does the institution network and collaborate with the alumni and
former faculty of the Institution? Any other relevant information regarding
student support and Progression which the college would like to include.
YCSSW is considered second home by students and alumni. Hence, care is
taken to stay connected with the alumni and former faculty. The networking is
done in the following ways:
Alumni are regularly invited to conduct internal assessment of academic
and field placements of students.
Alumni are made members of YCSSW IQAC
Institute has special group of alumni working abroad, who stay connected
with the college through Facebook, WhatsApp and email and share
international updates with the Institute.
Many alumni seek help in their research and project work
Alumni can use the Institute library for research work
Alumni help network with organizations in which students are placed
Institute provides counselling to alumni if needed
Alumni sponsor a few institutional scholarships for students
Alumni meet is an annual event, preparation of which is done three months
in advance. During the meeting, issues such as curriculum development,
mentoring, fieldwork and campus recruitment are discussed.
The former principal is an IQAC member of YCSSW. Former faculty are
constantly in touch with the Institute, providing valuable guidance and support
for promotion of Social Work education. They are also invited to the Institute
as resource persons.
*
CRITERION VI: GOVERNANCE, LEADERSHIP AND
MANAGEMENT
6.1 Institution Vision and Leadership
6.1.1 State the Vision and Mission of the Institution and enumerate how the
mission statement defines the institution distinctive characteristics in terms of
addressing the needs of the society and the students it seek to serve, the
institution traditions and value orientations, vision for the future, etc.
Vision Statement
To build a cadre of Social Work Professionals who bring positive change in
the world.
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Mission Statement of the Institute
To provide a learning environment characterized by excellence in Social Work
education directed towards developing and fostering principled and competent
professional practitioners who recognize the interrelatedness of human needs,
social structures and oppressive conditions in their work with diverse
populations.
The vision and mission is followed by core values, which are:
As a learners’ community we value learning in all its forms, and actions
informed by ideals of human rights, social justice and transformation. We
value diversity in membership but unity in mission.
Our vision for the future is to maintain YCSSW as a green learning campus
and advocate for UN Decade for Biodiversity in Western Maharashtra.
6.1.2. What is the role of the top management, Principal and the faculty in
design and implementation of its quality policy and plans?
The Management, Principal and the faculty play the following roles during
implementation of policies and plans:
The Working President of the institution is the apex authority regarding all
academic and administrative planning, policy-making, staffing, finance
management and budgeting, infrastructural and campus development and day-
to-day administration. The Principal is the head of the institution and
coordinates with the head of the University, government, parent institute,
faculty, students, stakeholders and the like. All the faculty are given
responsibilities of different committees and are expected to carry them out
under the supervision and guidance of the Principal.
6.1.3. What is the involvement of the leadership in the institution in ensuring:
The Institute has a Local Management Committee, comprising of Management
representatives, retired principals, faculty members and non-teaching staff.
The Principal is the Secretary of the committee.
The policy statement and action plans for fulfillment of the stated mission:
Recruitment of right persons ensuring diversity
Manages, plans and develops human resources
Takes administrative decision for welfare of Institute
Looks after infrastructure development
Conduct timely meetings with staff and students
Formulation of action plans for all operations and incorporation of the same in
to the institutional strategic plan
Preparing Action plan as per the market needs
Assignment of responsibilities to the right person
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Appoints various committees and assigns them responsibilities
Interaction with stake holders
Continous interaction with stake holders is done via meetings, get togethers,
workshops, seminars and guest lectures. Feedback of stakeholders are solicited
for continuous improvement of Institute. This interaction helps to bring in
intellectual and other resources.
Proper support for policy planning through need analysis,research inputs and
consultation with the stakeholders
Continuous need based strategies and activities to fulfill the needs of the
students and community. All beneficiaries are well informed about the
development and future aspiration of the institute.
Reinforcing the culture of excellence
Appreciation and recognition of excellent performers.
Promoting to the staff and students to take up risk and challenging
assignment
Inculcation of innovation in teaching and learning
Provides learning environment
Champion organizational change
Initiative to bring in change starts from the top management
Handle the resistance to change in a soothing way
Gives directions regarding work
6.1.4. What are the procedures adopted by the institution to monitor and
evaluate policies and plan of the institution for effective implementation and
improvement from time to time?
Status of implementation of policies is evaluated at the quarterly LMC
meeting. The committee takes feedback of staff and students on the activities
of the Institute. Meetings are conducted with IQAC and staff members.
6.1.5 The details of the academic leadership provided to the faculty by the top
management.
The Working President of the Institute is the authority providing guidance and
leadership in academic and administrative planning. At the beginning of the
academic session, he inspires students as well as faculty to complete the work
they have taken up. Being a renowned scholar and social activist, he brings
eminent guest speakers to interact with faculty and students. He provides
guidance in initiatives like extension and research projects.
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6.1.6. How does the college groom leadership at various levels?
The Institute has appointed working committees under the chairmanship of the
Principal. Members of the faculty are coordinators of each of these
committees. The coordinators are motivated to carry out functions of the
committee. This helps develop leadership qualities in management,
administration, IQAC and working committees.
6.1.7. How does the college delegate the authority and provide operational
autonomy to the departments/units of institutions and working towards
decentralized governance system?
Before the beginning of the academic session, a meeting of all faculty and
non-teaching staff is held. Here, committees are formed and responsibilities
delegated. A circular with details of mode of work is issued to faculty. In this
way, the college delegates authority and provides operational autonomy to the
committees/departments/units of the institution and works towards a
decentralized governance system.
6.1.8 Does the college promote culture of participative management? If yes,
indicate level of participative management.
Yes. The Institute has 37 committees to ensure participative decision-making.
All decisions are taken by consensus after discussions with staff, students and
other stakeholders.
*
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?
YCSSW has a formally stated quality policy. This acts as a guideline for
maintenance of quality in organizational administrative, academic and field
education practices. Deployment of core policy is ensured by the Management
and the Staff Council.
The policy is developed and reviewed periodically in consultation with:
LMC
IQAC
Staff Council
Alumni
6.2.2 Does the institute have a perspective plan of development? If so, give the
aspect considered for inclusion in the plan.
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The Institute believes in continuously upgrading its services. Based on inputs
from stakeholders, a strategic plan was developed in June 2014. The following
aspects have been considered in the plan:
Infrastructure development: Renovation of Landscape, Lavoratories,
Principal Cabin, Painting of Building, Library, Furniture, Expansion of
Womens hostel, construction of Boys hostel, auditorium, gymnasium, guest
house.
ICT: CCTV Surveillance, purchase of adequate number of desktops,
laptops, softwares.
Development of RRDC, Mphil, PhD centre.
Extension projects, Research projects.
National & International workshops, seminars and conferences.
MoU’s with various organizations.
Strengthening Society Empowerment Activities
Consultancy
Role Score Card system
6.2.3. Describe the internal organization structure and decision making
process.
PRESIDENT
WORKING PRESIDENT
BOARD OF DIRECTORS
LOCAL MANAGEMENT COMMITTEE
PRINCIPAL
IQAC COORDINATOR
STAFF COUNCIL
OFFICE SUPERINTENDENT
WORKING COMMITTEES
SUPPORT STAFF
LIBRARY
ACCOUNTS DEPT.
VICE PRINCIPAL
STUDENT COUNCIL
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The respective committees discuss the plan proposals before implementation.
The suggestions/feedbacks given by stakeholders are given due consideration.
6.2.4 Give a broad description of the quality improvement strategies of the
institutions for each of the following:
Strategies of the institution for quality improvement:
Sl.
No.
Sectors of Intervention Plans
1 Teaching and Learning Regular revision of syllabus
Adoption of choice-based credit system
for students
Adopting provisions of smart
classroom
Adoption of monthly Score Card for
measuring performance of faculty
Developing model intervention project
that can be replicated to solve problems
related to women and children
Conducting certificate courses through
adult and continuing education
ICT enhancement on campus
Skill-development courses
Implementing faculty development
programmes
Creation of RRDC and Research Lab
Creation of IQAC
2 Research and
Development
Conducting Social Work research
methodology workshops for faculty on
campus
Promotion of Social Work intervention
research
3 Infrastructure
Development
Constructing extension of ladies hostel
Construction of independent canteen
Construction of joggers track
Construction of basketball ground
Construction of swimming pool
Construction of yoga, meditation centre
Construction of gymnasium
Renovation of urinals and toilet
Construction of boys hostel
Construction of health centre
Installation of renewable energy source
Making honey bee keeping garden,
herbal garden, butterfly garden and
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 137
small check dams
4 Community
Engagement
School Social Work
Supply of essential commodities to
farmers in distress
Family Counselling Centre
Rural camp
Community awareness programme
Nakoosa initiative
Use of folk media/street-play
Zero-Budget Natural Farming
Gender equality
Social inclusion
Legal awareness campaign
Jagar initiative
5 Human Resource
Planning and
Development
Completion of PhDs of faculty
Refresher/orientation courses
Publication in reputed journals
Filling up of vacant posts
Conducting international/national
workshops
Staff exchange programme
Paper presentations
Stress management
6 Industry Interactions MoUs with 5 reputed
institutes/organizations
Collaborative arrangements with
reputed NGOs for field work
placements
Linkage with industries and
NGOs/hospitals for training students
Inviting more industrial experts to
interact with students to develop
entrepreneurial skills
Tapping CSR funding for extension
activities
7 Internationalization Bringing international standards in
teaching and learning in collaboration
with foreign
university/institution/organization
6.2.5. How does the Head of the institution ensure the adequate information is
available for the top management and stake holders, to review the activities of
the institution?
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 138
As per the mother institute’s policy, a monthly meeting with the Management
is held on the 7th of every month to review activities of the previous month.
The Principal shares achievements of the previous month and plans for the
present month. In addition, if urgent issues need to be discussed, the
Management is very cooperative and always available for guidance and
support.
The Working President visits the Institute for programmes where he is briefed
about the developments. Various committees are formed for proper
implementation of activities in the Institute. Quarterly meetings of these
committees are held. The IQAC Coordinator and the Principal appraise the
functioning of the committees and take necessary measures to improve the
effectiveness. The report of the same is presented in the LMC for their
suggestions.
The head of the Institute also have interaction with students, parents, alumni,
fieldwork agency supervisors and other stake holders by way of meetings
conducted on various occasions.
Institute publicizes monthly newsletter highlighting all the activities of the
month.
6.2.6 How does the management encourage and support involvement of the
staff in improving the effectiveness and efficiency of the institutional process?
The Institute has a participatory approach. Majority of issues are discussed in
the Staff Council meeting and consensus is made among members. This
ensures ownership of the initiative.
The Management has identified strong performance areas of each faculty.
Accordingly, they are assigned work. It enhances their work skills. However,
the concept of job rotation is also practised, wherever it is felt important.
There is complete transparency between the Management and employees.
Open-door policy is practised.
6.2.7 Enumerate the resolution made by the Management council in the last
year and the status of implementation of such resolution?
Details of the resolutions made by the Management Council in the last year
and the status of implementation are as follows:
RESOLUTION STATUS OF
implementation
NAAC accreditation to be completed In process
Vacant posts of principal and teaching staff to
be filled
In process and pending with
Social Welfare Department
Focus on biodiversity of campus Ongoing process
Renovate principal’s cabin and students’ toilet
block
Completed
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 139
Modify website Completed
Canteen to be renovated Completed
Computer lab to be renovated Completed
NSS unit to be started Completed
SEA to be focused on more Ongoing process
Alumni to be strengthened Ongoing process
Teaching-learning process to be redefined to be
more effective
In process
Role Score Card to be introduced In process
Upgradation of internet services Completed
Playground to be renovated Completed
Value inculcation to be focused on more In process
ICT to be updated Completed
CCTV cameras to be installed Completed
Solar panel to be installed in hostel Completed
Water purifier for staff to be installed Completed
More journals and books to be added in library
and library automation
In process
CAP and CPA to be scheduled for internal
examinations
Completed
More extension centres to be activated mainly
for the benefit of society
In process
Interface with community, industries,
government and NGOS to be initiated in a
mutually beneficial manner
In process
Office to be renovated Completed
Increasing the number of books in the library Continuous process
6.2.8 Does the affiliating Universty make the provision for according the
status of autonomy to an affiliate institution? If Yes what are the efforts made
by the institution in obtaining autonomy?
Not Applicable
6.2.9. How does the institution ensure that grievances / complaints are
promptly attended to and resolved effectively? Is there a mechanism to
analyse the nature of grivsnces for promoting better stakeholder relationship?
Since the Institute has an open-door policy, such occasions do not arise.
However, there is a Grievance Redressal Committee to settle
grievances/complaints effectively.
6.2.10. During the last four years, had there been any instance of court cases
filed by and against the institute? Provide details of the issue and decisions of
the court on these?
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 140
Due to unsatisfactory performance employment of one faculty was terminated
and consequently that faculty filed a case with college tribunal. The tribunal
ordered the management to reinstate the faculty with full back wages.
6.2.11. Does the institution have a mechanism for analyzing the students’
feedback on institutional performances? If Yes What was the outcome and
response of the institution to such an effort?
Student feedback is gathered through the following processes:
Suggestion Box
Student Council meeting
Parent-teacher meeting
Student farewell meeting
Alumni meet
Annual feedback exercise
The feedbacks are analyzed during the Staff Council meeting and appropriate
action taken on important issues that will help students and the Institute for
quality enhancement. If the suggestions require budgetary provisions,
Management approval is taken.
*
6.3 Faculty Emprovement Strategies
6.3.1. What are the efforts made by the institutions to enhance the professional
development of its teaching and non-teaching staff?
Faculty and non-teaching staff are oriented towards quality concerns in higher
education by exposing them to well-known educational institutions and other
organizations. Interactive sessions are arranged with eminent persons to
motivate them for professional development. Motivational CDs and books are
also made available in the library. All employees are encouraged to attend
Vipashana by sanctioning their duty leave to attend the same.
6.3.2. What are the strategy adopted by the institution for faculty
empowerment through training, retraining and motivating the employeesfor
the roles and responsibility they perform?
Faculty attend training programmes such as orientation and refresher courses
organized by Academic Staff Colleges and also attend workshops, seminars,
learning programmes and conferences organized by other colleges and the
University. Special training programmes on Research Methodology and SPSS
are conducted. It is the Institute’s policy that faculty members who return from
training share their experience with colleagues so that all grow together to
achieve organizational excellence.
Self Study Report for 1st Cycle of Accreditation
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Faculty empowerment strategies for non-teaching staff
Non-teaching staff are given time off to attend courses to upgrade their
computer and accounting skills. Class four employees are sent outside state
with the study tour team to give them exposure to other organizations and
develop attitude of commitment and devotion. All administrative and non-
teaching staff are involved in Social Work related activities.
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 consider for better appraisal?
The Principal and the Institute recently evolved a new system called role Score
Card to appraise staff performance in conformity with UGC and University
guidelines. It keeps track of the performance of each staff. It is a self-
monitored feedback system that enhances transparency and accountability. In
addition, the Performance-Based Appraisal System (PBAS) method is also
used. At the end of every month, the role Score Card is submitted to the
Principal. PBAS is submitted at the end of the year. After review, the
performance feedback is given to staff and the report forwarded to the LMC
and Management. Feedback from students is discussed with staff for
appreciation and correction if any. Faculty are given freedom to try innovation
in teaching, field practice and extension activities, provided it is used for
imparting quality education.
6.3.4 What is the outcome of the review of the performance appraisal report
by the management and the major decisions taken. How are they
communicated to the appropriate stakeholder?
Results of the periodic appraisal are consolidated and forwarded to the
Management and appropriate decisions taken promptly. The outcomes are:
Improved performance of faculty
Better time management and quality work
Better utilization of resources
Effective teaching-learning process
Promotion of innovative activities
Value inculcation among staff
Major decisions are taken
Regular weekly staff meetings
Regular statutory committee meeting
Improvement in infrastructure facilities
Maintenance of discipline among students and staff
Enhancing professional development of staff
Timely preparation of teaching plan and implementation.
6.3.5. What are the welfare schemes available for the teaching and non-
teaching staff. The percentage of staff availing the benefits of such schemes in
the last four years?
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 142
Ninety per cent staff have availed benefits of the various welfare schemes.
Welfare schemes are available for teaching and non-teaching staff:
Canteen facility
Credit cooperative society established with help of employees of the
college to help them financially when in need; most staff have availed the
benefit of the scheme
Seed money for research projects
Advances salary in case of emergency
Referral services
Financial and special consideration in case of medical emergencies of staff
and family members
Staff picnic with family members
Duty leave for officially sanctioned workshops/conferences
Provision of sports facilities
Occasional health check-ups
Celebration of birthdays
Informal get-together
6.3.6 What are the measures taken by the institution for attracting and
retaining eminent faculty?
The Institute’s maintains diversity in recruitment as a policy. From the time of
inception, the Institute has faculty from across India. All recruitment is done
on merit as per the norms of UGC, University and other regulatory bodies of
government. Advertisement for recruitment is given in national newspapers.
To retain eminent faculty, academic freedom and resources are provided. They
can bring in innovation in their work areas. Their achievements are
appreciated and they are encouraged to go further. Necessary assistance is
provided by the Management in their personal difficulties. The Institute
maintains a cordial family atmosphere. They are given freedom to develop in
their career by involving in learning opportunities. Relevant journals are
provided in the library. Involvement in research work is encouraged. If
training is needed, it is arranged in the Institute. Faculty are allowed to attend
training outside, for which the Management provides financial aid.
* 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?
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 143
The draft budget is prepared at the end of each academic year, taking into
consideration the financial requirements. The draft budget is assessed,
prioritized and approved by BBVVSS. The mechanism is as follows:
The budget is optimally utilized through regular review and monitoring of
activity-wise expenditure
Financial matters such as fee collection and salary distribution are taken
care of by the college office
Accounts are maintained and monitored by administrative staff
Purchases for the Institute are made through the consumer cooperative
society of the parent institute
For construction of buildings and other structures, a detailed plan proposal
is prepared by the certified architect and approval is obtained from the
respective authority before commencement of work. The process is carried
out by the Management, which provides required finance for
construction/renovation of buildings/structures.
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.
Internal audit:
The Management regularly reviews the finance and accounts operations of the
college and undertakes periodic audit through an internal auditor appointed by
the Institute. The Principal and IQAC also monitor the finance and accounts
operations.
Date of last Internal Audit: 24 / 4 / 2015
External Audit:
Statutory Audit is performed by the Social Welfare Department annually.
Date of last External Audit: 30 / 9 / 2014
No objections were maintained in the audit.
6.4.3 What are the major sources of institutional receipt/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 institution, if any.
Major Sources of Institutional receipts are the following:
UGC grants are the main source of funds
The state government pays the salary to faculty and the administrative
staff under the aided scheme.
Summary of the audited income expenditure statement for the last four years is
given below:
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 144
Expenses 2011-2012 2012-2013 2013-2014 2014-2015
Advertisement 24039.00 70492.00 72539.00 14892.00
Travelling 38120.00 37043.00 29357.00 17124.00
Salary 5672487.00 6955585.00 5872503.00 12628875.00
Stationery 226593.00 105035.00 165602.00 224378.00
Postage 6431.00 4628.00 2466.00 1011.00
Telephone 56585.00 82307.00 48588.00 39428.00
Xerox expenses 393.00 259.00 0.00 0.00
Audit fee 4413.00 4412.00 5618.00 5618.00
Miscellaneous expenses 84949.00 7106.00 90935.00 48028.00
Electricity expenses 20314.00 15652.00 4636.00 27524.00
Paper bill 12604.00 1947.00 0.00 0.00
Bank commission 453.00 901.00 2442.00 282.00
Garden maintenance 3093.00 26778.00 30048.00 2080.00
Function expenses 16940.00 0.00 7309.00 24920.00
Repair and maintenance 2825.00 53885.00 10068.00 37192.00
Painting expenses 22000.00 67914.00 107335.00 0.00
DD commission 40.00 0.00 0.00 0.00
PG registration fee 2060.00 3420.00 0.00 2700.00
Professional charges 3450.00 0.00 0.00 0.00
Exam/University centre
expenses
45655.00 258285.00 278589.00 237337.00
Honorarium 510102.00 202097.00 502363.00 540557.00
Student tour expenses 34100.00 50512.00 29870.00 8000.00
Income 2011-2012 2012-2013 2013-2014 2014-15
Salary grant 5667915.00 6939661.00 7610530.00 11465089.00
Non-salary grant 256343.00 325351.00 531652.00 427173.00
fees 1338490.00 1912317.00 1571586.00 1380196.00
Bank interest 23132.00 37750.00 27121.00 10985.00
Exam fee 91750.00 0.00 28048.00 9794.00
Survey Grant 12000.00 2000.00 114500.00 0.00
Other Receipt 0.00 56.00 0.00 0.00
Scholarship Grant 0.00 21000.00 1057165.00 0.00
Agrani 0.00 0.00 4876.00 0.00
Deficit for the year
transferred to B/Sheet
0.00 0.00 0.00 1551628.00
Total Income 7389630.00 9238135.00 10945478.00 14844865.00
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 145
Rural camp 58875.00 63809.00 78668.00 46795.00
Affiliation fee 36000.00 43200.00 37000.00 48900.00
Eligibility Fee 0.00 6100.00 15150.00 12400.00
Tuition Fee 0.00 69000.00 0.00 0.00
Ashwanedh /Agrani
/Prorata/Yuva/Apghat
0.00 11591.00 33864.00 17787.00
Staff Welfare Fund 0.00 130.00 0.00 0.00
CHB Salary 0.00 897833.00 0.00 0.00
CIP 0.00 0.00 210457.00 156745.00
Proudh Nirantan 0.00 0.00 95471.00 0.00
ISO 0.00 0.00 15000.00 0.00
Education Loan 0.00 0.00 37000.00 0.00
Environment Fee 0.00 0.00 0.00 1620.00
Canteen Exps 0.00 0.00 0.00 47875.00
Cleaning Exps 0.00 0.00 0.00 25830.00
Computer Fees 0.00 0.00 0.00 4555.00
Website Exps 0.00 0.00 0.00 28700.00
Fee Refunded 0.00 0.00 0.00 6800.00
CPF Social Welfare 0.00 0.00 0.00 511766.00
Depreciation 80588.00 77436.00 77325.00 75146.00
Surplus for the year
transferred to B/Sheet
426521.00 120778.00 3085274.50 0.00
Total Expenses 7389630.00 9238135.00 10945478.00 14844865.00
6.4.4. Give details on the efforts made by the institution in securing additional
funding and utilization of the same (if any).
The Institute devises various ways and means to mobilize resources to fulfil
the Institute’s vision and mission. The Management contributes liberally
towards non-salary expenditure. Funding agencies like UGC and ICSSR also
provide funds through research grants and merged schemes. Through RRDC,
consultancy services are provided to NGOs and industries. Renting out
classrooms and seminar halls also generated a small amount of resources for
the Institute.
*
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? If yes,
what is the institutional policy with regard to quality assurance and how has it
contributed in institutionalizing the quality assurance processes?
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 146
Yes. The Institute established an IQAC in 2014. YCSSW ensures quality by
implementing the mission and vision of the organization in day-to-day
activities. The institutional policy on quality assurance includes:
Continuous evaluation of academic and co-curricular activities
Adopting evidence-based practices
Documenting healthy practices
Facilitating the individual to perform better
Appreciating innovation in teaching
Ensuring, enhancing quality of teaching, learning and infrastructure
Management and Principal approving IQAC recommendations.
b. How many decisions by the IQAC have been approved by the
management/authorities for implementation and how many of them are
actually implemented?
Sl.
No.
IQAC Decisions Approved by the
Management
Status of Implementation
1 Creation of Research, Resource and
Development Centre
Completed
2 Mainstreaming of IQAC HR policy Completed
3 Reframing the mission and vision of the
Institute
Completed
4 Defining systems and procedures of
functioning of statutory committees
Completed
5 Preparation of strategic plan Completed
6 Early commencement of admission
process
Being implemented
7 Publication of college magazine In process
8 Publication of newsletter Completed
9 Promote student and faculty diversity Continuous process
10 Maintenance of green campus Continuous process
11 Publication of journal In process
12 Research manual In process
13 New projects to be initiated In process
14 MoU with organizations In process
c. Does the IQAC have external members on the committee? If, so mention
any significant contribution made by them.
Yes. The IQAC has alumni, University officials and the former Principal of
the Institute as external members.
d) How do students and alumni contribute to the effective functioning of the
IQAC?
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Students give feedback and suggestions about the academic activities and
other activities through the Student Council. They also share best practices
they learned in other organizations which helps for quality enhancement of the
Institute.
Alumni contribution: The Institute has students employed in reputed
organizations in India and abroad. Some of them are members of the IQAC.
Through their network and support, IQAC gets professional help in ways
mentioned below:
Suggestion for introducing innovative practices
Resource mobilization
Collaboration with organizations
Introducing the Institute to eminent resource persons
Support in placement of students for job and internship
Training students
Streamlining procedures of the Institute, curriculum development
Other stakeholders of the Institute provide suggestions through informal
means which are incorporated by IQAC.
The Management, Principal, IQAC and staff members discuss and approve
suggestions and feedback given by stakeholders and alumni to enhance quality
of the institution.
e. How does the IQAC communicate and engage staff from different
constituents of the institution?
IQAC is a link between the faculty, administrative staff and other support
staff. It tries to translate the quality policy into action by orienting all staff on
IQAC standards. IQAC has constant dialogue and continuous communication
with every employee and the Management and Principal through the following
mechanism:
Conducting meeting with staff
Providing necessary support
Streamlining procedures
Identifying developmental needs
Facilitating staff development programme
Taking feedback and suggestion
Promoting team spirit among staff
Bringing innovation
6.5.2 Does the institution have an integrated frame work for quality assurance
of the academic and administrative activities? If yes, give details of its
operationalization.
Academic and administrative activities complement each other.
Academic and administrative staff are sensitised on quality through
training. They are also sensitised on the NAAC criteria.
Academic and administrative activities are structured to give quality service
to students.
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Academic and administrative activities fulfill timely requirement of the
University.
Within the quality framework of IQAC, academic and administrative staff
support to each other in timely completion of admission process,
scholarship formalities, internal assessment, fieldwork placement, conduct
of University exams, forwarding marks to University, conducting viva
voce, arranging curricular, co-curricular and extra-curricular activities.
It also ensures completing the procedures of TC and migration to pass out
students without causing any delay as a result of maintaining quality and
integrated approach.
6.5.3. Does the institution provide training to its staff for effective
implementation of the quality assurance procedure? If yes, give details
enumerating its impact.
Yes. The Institute conducted training sessions for staff on ISO for quality
enhancement. A two-day workshop was organized to sensitise staff on the
seven parameters of NAAC. These have led to improvement in the following
areas:
Systematic documentation
Advance planning of activities
Quality consciousness
Improved team work
Student-centric teaching
Structured evaluation
6.5.4 Does the institution take academic audit or external review of the
academic provision? If yes, how are the outcomes used to improve the
institutional activities.
IQAC, LMC and staff held a joint meeting to review activities conducted by
them and about future plans. It was held under the chairmanship of the Pro VC
of Shivaji University. Members decided to frame an HR policy to streamline
and improve institutional activities. SWOC analysis of the Institute was
presented at the meeting and its suggestions acted upon.
6.5.5 How are the internal quality assurance mechanisms aligned with the
requirement of the relevant external quality assurance agencies/regulatory
authorities?
IQAC was formed as per directions of the UGC and NAAC for an internal
quality assurance mechanism. The IQAC facilitates quality assurance work
based on NAAC guidelines.
6.5.6 What institutional mechanisms are in place to continuously review the
teaching-learning process? Give the details of its structure, methodologies of
operations and outcome?
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The Staff Council, Student Council, parent teacher and the agency supervisor
help continuously review the teaching-learning process. This is done through
meetings, written feedback and oral feedback. Performance of students in the
exam and fieldwork help understand the efficacy of the teaching-learning
process. Feedback is sought from alumni on improvements to be made in the
teaching-learning process. The impact of these can be seen in the performance
of students in exams.
6.5.7 How does the Institution communicate its quality assurance policy,
mechanisms and outcomes to the various internal and external stakeholders?
The college communicates its quality assurance policies and mechanism and
outcomes to stakeholders through:
Induction programme, common meetings for students
Parent-teacher meetings and other events and gatherings
Networking with alumni on social media, group SMS
Meetings, website for other stakeholders
Outcomes:
The meetings and networking help add value to course
Creates positive image of Institute
Parent-teacher meetings help groom students so that quality standards are
met
*
CRITERION VII: INNOVATIONS AND BEST PRACTICES
7.1 Environmental Consciousness:
The Institute has received the Chhatrapati Shivaji Maharaj Vanashree Award.
The Chhatrapati Shivaji Maharaj Vanashree Puraskar Yojna is a scheme of the
Social Forestry Department of the Maharashtra government to encourage
individuals or social organisations to plant, nurture, conserve and protect trees
in maximum area of available land.
Details of green cover at YCSSW
Green cover: There are more than 3000 trees and plants on the campus.
The Institute constantly cares for endangered biodiversity of the Western
Ghats by promoting eco-friendly practices on campus.
Tree plantation drive: The annual tradition of planting of trees by BSW
and MSW final-year students at YCSSW has created dense green cover on
the campus.
Care of plants: All plants are placed with their respective botanical
nomenclature systems. Students, faculty and staff jointly take care of the
plants and trees.
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7.1.1 Does the Institution conduct the green audit of its campus and facilities?
Students and faculty conducted the internal green audit of the campus.
Initially, students were given training in green audit, after which they
conducted the audit under the guidance of faculty. It helped students become
aware of the green audit process. The campus has local plant species and also
those from outside. It was found that plants from outside did not attract birds.
So, the Institute is replacing plants from outside with local species. Students
are involved in collecting saplings for plantation.
Corrective steps were taken to preserve the green environment of the campus.
Students understand the need to preserve the environment for a better future
and to minimise effects of global warming. Students extended this initiative to
their respective villages and fieldwork agencies. The audit exercise created a
sense of responsibility among students, faculty and staff to adopt energy-
saving practices like switching off fans, lights, computer when not in use.
7.1.2 The initiatives taken by the college to make campus eco-friendly.
Various initiatives are taken by the college to make the campus eco-friendly.
Partner in observing UN Decade of Biodiversity:
YCSSW is a partner in marking the UN Decade of Biodiversity 2011 to 2020.
The college has taken the initiative to create awareness among common
people and tourists about protecting the Kaas Plateau, which is a tourist place
and UN World Heritage Site located 22km from the Institute. YCSSW
students, under the banner of ‘Friends of Kaas’, regularly organise awareness
programmes on conservation of the Western Ghats.
The Kaas plateau, also known as the Kaas Pathar and situated in the Sahyadri
Range, is known for various types of wild flowers that bloom during August-
September every year. The place has more than 850 species of flowers and
plants, including orchids, karvy and carnivorous plants such as Drosera Indica.
The 1000-hectare plateau is located at a height of 1200m.
Mini bird sanctuary:
Realising the need to conserve the environment and to inculcate environment
responsibility among students, a mini bird sanctuary is preserved on the
campus.
Butterfly garden:
A butterfly garden has been created on the campus to preserve biodiversity.
Bee keeping:
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The Institute has a honey bee keeping unit where natural practices are
demonstrated for the benefit of students and visitors. This helps pollination of
plants on the campus.
Energy conservation:
To conserve energy without affecting administrative and academic work, the
college has replaced old systems with energy-efficient Compact Fluorescent
Light (CFL) tubes and bulbs. Labels of thoughts on energy conservation are
displayed in every classroom and in the girls’ hostel.
Use of renewable energy:
A solar water heater has been installed in the girls’ hostel. It has a capacity of
900 litres. A biogas plant has been installed and is used for cooking food.
Construction of water harvesting units and small check-dam:
The Institute is situated in the foothills of Ajinkyatara fort. During the rainy
season, two streams of water flow down from the fort through the campus,
where three small percolation check-dams have been constructed. A separate
roof water harvesting unit has been constructed. Water thus collected is
drained into the percolation tank. This increases ground water level in nearby
villages, thus helping farmers and people.
As YCSSW receives visitors, the Institute is making a watershed development
model to spread awareness in society.
Efforts for carbon neutrality:
Awareness on carbon emissions is gaining momentum on the campus. Care is
taken not to burn anything on the campus, including leaves, which are used for
vermi-composting and used as manure. No-Vehicle Day is observed on the
last Wednesday of every month. Every year, a competition entitled ‘Best from
Waste’ is held to create carbon neutrality consciousness among students.
Plantations:
The college has a well-maintained garden with various types of trees, plants,
herbs and shrubs. All plants and trees are tagged with the botanical
nomenclature system. In some parts of the garden, nutritious fruits are grown
and donated to Ashram school for children.
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Sr.
No
Botanical Name Name of Tree Quantity
1 Mangifera indica Mango 60
2 Manilkara zapota Sapodilla (chiku) 80
3 Cocos nucifera Coconut 125
4 Areca Catechu Linn Betel nut 30
5 Arecaceae Palm 100
6 Phyllanthus emblica Amla 26
7 Syzygium cumini Black Plum
(Jamun)
40
8 Tectona grandis Teak (Sag) 50
9 Grevillea robusta Silver Oak 20
10 Eucalyptus globulus Nilgiri 20
11 Bambusoideae Bamboo 2000
12 Anacardium occidentale Cashew 40
13 Annona reticulata Custard apple 10
14 Ficus elastica Rubber fig 1
15 Coffea Coffee plant 100
16 Acacia concinna Shikakai 40
17 Piliostigma racemosum 60
18 Other 400
Total 3202
Other trees include neem, (apta), champa, ayurvedic plants and other
flowering and decorative plants.
Waste management unit:
Waste from the garden and kitchen is used for making manure through
vermiculture.
E–waste management:
YCSSW manages its e-waste systematically. Computer hardware in working
condition is reused, while non-working parts are sold to recycling agencies.
Drip irrigation:
The campus has drip irrigation system for effective management of water for
plants.
All buildings and surrounding areas on the campus are cleaned every day.
*
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7.2. Innovation
7.2.1 Give the details of Innovation introduced during last four years which
have created a positive impact on the functioning of the college.
Animal rescue initiative: Since the college is situated in the foothills of Ajinkyatara hill, many animals
come to the campus from the hill. It includes rabbits, birds, snakes including
cobra and viper, chameleon and others. The Institute protects the endangered
species and rescue injured snakes and leave them in the forest of the Western
Ghats. This culture is promoted among students.
Capacity Improvement Programme (CIP): CIP has been initiated for student development, to help them acquire more
knowledge, and to boost their morale. CIP includes a series of lectures on
themes like the Reservation Bill, Constitution, human rights, political
leadership, social movement, social reformers, gender equality, water-
conservation and so on. Experts are invited to deliver lectures. During CIP,
students interact with renowned activists, social workers and film directors.
This initiative has helped boost students’ self-esteem.
Film studies:
Movies based on social issues are shown to students to help them develop the
right approach and attitude towards society. After each show, inter-group
discussions are facilitated to analyse the theme under the guidance of faculty.
This boosts analytical skills of students.
Flash mob presentation by students:
It involves a group of people assembling suddenly in a public place and
performing an unusual act for a brief time before quietly dispersing. Students
use this for social awareness programmes and social action. Students are given
training for this. Students get a lot of public support for this programme.
Jagar: Jagar is one of the most loved sessions by students. A booklet, ‘Krantiprerita’,
which includes motivational and awareness songs, is printed by the Institute.
These songs have been compiled and edited by the alumni of YCSSW.
Students practice these songs everyday in the common assembly. Every day,
half an hour is devoted for the purpose. It helps inculcate values, team spirit
and the ‘we’ feeling, besides relaxing the mind. During the alumni get-
together, students and alumni reconnect with each other by singing Jagar
songs.
Jano apne sanvidhan ko: The Constitution of India is the supreme law of India. It lays down the
framework defining the fundamental political principles, establishes the
structure, procedures, powers and duties of government institutions,
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fundamental rights, directive principles and duties of citizens. However,
students, and people in general, have rarely seen the copy of the Constitution.
They have only a bare understanding of its contents. Hence, a copy of the
Constitution is kept at the college entrance for students/visitors to see, read
and know.
The aim is to sensitise and create awareness among students/people to become
responsible citizens. It has been found that most students are not aware about
the Constitution and have not seen or read it. As they are Social Work
professionals, they should know about the Constitution and share its content
with others in society. They can use this knowledge while working on issues
in their career and also as citizens. The copy of the Constitution is kept at the
entrance throughout the day. One faculty member is in charge of it and
conducts awareness lectures and programmes in the college and community.
Evidence of success: Awareness of the Constitution has increased among
students. They also spread this knowledge in their family, among peers and in
the community.
Language enrichment:
Research shows that a vocabulary of 300 to 500 words is enough to
communicate effectively. It has been found that many freshers find it difficult
to read and write English. To improve their vocabulary and English
communication skills, a language enrichment programme has been initiated.
One faculty is assigned for this. As part of this, a white board is kept at the
college entrance. One new word is written on it every day and its meaning and
explanation given in Hindi and Marathi. Students with android phones are
encouraged to install ‘Hello English’ app. Students find this activity very
helpful in boosting their word power.
Music therapy: Classical music is played every day on the campus, which
helps students, faculty and staff to relax and be peaceful. It also creates a
soothing environment for all.
Manthan: As the name suggests, Manthan is an activity for igniting the thought process
of students. Students raise recent or burning issues. A drop box is kept on the
campus to seek opinions of other students. Students write their opinions on
paper and put them in the drop box. A faculty goes through each response and
conducts a session by giving his/her input. If needed, subject experts and
eminent scholars are invited for students to interact with and clear doubts.
Open-air classrooms:
Open-air classrooms ignite free thinking. Classes and group discussions are
conducted occasionally.
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Promotion of Zero-Budget Natural Farming: Natural farming is an eco-friendly approach to agriculture. Natural farming is
a closed system that demands no human-supplied inputs. It mimics nature.
Given the hazards of chemical fertilisers on land, animals and human beings,
the Institute favours the natural method of farming. Programmes are organised
to promote natural farming practices. A five-day national workshop was
organised on Zero-Budget Natural Farming on the college premises for
farmers from across the country in 2014. We are also promoting this practice
among students who are from agriculture background.
Role Score Card (RSC): We have developed RSC for faculty to keep track of their performance every
month. It is in conformity with UGC and University guidelines. It brings
transparency, accountability, boosts performance and helps career
development.
No Vehicle Day:
Cyclist Hon. Sachin Gaonkar, who has travelled all over India on a bicycle,
was invited to YCSSW to deliver a lecture. Inspired by his life, the Students
Council coordinator and members decided to observe every fourth Wednesday
of the month as No Vehicle Day, where faculty and students use local
transportation for travelling. Some faculty come walking, or on bicycle. This
is a small contribution to minimise pollution and protect the environment, but
the practice helps create environment consciousness among students and to
spread the message in community.
Daily prayer, pledge and reciting the Preamble of Indian Constitution:
A common assembly is conducted every day at 10.45am. All students and
faculty sing the national anthem and prayer together. Then the Preamble of
Indian constitution is recited by all. In the end, a moral pledge is taken. When
the college working day gets over at 5pm, all students sing Vande Matram.
Open-door policy:
The Institute practises an open-door policy. All concerned have access to
authorities to deal with any issue, for getting information and to make
suggestions to improve quality of services to students. Most students are from
rural areas and their parents are not educated. So, they are hesitant to approach
the authorities. Over time, it was felt that an open-door policy will help all
stakeholders interact with the authorities and work in a mutually beneficial
way. All stakeholders have the liberty to meet authorities on all working days.
All are cordially welcomed and treated with hospitality. Participation of all
stakeholders has helped improve quality of education. Critical comments are
also considered and used to improve the systems and procedures of the
college. Dropout rate of students has come down. Performance of students has
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improved. Publicity of the college in rural areas and among employers has
also improved.
Dress code:
To bring uniformity, unity, equality, identity and the ‘we’ feeling, a dress code
is in place. The Institute has students from diverse backgrounds. It was found
that while students from financially better-off backgrounds wore costly
clothes, poor students wore cheap ones. It led to unnecessary comparison
among students. It was also found that some students wore indecent dress in
the name of fashion. The dress code was introduced to avoid these difficulties,
to ensure sobriety, and to make students focus more on studies. Students
follow common dress code on all working days, except one. Dress code is as
per class and specialisations decided by the faculty and students. Students can
change the colour of the uniform every year. On Wednesday, all faculty and
students wear black and white uniform. Faculty also have a dress code. Female
faculty have no compulsion to wear sari.
Evidence of success: It encouraged students to wear formal dress and helped
maintain the identity and dignity of the Institute inside and outside. It made
students understand the importance of dressing properly for job interviews.
Skill-Enhancement Training:
A month-long training is given to all MSW and BSW students to enhance their
skills and inculcate values and the attitude needed for the Social Work
profession. Experts are invited to conduct sessions. A majority of the sessions
are conducted through various activities, games and short assignments. Special
attention is given to develop scientific temper among students. All effort is
taken to educate them in gender equality, understanding irrational beliefs and
how to dispute them. During these sessions, students are made to think over
topics discussed and encouraged to take their own decision about what to
practice in their personal and professional life. It has been found that a
majority of students adhere to what they learnt in the sessions and use it in
their fieldwork and in their jobs.
Special emphasis is given to developing communication, leadership and
analytical skills. Training is given on street-plays, mime show, puppet show,
poetry writing and writing script for street-plays. Such activities boost
students’ creativity and prove useful in their jobs and career. Some former
students have become resource persons at the national level.
The faculty also attend the sessions. Temporary faculty were in charge of
supervising the sessions and have benefited from this. It is a matter of pride
that they are now working in national and international organisations and have
become national level resource persons. This activity is an additional input
given by the Institute and is not prescribed by the University.
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Superstition: In almost all villages, superstitions are rampant and people are looted in
different ways on account of this. It affects mental, physical and social health
of people. Therefore, students are exposed to the science behind superstitions.
After learning it, they create awareness in villages to minimise and eradicate
superstitions. The Institute supports and joins other organisations and activists
who work to spread awareness to eradicate superstition.
Wall poster:
Students make wall posters every month and display them in the space allotted
for it. Students are guided by faculty. Usually students take socially relevant
issues. All wall posters are assessed by faculty, who give suggestions and
appreciation wherever necessary.
Society Empowerment Activity (SEA): SEA is a special activity taken up by students under the leadership of the
parent teacher. Activities aim at empowering stakeholders in society. This
creates a sense of social responsibility among students. The satisfaction and
appreciation they get from these activities motivate them to take up similar
activities enthusiastically. Such activities are related to adolescent health,
domestic violence, rehabilitation of abandoned mentally ill persons, school
social work, intervention in road accidents, awareness on Constitution, waste
management and gender equality.
Celebrating days of importance
As a Social Work Institute, YCSSW sees it as a social responsibility to
contribute to society. Hence, awareness programmes for social causes are
conducted. The Institute observes days like World Mental Health Day, World
Health Day and Blood Donation Day. Efforts are made to sensitise people on
various issues. Awareness is created through activities like poster exhibition,
human chain, candle march, guest lectures, street-plays, flash mob and rallies.
After one of the Institute’s students was brutally murdered by her family, the
Institute condemned it by taking out a morcha (procession). A flash mob was
staged to condemn the killing of Dr Narendra Dabholkar. Awareness is also
spread about mental illnesses.
*
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7.3 Best Practices
1.Balak Palak : (Parent teacher concept)
Goal:
To mentor, motivate and enable students to achieve continuous development
in curricular and co-curricular activities, so that optimum professional
development can be achieved.
The Context:
Students belong to different socio-economic backgrounds. Many of them are
first-generation learners. College is new to them and they may face difficulties
related to language, studies, financial matters, and such things. Their parents
are away and cannot be contacted easily. Hence, the parent teacher concept
emerged.
The practice:
Under the parent teacher concept, students are placed in equal ratio under
every faculty, who is like the parent for the student on campus. Anything
related to the student, such as complaints, will be first addressed by his/her
respective teacher parent before being conveyed to their biological parents.
Each parent teacher tracks the students’ attendance, dress code, performance
in studies and other activities.
Evidence of success:
This concept enhances positive relationship between the teacher and student.
Students are personally known to the teacher. Any issue related to a student is
initially addressed by the concerned teacher in charge and is sorted out at the
primary level. Academic interaction has raised the standard of students in
colleges. Skills possessed by students are identified at the earliest. Weaknesses
are also identified and efforts made to overcome them.
Problems encountered and resources required:
As each teacher has to deal with a high number of students, it is difficult to
maximise its effectiveness. Also, financial problems of students cannot be
addressed effectively.
Addressing students by first name:
Goal: Promote humanitarian approach and eradicate casteism
Context: Calling by surname is a practice in Maharashtra which indicates the caste of
the person. This leads to discriminative treatment. To maintain equality, it is
the Institute policy to address students and all stakeholders by their first
names.
Practice: All YCSSW community members address each other by their first names.
They practice this outside the premises, too.
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Evidence of success: This practice has boosted the self-esteem and confidence of students. It
discourages students from promoting caste discrimination and encourages
them to work against it. The Institute believes in humanity. The first name
directly indicates the identity of the person. Students from the backward class
feel very free and can perform well in studies without any bother. They feel
secure on the campus. The Institute has examples of such students excelling in
their jobs and career and encouraging the ‘first name’ culture in their work
places. Senior students mentor juniors to practice calling by first name.
Problems encountered and resources required:
It takes time to make new students understand the concept, though they
gradually imbibe the culture. No resources are needed for this, as it is a matter
of attitude change.
Problems encountered and resources required:
The Institute lacks funds to conduct such programmes on a larger scale.
2. Jaano Apne Sanvidhaan Ko
Goal:
To promote awareness about the Constitution.
The Context: Constitution is the basic source of law and describes the fundamental rights
and duties of each citizen. Most people are not aware about the content of the
Constitution and have not seen the book. In the present scenario, it is
important to give equal significance to rights and duties. The inspiration for
this practice is the Founder President, who had conducted a rally across
Maharashtra to promulgate the Constitution.
The Practice: A copy of the Constitution is kept in the lounge for easy access to all. Every
day some important content of the Constitution is displayed on the notice
board kept for the purpose. Students are motivated to read the Constitution.
Occasionally experts are called to conduct sessions. Students create awareness
on the Constitution through street plays, lectures and wall posters. Visitors are
encouraged to go through it.
Evidence of Success: Enhanced level awareness seen in students during discussions. Received
visitor appreciation.
Problems encountered and resources required: The Institute has an Ashram school on its premises. Many parents of the
schoolchildren visit the Institute. But most of the parents are illiterate and
cannot read the Constitution. Therefore, an innovated method to present it
needs to be devised.
*
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3. EVALUATIVE REPORT OF THE DEPARTMENT
1. Name of the department Social Work
2. Year of Establishment 1994, (BSW-1996,MSW-1994)
3. Names of Programmes/ Courses
offered (UG, PG, M. Phil., Ph.D.,
Integrated Masters; Integrated
Ph.D., etc.)
UG: Bachelor of social Work
PG: Master of Social work
4. Names of Interdisciplinary courses
and the departments/ units involved: Nil
5. Annual/ Semester/ Choice based
credit system (programme wise) Semester System
6. Participation of the department in
the courses offered by other
departments
Nil
7. Courses in collaboration with other
universities, industries, foreign
institutions, etc
Adult and continue education
with the Adult and continue
education Dept. of Shivaji
University.
8. Details of courses/ programmes
discontinued (if any) with reasons: Nil
9. Number of Teaching posts:
Teaching posts Sanctioned Filled
Professors 01 0 Associate
Professors 0 0
Assistant
Professors 14 10
10. Faculty profile with name, qualification, designation, specialization
(D.Sc. / D.Litt. / Ph.D / M.Phil. etc.)
Name Qualifi
cation
Designati
on
Specializatio
n
No.
of
Years
of
Exper
ience
No. of Ph.D.
Students guided for
the last 4 years
Dr. Shaly
Joseph
MSW,
Ph.D,
I/C
Principal
Human
Resource
7+19 Nil
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Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 161
LLB,
DIM,
PGDIM
, CCY,
(MBA)
Management
Dr. Vijay
Jaysing
Mane
MSW,
Ph.D.
Assistant
Professor
Community
Development
21 Nil
Dr.
Manisha
Vinayak
Shirodkar
MSW
Ph.D.
Assistant
Professor
Community
Development
20 Nil
Pramod
Namdeo
Muneshwar
MSW,
DBM
Assistant
Professor
Human
Resource
Management
19 Nil
Bhaishailen
dra
Laxman
Mane
MSW,
Ph.D.
Scholar
Assistant
Professor
Human
Resource
Management
16 Nil
Jeevan
Chandraka
nt Borate
MSW Assistant
Professor
Human
Resource
Management
1+13 Nil
Samata
Laxman
Mane
MSW,
Ph.D.
Scholar
Assistant
Professor
Medical and
Psychiatric
Social Work
14 Nil
Sampada
Suresh
Sankpal
MSW,
DHR,
Ph.D.
Scholar
Assistant
Professor
Medical and
Psychiatric
Social Work
2+10 Nil
Pankajkum
ar Das
MSW,
M.
Phil.,
C.S.I
(online-
USA),
Ph.D.
Scholar
Assistant
Professor
Medical and
Psychiatric
Social Work
5+5 Nil
Vanita
Namdeo
Kamble
MSW
Ph.D.
Scholar
Assistant
Professor
Medical and
Psychiatric
Social Work,
Family and
Child
Welfare
2+5 Nil
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 162
11. List of senior visiting faculty:
Sr.
No
.
Name Course Taught Qualificatio
n
Designatio
n Experience
1 Dr. D.K.
Laldas
Research
Methodology
MSW, Ph.
D
Ex
Principal,
Roda
Mistry
College,
Hyderabad
50 yrs
2
Dr.
Cherian P.
Kureian
Team work,
Teaching
Pedagogy
MSW, Ph.
D
Director,
Marian
College,
Kuttikana
m, Kerala
41 yrs
3
Dr.
Pratibha
Gaikwad
Women
empowerment MA
Principal,
DG college
Satara
19 years
4
Dr.
Kalindi
Ranbhare
Counseling MSW, Ph.D
Faculty
CSIBER,
Kolhapur
18 Years
5 Dr. Sonia
Rajput Group work MSW, PhD
Faculty
CSIBER,
Kolhapur
18 Years
6
Dr.
Rajashree
Deshpande
Clinical
Psychiatry
MD
Psychiatry Psychiatrist,
Satara 20 years
7
Mr.
Pradeep
Nair
Remedial
English
Course
M.A
Director of
Crest9
Institute ,
Satara
17 yrs
8 Manisha
Salunkhe
Organizational
Behaviour MSW
Consultant,
Goa 10 Years
9 Adv.Tusha
r Vaze Labour Laws
LLB
Practitioner
and Legal
Consultant,
Kolhapur
25 Years
10
Mr.
Sandeep
Bhausar
Personality
development
Industrialist,
Nasik 15 years
11 Mr. Raju
Inamdar
Communicatio
n Skills MA
Consultant,
Pune 15 Years
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 163
12 Mr. Anand
Pawar Gender MSW
Founder
Director,
Samyak 15 Years
13
Adv.
Varsha
Deshpande
Women
empowerment,
Legal Aid
LLB
Member
National
Assessment
and
Inspection,
PCPNDT
Act, Health
and Family
Welfare
Ministry,
Govt. of
India
25 Years
14 Mallika
Patankar
Behavioural
Therapy MA
Psychologist
, Satara 25 Years
12. Percentage of lectures delivered and practical classes handled
(programme-wise) by temporary faculty:
English (BSW) 100%
Environmental Studies 100%
Fieldwork 08%
All other classes and field work are handled by permanent faculty.
13. Student- Teacher Ratio (programmes-wise)
BSW 14:1
MSW 14:1
14. Number of academic support staff (technical) and administrative staff;
sanctioned and filled:
Details Sanctioned Filled
Academic and Administrative Staff 10 08
15. Qualification of teaching faculty with D.Sc. / D.Litt. /Ph.D. / M. Phil. / PG.
PG 06
M. Phil. 01
Ph.D. 03
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 164
16. Number of faculty with ongoing projects from a) l b) and grants received:
National 01
International funding agencies 0
Grants received 01
17. Departmental projects funded by DST – FIST ; UGC, DBT, ICSSR, etc.
and total grants received
Departmental Project 03
Grant Received 2,47,500.00
18. Research Centre / facility recognized by the University
The Institute has established Research Resource and Development Centre
(RRDC). The centre is yet to be recognized by the University.
19. Publications:
Publication per faculty
Sr. No. Name of Faculty Published in peer reviewed
Journals
Chapter
in
books
National International
1 Dr. Shaly Joseph 2 4 -
2 Dr. Manisha Shirodkar 7 - 5
3 Dr. Vijay Mane 5 - 5
4 Pankajkumar Das - - 2
5 Samata Mane 1 - -
6 Sampada Sankpal 1 - -
Books with ISBN/ ISSN numbers with details of publishers
1. Dr. Shaly Joseph; Yoga and Stress Management, ISBN: 968-93-84333-21-
8, Power Publishers, Calcutta
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 165
20. Areas of consultancy and income generated: Most of the Consultancy is
provided on voluntary basis in areas of social work without remuneration.
Major area of consultancy are, Accreditation of Community Mobilization
for Vasundhara-Watershed Management Programme in Maharashtra,
NGO Management, Stress Management, Training to Bank officials, Social
Work Intervention with Industrial Workers, School Social Work,
Livelihood Promotion, HIV/AIDS.
Income generated : 1.02 lakh
21. Faculty as members in
a. National Committees: Nil
b. International Committees: Nil
c. Editorial Boards:
Dr. Shaly Joseph: Guest Editor. Journal of school
Social Work June 2010, Chief Editor
Social Work Companion
Milind Kamble (Senior Clerk): Editor Band Darvaja
Pankajkumar Das : Editor, Social Work Companion
Bhai Mane: Member Editorial Board, Social
Work Companion
Pramod Muneshwar : Member Editorial Board, Social
Work Companion
Jeevan Borate: Member Editorial Board, Social
Work Companion
Sampada Sankapal: Member Editorial Board, Social
Work Companion
22. Student Projects
Percentage of Students who have done in-house projects including inter
departmental/ programmes: 10 per cent (MSW), BSW Part III (100%)
Percentage of Students placed for projects in organizations outside the
institute i.e. in Research Laboratory/ industry/ other agencies: 25%
23. Awards/ Recognition received by faculty and students
Faculty:
Dr. Shaly Joseph: Paper setter In State Eligibility Test for lecturership of
one of the state
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 166
Dr. Vijay Mane: Elected as Vice-President of Maharashtra Association of
Social Work Educators.
Pankajkumar Das received Impact-making volunteer recognition in fund
raising by Simplygive.org, Hyderabad.
Pankajkumar Das received appreciation letter from superintendent from
Asha Kiran, Karad for reuniting two families after eight years in Assam
and Bihar.
Students:
Winner in Quiz competition under Lead college Bhimdeo Rathod, Sushma
Jagdale, Anil chavan, Sampada Parihar
Third prize in Street play in Inter Collegiate under Yuva Mahotsav
2nd prize in street play conducted by YASHADA in Satara
Mr. Balchandara Raut, Ms. Shobha Kale, Mr. Omeya Sathe selected as
Young Inspirator Network by Sakal Daily News Paper
Priyadarshani Sawant selected as national Table tennis player
24. List of eminent academicians and scientists/ visitors to the department
Sr.
No. Name Details
1 Hon. Sharad Chandraji
Pawar Ex Union Minister
2 Hon. Ajitdada Pawar Ex Deputy Chief Minister,
Maharashtra
3 Mr. Shrinivas Patil Governor, Sikkim
4 Padmashree Laxman
Mane Ex MLC, Maharashtra
5 Dr. Baba Adhav Social Activist, Pune
6 Dr. Anil Avachat Founder- Muktangan De-addiction
Centre, Social Activist, Famous Writer
7 Dr. J. R. Dabhole Treasurer, BBVVSS, Satara
8 Hon. Bhai Vaidya Social Activist, Ex. Minister
9 Dr. Chandrakant Puri
Chairperson of Rajiv Gandhi centre of
Contemporary Studies, Member of
ICSSR, Mumbai
10 Mr. G. Shrikant Ex CEO, Zilla Parishad, Satara
11 Dr. P. U. Sheth Ex Principal, LBS College, Satara
12 Dr. R. D. Gaikwad Ex Principal, Shivaji College, Satara
13 Mr.Vilas Soyam Dy. Registrar, Shivaji University,
Kolhapur, Maharashtra
14 Dr. Cherian P Kuriean Director, Marian College, Kuttikanam,
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 167
Kerala
15 Dr. Ashok Bhoite Ex-Pro Vice Chancellor, Shivaji
University, Kolhapur, Maharashtra
16 Dr. D. K. Laldas Ex Principal, Roda Mistry College,
Hyderabad
17 Dr. Deepak Walokar
Academician and Research Guide,
Karve Institute of Social Sciences,
Pune
18 Dr. Geeta Balkrishnan Principal- Nirmala Niketan Social
Work College, Mumbai
19 Dr. Pratibha Gaikwad Principal- DG College, Satara
20 Dr. Bhagyashree Jadhav Principal, SMS College, Rahimatpur
21 Dr. Sujata Pawar Principal - Ismail Mulla Law College,
Satara
22 Dr. Suresh Pathare Principal, Social Work College,
Ahmednager.
23 Dr. R. B. Patil HOD, Sociology, Shivaji University,
Kolhapur, Maharashtra
24 Dr. Rajendra Kumbhar Professor, Rajashri Chhatrapati Shahu
Mahavidyalya, Kolhapur.
25 Dr. Anil Vavre District Coordinator- Yuva Jagar
Abhiyan, Lecturer- CS College, Satara
26 Dr. Pradeep Kumar Faculty, CSIBER, Kolhapur
27 Dr. Kalindi Ranbhare Consultant, Cousellor, Faculty,
CSIBER, Kolhapur
28 Ms. Bhagyashree Katre Asst. Professor, CS College, Satara
29 Dr. Sandeep Jagdale Assistant Professor,Walchand College
of Arts and Science, Solapur
30 Dr. Sonia Rajput Faculty,CSIBER, Kolhapur
31 Dr. Usha Varghese Professor, Social Work Dept. Bharati
Vidyapeeth, Pune
32 Dr. Vanbatte Professor, Azad College, Satara
33 Dr. Sudhir Kumbhar Professor, Environmentalist, Karad
34 Mr. Pankaj Kumbhar Asst. Proffessor, Goa University, Goa
35 Mr. Pradeep Nair Crest9 Institute for Language and
Learning, Satara
36 Mr. Vikram Shelar School Counselor, Podar International
School, Pune
37 Dr. Avinash Pol Dentist, Social Activist
38 Dr. Bharat Vatvani Founder- Shraddha Foundation,
Mumbai, Psychiatrist
39 Dr. Bhausaheb Kanase Pediatrician , Satara
40 Dr. Prataprao Gole Physician and Surgeon, Satara
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 168
41 Dr. Abhijeet Ghorpade Psychiatrist- Civil Hospital, Satara
42 Dr. Abhijeet Kuchekar General Physician and social worker,
Satara
43 Dr. Shaila Dabholkar
Gynecologist, Social Activist, Co-
Founder - Parivartan De-addiction
Center, Satara.
44 Dr. Rajashree Deshpande Psychiatrist- NIHAR Clinic , Satara
45 Ms.Mallika Patankar Psychologist , Satara
46 Ms.Smita Salunkhe Psychologist, Pune
47 Dr. Sandeep Kate Physician, Active member of Hill
Marathon Association, Satara.
48 Mr.Sandeep Babar Trainer, Bel-Air Hospital, Panchgani
49 Mr. Kishore Kalokhe
Counsellor, MET Thearpist,
Coordinator - Parivartan De-addiction
Centre, Satara
50 Ms.Madhura
Bhatwadekar
Medical Social Worker, Cipla
Palliative Care, Pune
51 Ms.Surekha Joshi Medical Social Worker, Ruby Hall
Clinic, Pune
52 Ms.Pournima Shinde Psychiatric Social Worker, Parivartan
Deaddicton Centre, Satara
53 Mr. Chetan Diwan Psychiatric Social Worker, Shraddha
Rehabilitaion Centre, Mumbai
54 Ms. Geeta Karanjkar Psychiatric Social Worker- Civil
Hospital, Satara
55 Ms. Vijaymala Gujar Psychiatric Social Worker, Parivartan
De-addiction centre, Satara
56 Ms. Aparna Khamkar Psychiatric Social Worker, Civil
Hospital, Satara
57 Ms. Priya Mane
Psychiatric Social
Worker,Manasvardhan Rehab Centre,
Pune
58 Ms.Sunanda Shingate ICTC, Counsellor
59 Ms. Suvidha More Counsellor, B. J. Medical College,
Pune
60 Adv. Varsha Deshpande Member of PCPNDT commission
Advisory Committee
61 Adv. Tushar Vaze Labour Law Practitioner and Legal
Consultant, Kolhapur
62 Adv. Dinesh Todkar Labour Law Practitioner, Satara
63 Adv. Shaila Jadhav Advocate and Social Activist, Satara
64 Mr. Gokul Mahale Asst. Manager Safety, Robertshaw
controls Pvt. Ltd., Pune
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 169
65 Mr. Jagdish P. S. HOD CSR -Sygenta, Goa
66 Mr. Kumar Director, HR Global Excellence, Pune
67 Mr. Mahendra Jagdale Asst. Manager HR, Minda Industries,
Pune
68 Mr.Mayur Palan HR Consultant, Pune
69 Mr.Naidu Commissioner Income Tax
70 Mr.Prashant Nimbalkar HR Consultant, Pune
71 Mr.Prashant Shinde HR Manager, Mutha Engineering ,
Satara
72 Mr.Praveen Jamdade CSR Executive, Yardi Software India
Pvt. Ltd, Pune
73 Mr.Sachin Auti IR, Mahindra Group, Taikisha, Pune
74 Mr.Sagar Gawade Executive Personal and Admin,
Mahindra Subaki Industry, Pune
75 Mr.Saidarshan Ghodke IRC, Amtek Group in Corporate Office
- Western Region.
76 Mr.Satyeshwar Joshi Sr. Executive Safety, Mahindra Group
, Pune
77 Mr. Dilip Utkur Industrialist, President- MASS ,
MICD, Satara
78 Mr.Sayaji Chavan Supervisor, Universal Parcel, Mumbai.
79 Mr.Shivaji Kare Senior Executive CSR, Yardi Software
India Pvt. Ltd, Pune
80 Mr. Gajendra Dixit Executive CSR, Mumbai Stock
Exchange, Mumbai
81 Ms. Priya Pawar CSR, Nasik
82 Mr. Shakil Mujawar HR Consultant, Satara
83 Ms.Shakuntala Pawar Senior Officer Welfare, Ferrero India
Pvt. Ltd., Baramati
84 Mr.Vivek Deshpande HR Manager, US fortune 500 MNC
Corning in, Chakan, Pune
85 Mr. Anshuman Jagadale HR Executive, Dhanashree Industries
Pvt. Ltd, Satara
86 Ms.Manisha Salunkhe HR Consultant, Goa
87 Ms. Shirin Maner Programme Manager, IPAS
Development Foundation, Pune
88 Ms.Rajashree Bhise Sr. Executive, Seed Infotech, Pune
89 Ms.Priti Patil Labour Consultant, MIDC, Satara
90 Fr. Babu Paul Director - AICUF, Kerala
91 Fr. Thomas Director- ASHAGRAM, Satara.
92 Fr. Tomy Director – Bel-Air Hospital, Panchgani
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 170
93 Ms.Nilima Khande Director, AWARD, Satara
94 Mr. Kiran Kadam Director, AWARD, Satara
95 Ms. Vaishali Bhandvalkar Director, NIRMAN, Pune
96 Mr. Santosh Jadhav Director, NIRMAN, Pune
97 Ms. Jayshree Rao Director, MRA [Grampari], Panchgani.
98 Mr. Anand Pawar Founder- Samyak, International Level
Trainer – Gender
99 Harish Sadani Founder- MAVA , Gender Expert and
Trainer
100 Mr. Arun Godbole President- Godbole Trust, Satara
101 Mr.Roney George Secretary, Chaitanya Mental Health
Care Centre, Pune
102 Mr. Krishna Shipkule Founder Director, SEVA, Satara
103 Mr.Uday Gaikwad Social Activist, Kolhapur
104 Mr.Kailas Jadhav Social Activist, Muktangan, Satara.
105 Mr.Pradeep More Social Activist, Dalit Foundation,
Delhi
106 Mr. Milind Pawar Social Activist, Satara
107 Mr. Gurudatta Shirodkar Social Worker, Nairobi
108 Mr.Mayur Lad Social Worker - Lend A Hand India,
Pune
109 Ms.Sunita Sathe FCC Counselor, Karad
110 Ms.Reshma Shedge FCC Counselor, Satara
111 Ms.Savita Khavale FCC Counselor, Karad
112 Ms. Kalpana Jagtap Dy. Collector, Alibaug.
113 Mr. Praveen More PA to MP Ramdas Athavale
114 Mr.Yashwant
Mankhedkar District Coordinator, NYK, Satara
115 Mr. Hemant Bhosale Distirct Co-ordinator- DAPCO, Civil
Hospital, Satara
116 Mr. Ajay Surywanshi District Coordinator Disaster
Management Cell, Sindhudurg
117 Mr. Rakesh Vanjari District Coordinator- NSDC, Satara
118 Mr.Shobha Kulkarni District Coordinator- MAVIM, Satara
119 Ms. Shubhangi Autade Livelihood Coordinator,Grampari,
Panchgani.
120 Dr. Bharati Barge Project Coordinator, SEVA, Satara
121 Ms. Gauri Bobade Programme Coordinator- Nirmala
Niketan, Mumbai
122 Mr. Onkar Ugale Coordinator, Lupin Foundation, Dhule
123 Ms.Minakshi Pisal FPAI, Mumbai
124 Mr. Ajay Raut Programme Coordinator, Jalswaraj
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 171
Dept, ZP, Satara
125 Mr.Rajesh Bhosale HR, Jalswaraj Dept. ZP, Satara
126 Ms. Shahin Maner Coordinator, MSRLM, Satara
127 Ms.Uma Salunkhe ICDS Supervisor, Satara
128 Ms. Leena Vakundkar ICDS Supervisor, Satara
129 Ms. Daya Pawar ICDS Supervisor, Satara
130 Ms. Shewtambari Angal ICDS Supervisor, Satara
131 Ms. Aarti Shiledar Child Protection Officer, Satara
132 Mr. Manoj Lalge NSDC, Satara.
133 Mr. Dhanjay Waydande Livelihood Expert, NRLM, Phaltan
134 Ms. Swapnali Salunkhe Social Worker, Poverty Alleviation
Cell, Mumbai
135 Ms.Archana Deshmukh Sarpanch, Sambhajinagar
136 Mr. Vishwajit Lad Sarpanch, Nune Village
137 Mr. Rahul Kambale Sarpanch, Bhilwadi Village
138 Mr. Nilesh Gaikwad Research Associate- Hafkins Research
Institute, Mumbai.
139 Ms. Seema Mohite
Sr. Research Asst, Maharashtra
Association for Anthropological
Sciences, Pune.
140 Mr. Amar Mhaske Research Supervisor, Pune
141 Mr. Arvind Jadhav Ph.D Scholar, IIPS, Mumbai
142 Ms. Shital Muke Ph.D Scholar, Ranchi
143 Mr. Dada Dadas Ph.D Scholar, TISS, Mumbai
144 Mr.Shivrudra Lupne Training Co-ordinator , FPAI, Mumbai
145 Mr.Sony Dsuza Soft Skill Trainer, Edu Bridge,
Mumbai
146 Ms. Anuradha Karekar Free Lance Counsellor, Mumbai
147 Mr. Raju Inamdar State Level Trainer - [Communication
Skill ], Pune
148 Mr.Raju Bahalkar Trainer, Communication Skill, Pune
149 Mr.Sachin Gondhali Trainer, Communication Skill, Pune
150 Mr.Shrikant
LakshmiShankar Trainer, Communication Skill, Pune
151 Ms.Preetam Trainer- Gender
152 Ms. Geetanjali Jadhav Trainer ,Lecturer and Psychologist,
Pune
153 Mr. Raosaheb Kasabe
Thinker, Writer, Social Activist,
Chairman - Babasaheb Ambedkar
Study Centre, Pune
154 Mr. Ashok Chousalkar Thinker, Professor, Shivaji University,
Kolhapur
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 172
155 Ms. Kalpana Kavadi Project Coordinator - Gyan Prakash
Org., Pune
156 Mr.Rajendra Jawale Town Planning Dept., Satara
157 Ms.Sunanda Mane, Co-ordinator, Lend a hand India, Pune
158 Mr.Nitin Deshmane Recognized Auditor, Co-operative
Sector, Satara
159 Mr.Subhash Palekar National Level Expert in Zero budget
natural farming, Amravati
160 Mr.Ujjwal Pahurkar Expert - Social Audit
161 Mr.Ranjeet Majgaonkar Journalist
162 Mr. Ruturaj Bhosale Resource Person, MPSC/UPSC, Satara
163 Mr.Sagar Awale Resource Person, MPSC/UPSC, Satara
164 Mr. Ajit Salunkhe Environmentalist, Satara
165 Mr.Sayaji Shinde Film Actor, Mumbai
166 Mr.Sandeep Jangam Director, Short Film, Artist, Satara
167 Mr. Balkrishna Shinde Film Director and Actor, Satara 25.
25. Seminars/ Conferences/ workshops organized and the source of
funding
Date Name of Training/Workshop Source of Funding
Academic Year 2014-15
19.01.2015
to
24.01.2015
ICSSR-sponsored 6-day national
workshop on Research
Methodology for faculty and
research scholars
Indian Council of Social
Science Research
(ICSSR), Mumbai.
5.9.2014
to
6.9.2014
ICCSSR Sponsored two day
workshop on Social work
Education: An Indian View Point
ICSSR, Mumbai
29.10.2014
to
3.11.2014
National workshop on Zero
Budget Natural Farming
Shivaji University and
BBVVSS,YCSSW, Satara
29.03.2014
to 31.03.
2014
Three day national workshop on
Research Methodology for
faculty and research scholars
BBVVSS, Satara
30th Sept.
to1st
Oct.2015
Workshop on Leadership and
Personality Development
Lead College Scheme
Shivaji University
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 173
26. Student Profile programme/ course wise
Name of the
Course/
programme
Academic
Year
Applic
ations
receiv
ed
Select
ed
Enrolled Pass
percentage
B.S.W.
M F
2011-12 33 29 17 12 88.46%
2012-13 37 29 19 10 100%
2013-14 41 39 25 14 100%
2014-15 50 49 36 13 100%
2015-16 72 50 32 18 NA
M.S.W.
2011-12 60 57 30 27 100%
2012-13 63 56 37 19 100%
2013-14 55 49 32 17 100%
2014-15 72 66 35 31 98.49%
2015-16 127 66 36 30 NA
27. Diversity of students
Name of course % of students
from states
% of students from
other States
% of students
from abroad
MSW 98.44 1.66 -
BSW 100% - -
28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, defense services,
etc?
NET: 12
JRF: 01
Civil Services:01
29. Student Progression
Student Progression Against % enrolled
2011-12 2012-13 2013-14 2014-15
UG to PG 100% 100% 92.85% 92%
PG to M. Phil. - 5.88% 2.08% 7.50%
PG to Ph.D. - - - -
Employed 80% 82 82 86
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 174
*Campus Selection 5% 6% 4% 2%
*Other than campus
requirement 95% 94% 96% 98%
30. Details of infrastructural facilities
a) Library: Number of Books in Library: 6867
Number of Books added in last three years: 3261
Number of Journals added in last three years: 0025
Number of electronic database: INFLIBNET- NLIST: 0125
Number of national journals: 0041
Number of International journals: 0003
b) Internet facility for staff and students:
The campus is Wi-Fi enabled
c) Classrooms with ICT facility:
All classrooms are enabled with ICT facility.
d) Laboratories: Institute has Research Lab.
30. Number of students receiving financial assistance from college university,
government of other agencies:
Academic
Year
Total
no. of
Students
enrolled
No. and percentage of Students received
Financial Assistance from
Total College University Govt. Any
other
Freeships
2011-12 173 02 02 75 12 91
2012-13 170 03 02 86 9 100
2013-14 189 02 10 111 5 128
2014-15 214 09 12 105 0 126
31. Details on student enrichment programme (special lectures/
workshops/seminars) with external experts.
Following programmes are implemented to enrich the curriculum with
external experts.
Special Lectures
Workshops
Seminars
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 175
Date Student Enrichment
Programme External Expert
Academic Year 2015-16
15.07.2015
Orientation on Remedial
Coaching
Mr. Pradeep Nair, Crest 9
Institute, Satara
22.07.2015
Workshop on Gender and
Youth Parliament on
PCPNDT Act.
Adv. Varsha Deshpande
Dr. M S Daddenwar , Chairman,
PCPNDT Committee, Karnataka
Dr. Ashalata Mallapure
V.K. Kakaraddi
Dr. Shobha Kyalakand
Member
Veeranna S. Atthuni
C. G. Badigar, PCPNDT Case
Worker, Anand s. Jigajinni,
Editor
23.07. 2015
Interaction session on
Health Care Practice in
Western World.
Josh Waylor (UK), Stephen
Woolford (UK)
Matt Roberts(UK), Mathew
Wood(UK)
James Wood (UK), Miss Tara
Urquhart
Training on
CSR(Corporate Social
Responsibilities) for
MPSW and HR students
Mr. Shivaji Kare & Mr. Pravin
Jadhav , Alumni
30.07.2015
Training on Motivational
Enrichment Therapy (for
MPSW and HR
Students).
Mr. Kishor Kalokhe, Parivartan
De-addiction Centre, Satara
Training on TB and
Asthma.(for MPSW
students)
Mr. Sandip Babar, Bel-Air
Hospital, Panchgani
05.08.2015
Blood Donation Camp &
Health Awareness
Programm
Mr. Hemant Bhosale (Civil
Hospital)
Family Enrichment
Programme
Ms. Mallika Patankar
(Psychologist)
Awareness Programme
on Emergency
Ambulance Helpline 10
Expert Team, Civil Hospital,
Satara.
06.08.2015 One Day Training on
Right to Education Mr. Avinash Jagtap
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 176
12.08.2015
CIP Programme
-interaction with MSW
Surpanch
Ms. Archana Deshmukh (MSW
Sarpanch)
Mr. Rahul Kambale (MSW
Sarpanch)
Mr. Vishwajit Lad (MSW
Sarpanch)
Mr. Pradip More (MSW
Sarpanch)
Mr. Pravin More (MSW
Sarpanch)
20.08.2015
Rally and Street play
Presentation on Death
Anniversary of Dr.
Narendra Dabholkar
Dr. Hamid Dabholkar,
Andhashraddha Nirmulan Samiti
22.08.2015 Training on Livelihood
for URCD students Mr. Pravin Lohar
07.09.2015 Guest Lecture On Labour
Laws Vijay Chavan
09.09.2015
Celebration Of Institute
Day
Hon. Laxman Mane
Mr. Pradeep Nair, Crest 9
Institute, Satara ,
09.09.2015 Celebration Of ONAM
Hon. Laxman Mane
Mr. Pradeep Nair, Crest 9
Institute, Satara ,
23.9.2015 Need of Social
Movement Hon. Bhai Vaidya
30/09/2015
To
01/10/2015
State Level Workshop on
Leadership and
Personality
Development
Father Babu Paul, Director,
AICUF, Kerala
17.11.2015
One Day workshop on
conducting survey of
SHGs
MAVIM, Satara
Academic Year 2014-15
14.07.2014 Welcome of freshers
Dr. J. R. Dabhole, Retired
Professor
Shivaji University, Kolhapuur
24.07.2014
Briefing Session for
Remedial Coaching
classes
Mr. Pradeep Nair, Crest9 Institute,
Satara,
20.08.2014 Presentation of Flash
Mob Mr. Raju Bahalkar
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 177
05.09.2014 Institute Day celebration
and Alumni Meet Ms. Nilima Khande
17.09.2014
Street play on Voter
Enrollment and
Awareness Programme
Mr. Gajanan Bhosale
Mr. Ramesh Chavan
25.09.2014 Onam celebration Hon. Laxman Mane
10.10.2014 Symposium on ‘Living
with schizophrenia’
Ms. Anuradha Karegar
(Psychologist)
Dr. Rajeshri Deshpande
(Psychiatrist)
Dr. Abhijit Ghorpade
(Psychiatrist)
11 .08.2014
1. Workshop on Indian
Constitution
Dr. Anant Raut (Nanded)
S.G. Jadhav
Dr. Injegaonkar
Dr. Shamsundar Waghmare
28.10.2014-
31.10.2014
National Workshop on
Zero-Budget Natural
Farming
Krushi Rushi Subhash Palekar
17.09.2014
Voter Enrollment and
Awareness Campaign
(SVEEP-II)
Mr. Gajanan Bhosale, Mr.
Ramesh Chavan &
Mr. Dhananjay Chopade
18.11.2014 Fun Fair for kids Mr. Anup Lakade,:Students of Art
College (G and D)
22.1..2015
Fieldwork supervision
for faculty members of
our institute
Dr Geeta Balkrishnan, Principal
College of Social Work, Mumbai
30.01.2015
Traditional Day Function Mr. Balkrishna Shinde, Film
Director
Annual Function Mr. Balkrishna Shinde
14.02.2015 Alumni Meet Hon. Laxman Mane, Working
President
25.02.2015
Inauguration of Yuva
Jagar and lecture on need
of computer literacy for
enhancing employment
opportunity
Dr. Anil Vavare
25.02.2015 CIP - Quiz Competition Mr. Pradeep Nair, Crest9 Institute,
Satara
18.03.2015
Farewell Function For
BSW-III , Feedback
sharing & Oath Taking
Ceremony
Management and staff
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 178
16.04.2015
Bal Jeevan Suraksha
programme
ICDS Supervisors team and NGO
representatives, Satara
16.04.2015
Farewell Function For
MSW-II , Feedback
sharing & Oath Taking
Ceremony
Staff and Management
Academic Year 2013-14
15-16.08.2013
To
16.08.0213
Two day Workshop on
“Writing project
proposal”
Mr. Sayaji Chavan, Mumbai
28.08.2013 Awareness Programme
on Eye Donation Ms. Surekha Joshi
29.08.2013
Rally (In protest of Dr.
Dabholkar’s
assassination)
Students and staff and Social
Activist
04.09.2013 Awareness Programme
on HIV/AIDS Ms. Karuna Pawar
25.09.2013 One Act Play-Me Jyotiba
Boltoy Mr. Kumar Aher
26.09.2013 Globalization and
Reservation Mr. Sukumar Kambale
26.09.2013 Lecture on Youth and
Ambedkar Movement Mr. Gautam Magare
27.09.2013
To
28.09.2013
Workshop on Social
Journalism
1. Mr. Ranjit Majgaonkar
2.Mr. Akash Singh
10.10.2013 Mental Health Day
Dr. Bharat Vatwani
24.01.0214
To
25.01.2014
Workshop on Project
Management Mr. Sushant Jagdale
14.03.2014
To 15 .03.2014
2. Workshop on Social
Audit Mr. Ujwal Pahurkar
17-06-2012 Guest Lecture On
Contract Labour
Mr.Mahendra Jagdale Mr.Sagar
Gawade
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 179
Academic Year 2012-13
03-07-2012 Lecture On Factory Act
1948 Mr.Patil
9-07-2012
Guest Lecture On The
Industrial Disputes Act ,
1947
Adv D.P. Todkar
12-07-2012
Series Lecture on the
occasion of Birth
anniversary of Hon.
Yashwantrao Chavan
Mr.Dilip Jagtap
25-07-2012 Guest Lecture On
Personality Development Mr.Yuvraj Gaikwad
08-08-2012 Guest Lecture On
Counselling
05-09-2012 Workshop on Research
Methodology
Dr. Deepak Walokar &
Dr.Pradeep Kumar
09/09/2012 Guest Lecture on MRTU
and PULP Act Adv.Tusahr Baze
Academic Year 2011-12
29-11-2011 Lecture on HR Practices Prashant Nimbalkar- HR
Consultant
16-02-1012 Guest Lecture on
Today’s Youth Dr.Indrajeet Deshmukh
08-03-2012
Women Day
CelebrationMahila
Melava
Dr. Suresh Jagadale(Civil
Surgeon)
14-03-2012 Guest Lecture on Health
and Fitness Ms.Meena Ghodake
14-03-2012 Guest Lecture on Women
Reproductive System Dr.Mohan Sukhtankar
14-03-2012
Lecture on Motivation
and Felicitation
Programme of Ex
students qualifying
competitive exam
Anjana Mojar & Reshma Momin
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 180
Skill Enhancement Training 2014-2015
Date Topic Resource Person
1/12/2014 To 6/12/2014 Personality
Development Mr. Sandip Bhavsar
8/12/2014 To 13/12/2014 Communication
Skill
Mr. Raju Inamdar
Mr. Sachin Gondhali
Ms. Gitanjali
15/12/2014 To 18/12/2014 Communication
Skills
Mr. Shrikant Laxmi
Shankar
19/12/2014 To 23/12/2014 Film Show Mr. Arun
24/12/2014 To 27/12/2014 Superstition
Eradication Mr. Uday Chavan
28/12/2014 To 29/12/2014 PRA Training Ms. Poonam, Mr. Onkar
30/12/2014 To 31/12/2014 Pre Camp Training Ms. Poonam
Skill Enhancement Training 2015-2016
Date Topic Resource Person
1/12/2015 To 5/12/2015 Personality
Development
Mr. Sandip Bhavsar
7/12/2015 To 12/12/2015 Communication
Skill
Mr. Raju Inamdar
Ms. Kalpana
Ms. Gitanjali
15/12/2015 To 19/12/2015 Film Show Ms. Ujwala, Ms.Pooja
22/12/2015 Gender Sensitization Mr. Anand Pawar
23/12/2015 To 26/12/2015 PRA Training Ms. Bharati Barge
Skill Enhancement Training 2013-2014
Date Topic Resource Person
2/12/2013 To 7/12/2013 Personality
Development
Mr. Sandip Bhavsar
9/12/2013 To 14/12/2013 Communication
Skill
Mr. Raju Inamdar
16/12/2013 To 19/12/2013 Communication
Skills
Mr. Shrikant Laxmi
Shankar
20/12/2013 To 24/12/2013 Film Show Ms. Suvidha
25/12/2013 To 28/12/2013 Superstition
Eradication
Mr. Uday Gaikwad
30/12/2013 To 31/12/2013 PRA Training Mr.Sitaram Sharnagat
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 181
32. Teaching methods adopted to improve student learning.
Participative lecture methods
Case studies
Debate
Brain storming
Role Play
Lecture with use of slide show
Peer teaching
Field experience sharing
Exposure visit
Field assignment to test the theory
ICT enabled seminars
Review sessions at the end and beginning of class
Use of games
Cooperative learning
33. Participation in Institutional Social Responsibility (ISR) and Extension
activities
YCSSW is conducting activities under Society Empowerment Activity to
create awareness on social issues like gender equality, adolescent health,
women empowerment, waste management, school Social Work,
rehabilitation of mentally ill person, environmental social work and human
rights
34. SWOC analysis of the department and future plans
The Institute has only Social Work department. Refer SWOC analysis on page
no. 11
Future Plans:
Syllabus revision of BSW MSW
Recognition of MPhil Ph.D centre from ICSSR and University
Facilitate compilation of Ph.D work of all faculty
Library automation and expansion
ICT up gradation
Child guidance clinic
Generation of corpus fund for self sustainability
Resource mobilization
Fornightly newspaper
Crèche
Renovation of play Ground
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 182
Construction of the New college Building ,Boys Hostel
Gymnasium
Swimming Pool
Auditorium
Guest House
Training Centre
Landscape development
Recruitment of Staff in time
ATM Centre
Xerox Centre
Consumer Centre
Staff quarters
Adequate parking place
Yoga & Meditation Centre
Terminologies:-
Balak-Palak Parent teacher
Jagar Movement-based songs
Manthan Deliberations on current issues
Nakoosa Tradition of branding the girl child as
unwanted
Manoman An initiative for creating mental health
awareness
Aantarang Awakening against superstition
Shramadaan Voluntary contribution of labour
Mashaal Pheri Going around with a lighted torch for
creating awareness on different issues
Morcha Procession
*
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 183
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 184
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 185
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 186
TEAM IQAC
Dr. Shaly Joseph - Incharge Principal (Chairperson)
Dr. Vijay Mane - Senior Faculty
Dr. Manisha Shirodkar - Senior Faculty
Mr. Bhai Mane - Management Representative
Mr. Jeevan Borate - Faculty (Coordinator)
Ms. Sampada Sankpal - Students’ Council Coordinator
Mr. Hemant Bhosale - Ex Student
Mr. Rajesh Bhosale - Ex Student
Mr. Kishor Kalokhe - Ex Student
Mr. Shivaji Kare - Ex Student
Ms. Nilima Khande - Ex Student
Ms. Shakuntala Kenjale - Ex Student
Mr. Santosh Jadhav - Ex Student
Ms. Priti Patil - Ex Student
Ms. Shubhangi Autade - Ex Student
Ms. Samata Mane - Alumni Coordinator (Invited Member)
Senior External Experts
Dr. Ashok Bhoite - Ex. Pro. V.C. Shivaji University, Kolhapur
Dr. Cherian P. Kurien - Director, Marian College Kuttikkanam,
Kerala.
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 187
Self Study Report for 1st Cycle of Accreditation
Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 188
Bharatiya Bhatake Vimukta Vikas Va Sanshodhan Sanstha’s
YASHWANTRAO CHAVAN SCHOOL OF SOCIAL WORK Sharadashram Jakatwadi Satara, Maharashtra.415002.
www.ycssw.edu.in