-
SELF-STUDY REPORT
(SSR)
Submitted to
National Assessment and Accreditation Council
(NAAC)
Bangalore
By
Samrat Prithviraj Chauhan
Government College, Ajmer
(Rajasthan)
(2016)
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Self – Study Report 2016 Samrat Prithviraj Chauhan Government College, Ajmer
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Table of Contents
Content Page No.
Preface 4-5
Executive Summary 6-9
Profile of the College 10-19
1. Criteria I - Curricular Aspects 21-31
1.1. Curriculum Planning and Implementation
.2. Academic Flexibility
1.3. Curriculum Enrichment
1.4. Feedback System
2. Criteria II - Teaching - Learning And Evaluation 32-58
2.1. Student Enrolment and Profile
2.2. Catering to Student Diversity
2.3. Teaching-Learning Process
2.4. Teacher Quality
2.5. Evaluation Process and Reforms
2.6. Student performance and Learning Outcomes
3. Criteria III - Research, Consultancy And Extension 59-128
3.1. Promotion of Research
3.2. Resource Mobilization for Research
3.3. Research Facilities
3.4. Research Publications and Awards
3.5. Consultancy
3.6. Extension Activities and Institutional Social Responsibility (ISR)
3.7. Collaboration
4. Criteria IV - Infrastructure And Learning Resources 129-138
4.1. Physical Facilities
4.2. Library as a Learning Resource
4.3. IT Infrastructure
4.4. Maintenance of Campus Facilities
5. Criteria V - Student Support And Progression 139-158
5.1. Student Mentoring and Support
5.2. Student Progression
5.3. Student Participation and Activities
6. Criteria VI - Governance, Leadership And Management 159-179
6.1. Institutional Vision and Leadership
6.2. Strategy Development and Deployment
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6.3. Faculty Empowerment Strategies
6.4. Financial Management and Resource Mobilization
6.5. Internal Quality Assurance System (IQAS)
7. Criteria VII - Innovations And Best Practices 180-189
7.1. Environment Consciousness
7.2. Innovations
7.3. Best Practices
8. Evaluative Reports of the Departments
8.1. Botany 191-198
8.2. Chemistry 199-206
8.3. Mathematics 207-213
8.4. Physics 214-220
8.5. Zoology 221-229
8.6. Economics 230-234
8.7. English 235-239
8.8. Geography 240-246
8.9. Hindi 247-251
8.10. History 252-258
8.11. Music 259-262
8.12. Persian 263-266
8.13. Philosophy 267-271
8.14. Political Science 272-278
8.15. Rajasthani 279-282
8.16. Sanskrit 283-287
8.17. Sindhi 288-291
8.18. Sociology 292-298
8.19. Urdu 299-303
8.20. Accountancy And Business Statistics 304-308
8.21. Business Administration 309-313
8.22. Economic Administration And Financial Management 314-318
9.0 Post-Accreditation Initiative 319-322
10.0 Certificate of Compliance 323
11.0 Declaration by the Head of the Institution 324
Annexure I: Certificate 2(f) and 12(B) from UGC 325
Annexure II: Certificate of Accreditation- Cycle I and Cycle II 326-327
Annexure III: List of Administrative Committees 328-358
Annexure IV: Academic Calendar 2015-16 359-369
Annexure V: Letter of Latest UGC Grant Received 370-371
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PREFACE
Samrat Prithviraj Chauhan Government College, Ajmer, spread and built upon
114967.44sq metres in a spectacular way, was founded in 1836 by the
directors of the East India Company as a school. It has always been the
pioneer institution in the North-India. It was raised to the status of an
Intermediate Institution in 1868 and full-fledged Degree College affiliated to
the Allahabad
University in 1869 and transferred to the University of Agra in 1927. The
college was later affiliated to university of Rajasthan, Jaipur and upgraded to
Post Graduate College in 1956.
The college boasts of its heritage lineage, visionary academicians and able
administrators who carved the college into the present illustrious institution of
Rajasthan over a period of almost two centenaries with wonderful curricular,
co-curricular, extra-curricular activities and achievements, with more than1.60
lac books in its central library.
This self-study report includes information on three aspects viz. profile of the
college, criteria wise inputs and evaluation reports of the various departments
of the college.
Profile of the college gives us a comprehensive outline of this institution
which covers information regarding its history, status, UGC recognition,
facilities available on the campus, details of educational programs offered by
the college, details of faculty members and submission of AQAR.
Criteria wise input highlights an account of curriculum design, planning,
teaching, learning and evaluation. It also throws light on research consultancy
extension, infrastructure and learning resources, as well as depicts student
support, progression, governance, leadership and management of the college.
The best practices described in criterion VII, included blood donation camp
and research innovations in the institution. Every year two or three blood
donation camps are organized by the NSS, NCC, and YDC with the help of
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various social welfare organizations like Bharat Vikas Parishad and Red Cross
society etc. About 250 research scholars registered for Ph. D. in the institution
prove strength of the institution in terms of research environment & culture on
the campus.
The third aspects relates to evaluative reports of the twenty two departments of
the college. It elaborates the self-evaluation of every department separately
which gives an overall analysis of the institution.
Despite above aspects, this report also discusses institutional limitations,
opportunities and challenges.. The state govt. and university administration
level constraints force us to delay the implementation of plans and hamper our
decision making.
The college is selected by the state govt. for digitalization of its central library.
Hon’ble M.P. Shri Bhupendra Yadav, the alumni of the institution, has
sanctioned Rs. Fifty lacs for renovation and modernization of the legendary
Auditorium of the institution from his M.P. development fund.
The section, where other information is included in the SSR, conveys a brief
note of post accreditation initiatives taken by the institution for development
of the institution.
I hereby, submit the SSR of the college for the third accreditation for you
kind perusal.
Principal
Samrat Prithviraj Chauhan Government College, Ajmer
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Executive Summary Overall Analysis
Institutional Strengths
More than forty faculties are either Convener or members of the Boards of Studies of the M. D. S. University, Ajmer. As convener or member of the
BOS of the university, faculties are regularly updating and revising the
syllabi as per the demand of the market or job oriented economy, even
some of the departments lead the MDS University in this regard. All the faculty members are well qualified as per UGC Norms.
The most part of the campus is facilitated with Wi-Fi services for ICT enabled teaching and all the departments are linked with LAN connection
for internal as well as external communication and research. This is a step
towards the paper less communication system in the institution.
Participation and awards winning by the students at national and state level and extra co-curricular activities pointed out the emphasis on all round
personality development of the students in the institution.
The S.P.C. Government College, Ajmer is one of the oldest leading institutions of the Rajasthan having immense potential for teaching,
learning and research.
Sufficient faculty members are available to inculcate the value system among the students and also to innovative and creative approach through
their teaching.
Some of the departments have advanced research laboratories equipped with sophisticated and high precision instruments.
The Major strength of the college is the availability of DELNET and INFLIBNET facilities in the library.
The registration of more than 250 Ph.D. research scholars in the institution proves the strength of our institution which is the indicator of healthy
environment of research and development.
Organization of national conferences and workshops by the different departments of the institution continuously proves the research oriented
teaching methods and motivating efforts for research activities by the
departments.
Dr. Hasso Dadlani lecturer in Department of Sindhi of the institution has been awarded with Sindhi Literary Awards by the National Council for
Promotion of Sindhi Language, Ministry of Human Resource
Development, and Government of India.
The physical infrastructure of the institution is adequate to nurture academics to around 8000 students of the surrounding areas of Ajmer and
other nearby districts.
The building and green cover of the campus makes the institute eco-friendly academic atmosphere.
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The availability of more than 1.60 lacs books and facility of e-Journals and e-books are considered to be the major strength of the institution.
Installation of Solar lights in the college campus and solar geysers in the girl’s hostel has made the institution more strengthened towards the
utilization of non-conventional energy resources and inching towards
environment friendly system.
Institute has one auditorium hall of seating capacity of 1200 seats and soon it will be renovated by the fund of Rs Fifty Lacs made available by the
Honourable Shri Bhupendra Yadav M.P.
Institution keeps in regular touch with Alumni and Stakeholders. It helps in continuous development of the institution. Alumni and stakeholders
provides constructive suggestions for the infrastructural development,
improvement in the teaching learning environment, improvement in the
library facilities, improvement in the games and sports facilities,
strengthening of industry institution relationship etc.
To provide the initial market based knowledge, various departments of the institution organize educational tours to visit varieties of industries,
national laboratories and places of historical importance. These
educational tours help in developing and strengthening the institute and
industry relations along with placement drive in the campus.
Well equipped two computer laboratories are one of the major strength of the institution to provide practical exposure to the students and also train
the faculty members. The IQAC organized two days workshop for all
HOD on operations of computers.
Institute is committed for promotion of girl’s education and women empowerment. Institute has girl’s hostel with capacity of 120 beds where
girls belongs to rural areas or remote cities can avail the hostel facility.
Girl’s hostel is situated in the institute campus which is facilitated with recreation room with indoor games, TV, computer with internet
connection, mess, solar geyser for hot water supply in the hostel, on call
doctor facility, lady attendants and lady warden.
Students of economically backward categories of SC/ST/OBC are obtaining various kinds of scholarships provided by the government.
Central and State Government are also providing various kinds of scholarship to encourage meritorious students.
Institute has adopted online admissions system at the entry level and online fee deposition through bank.
Institute interacts with the parents regarding the information about the shortage of attendance of the students through SMS.
For round the clock vigilance in the campus, campus is under CCTV surveillance.
To sustain the quality of teaching and learning and continuous growth of the institution, institute has “vision document” and action plan for next
decade.
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One of the significant strengths of our institution is the LAN and Wi-Fi internet facilities to every subject departments which is a step towards the
paper less communication system in the institution.
The institute is committed to its social responsibility by organizing blood donation camp and adopting some villages for hygienic awareness through
NSS Camps.
Institutional Weakness Despite the existence of strong strength in the institution, institute has some
weakness on the part of implementation of plans, delay in decision making,
maintenance and repair of the building, maintenance of the instruments and
equipment, upgrading and revision of syllabi according to the job profiles of
the economy etc. But all these weakness of the institution are in all due to the
delay in approval, sanctioning and allocation of funds at the state
administration and university level.
Introduction of vocational courses and professional courses.
Designation of Professor, Associate Professor and Assistant Professor has not been granted to the teaching faculties of the institution till now,
faculties of our institution feel humiliation whenever they face
discrimination with the universities faculties despite their excellent
research achievements at the national and international conferences
and seminars.
Frequent deputations and transfers of the faculties to the other institutions.
Modification and up gradation of all class rooms into smart class.
Non availability of technical support staff to handle or maintain the play grounds, gymnasium machines and apparatus, maintenance of the
laboratories instruments of different departments, computer labs and
computer attached machines.
Institutional Opportunities Our institution is one of the four institution of the Rajasthan selected
for the digitalization by the government of Rajasthan.
Rupees Eighty Five lacs are proposed for the renovation and digitalization of the library under RUSA. Total amount of Rs two crore
has been sanctioned under the RUSA proposals by the UGC.
Institution will get the grant very soon and library will be fully
automised by purchasing of RIFD chip and installation of other
necessary equipments and renovation work will be completed.
Construction of Lecture Theater for Mathematics Department adjacent to the maths department is proposed under the RUSA.
Honourable ShriBhupendra Yadav M.P. from Rajasthan has sanctioned Rs Fifty Lacs for the renovation and modernization of the auditorium
of the institution.
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PHED Department of Rajasthan Government has issued letter of survey for the construction of water overhead tank for the
uninterrupted water supply in the campus.
Institutional Challenges Earlier, there was no direct policy about consultancy and collaborative
researches. Recently this issue has been taken by the UGC and
Government. In future it may be attended.
Institution is facing the shortage of technical and supporting staff in the laboratories, Physical Education Department and in the institution,
because the government has not recruited class III and class IV cadre
employees since long period and the present staff of this cadre is
getting retired in due course.
Non availability of vocational and professional courses in the institution affects the placement activities of the institution.
NSS, NCC, YDC, Women Cell and other extra co-curricular activities of the institution tries to make students of the institution competitive,
interactive and creative to attract the placement agencies every year to
come over here.
Institution performance in games and sports is excellent in the state and at national level despite the non-availability of qualified staff. But
SAI centre for hockey is serving it purposes to some extent but we
have to address the youth in this regard.
One of the fore most challenge before institution is Autonomy in all to Academic, Financial and Administrative matters. Being a Government
unit of Higher Education, all decision depends on their approval from
higher authorities that upheld the task or delay it in performing work in
a manner to achieve the goal as desired.
To perform various task or routine work shortage of teaching as well as non-teaching staff has been observed. So doing work efficiently it is
desirable that staffing pattern must follow which is in hands of the
government.
Although, this institution status is as government. As such no problem arises of deficiency of funds, but upliftment and fulfilment of various
needs, financial crunch regarding maintenance and repairs of the
infrastructure, laboratories equipment’s, electrical electronic gazettes
etc. has been observed.
Faculty also faces a challenge of their recognition of their research, experience and research achievements.
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Profile of the Institution
Profile of the Samrat Prithviraj Chauhan Government College, Ajmer
1. Name and Address of the College:
Name : Samrat Prithviraj Chauhan Government College,
Ajmer, Rajasthan.
Address : Beawar Road , Ajmer
City : Ajmer Pin : 305001 State : Rajasthan
Website : www.dce.rajasthan.gov.in/college
2. For communication:
Designation Name Telephone Mobile Fax E mail
Principal
Dr. D.R.
Mehrotra
O: 0145-
2460946
9414708768 0145-
2460946,
2461946
Vice
Principal
Dr. S.K
Srivastav
O: 0145-
2460946
9414258518 - -
Dr. S.K.
Deo
O: 0145-
2460946
9414707614 - -
Dr. L.C
Heda
O: 0145-
2460946
9460009620 - -
Steering
Committee
coordinator
Dr.
L.C.Heda
O: 0145-
2460946
9460009620 - [email protected]
3. Status of the Institution: Affiliated College
4. Type of Institution:
a. By Gender: Co-education
b. By Shift : Regular
5. It is a recognized minority institution? NO
6. Sources of funding:
Government
Grant-in-aid
Self-financing
Any other
http://www.dce.rajasthan.gov.in/college
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7. a. Date of establishment of the college: July, 1867
b. University to which the college is affiliated /or which governs the
college (If it is a constituent college)
c. Details of UGC recognition:
Under Section Date, Month & Year
(dd-mm-yyyy)
Remarks(If any)
i. 2 (f) July 1960 -
ii. 12 (B) July 1960 -
(Certificate of recognition u/s 2 (f) and 12 (B) of the UGC Act is enclosed)
d. Details of recognition/approval by statutory/regulatory bodies other
than UGC (AICTE, NCTE, MCI, DCI, PCI, RCI etc.)
Under Section/
clause
Recognition/Approval
details
Institution/Department
Programme
Day, Month
and Year
(dd-mm-yyyy)
Validity
Remarks
i. NA NA NA NA
8. Does the affiliating university Act provide for conferment of autonomy (as
recognized by the UGC), on its affiliated colleges?
Yes No
If yes, has the College applied for availing the autonomous status?
Yes No
9. Is the college recognized
a. by UGC as a College with Potential for Excellence (CPE)?
Yes No
If yes, date of recognition: ……NA……………… (dd/mm/yyyy)
M.D.S University, Ajmer
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b. for its performance by any other governmental agency? Yes No
If yes, Name of the agency: Es t ab l i shed b y Governm en t …… and
Date of recognition: …from date of establishment…………(dd/mm/yyyy)
10. Location of the campus and area in sq.mts:
Location * Urban
Campus area in sq. mts. 114967.144
Built up area in sq. mts. 75,765.00
(* Urban, Semi-urban, Rural, Tribal, Hilly Area, Any others specify)
11. Facilities available on the campus (Tick the available facility
and provide numbers or other details at appropriate places) or in
case the institute has an agreement with other agencies in using any
of the listed facilities provide information on the facilities covered
under the agreement.
Auditorium/seminar complex with infrastructural facilities
Sports facilities
Play ground
Swimming pool
Gymnasium
Hostel
Boys’ hostel
i. Number of hostels : 01 ii. Number of inmates : NIL
iii. Facilities (mention available facilities)
Girls’ hostel
i. Number of hostels: 0 1
ii. Number of inmates: 120
iii. Facilities (mention available facilities)
1. Mess - YES 2. Internet - YES 3. Indoor Games - YES 4. First – aid YES
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Working women’s hostel: NO i. Number of inmates – NIL ii. Facilities (mention available facilities) – NIL
Residential facilities for teaching and non-teaching staff (Give numbers
available — cadre wise)
1. Non-Teaching – 27 2. Principal Residence – 01 3. Vice Principal Residence – 01
4. Girls Hostel Warden - 01
Cafeteria — YES
Health center – YES
First aid, Inpatient, Outpatient, Emergency care facility,
Ambulance, Health centre staff –
Qualified Doctor Full Time Part Time
Qualfied Nurse Full Time Part Time
Facilities like banking, post office, book shops: Extension counter of SBI
Transport facilities to cater to the needs of students and staff: NO
Animal house: NO
Biological waste disposal: YES
Generator or other facility for management/regulation of electricity and
voltage: YES
Solid waste management facility: YES
Waste water management: No
Water harvesting: YES
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02
12. Details of programmes offered by the college (Give data for current
academic year)
Sr.
No.
Programme
Level
Name of the Programme/
Course
Duration
Entry
Qualification
Medium
of
instructio
n
Sanctioned/ approved Student strength
No. of students
admitted*
1. Under-Graduate
BA + BA
Honors 03 Years XII Class Hindi/Eng.
80 seats per
section
3004
B.Sc. 03 Years XII Class Hindi/Eng 70 seats per
section 1895
B.Com 03 Years XII Class Hindi/Eng 80 seats per
section 2064
2. Post-Graduate
MA 02 Years BA Degree Hindi/Eng 40 seats 719
M.Sc. 02 Years B.Sc.
Degree Hindi/Eng 40 seats 353
M.Com 02 Years B.Com
degree Hindi/Eng 40 seats 203
3. Integrated
Programmes
PG
- - - - - -
4. Ph.D. Ph.D. 2-5years P.G. 360 More than 248
5. M.Phil. -- -- -- -- -- --
6. Certificate
courses -- -- -- -- -- --
7. UG Diploma -- -- -- -- -- --
8. PG Diploma -- -- -- -- -- --
9.
Any Other
(specify and
provide details)
BBA 03 Years XII Class Hindi/Eng 30 seats per
section 83
13. Does the college offer self-financed Programmes?
Yes No
If yes, how many?
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14. New programmes introduced in the college during the last five years,
if any?
Yes - No Number -
15. List the departments: (respond if applicable only and do not list
facilities like Library, Physical Education as departments, unless they are
also offering academic degree awarding programmes. Similarly, do not
list the departments offering common compulsory subjects for all the
programmes like English, regional languages etc.)
Faculty Departments
(eg. Physics, Botany, History etc.)
UG PG Research
Science Botany, Chemistry, Maths, Physics,
Zoology
Arts History, Sociology, Political Science,
Hindi, Economics
Geography, Sanskrit, Philosophy,
Music
English, Sindhi, Urdu -
Rajasthani, Persian, - -
Commerce EAFM, ABST, Business Admn.
Any Other
(Specify)
--- - - -
16. Number of Programmes offered under (Programme means a degree
course like BA, BSc, MA, M.Com.)
a. annual system
b. Semester system
c. trimester system
17. Number of Programmes with
a. Choice Based Credit System
b. Inter/Multidisciplinary Approach
c. Any other (specify and provide details)
18. Does the college offer UG and/or PG programmes in Teacher
Education?
Yes No
If yes,
a. Year of Introduction of theprogramme(s)………NA…………
17
05
NIL
-
-
-
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(dd/mm/yyyy) and number of batches that completed the programme
NCTE recognition details (if applicable)
Notification No.: … NA … Date: (dd/mm/yyyy) Validity:…NA
b. Is the institution opting for assessment and accreditation of Teacher Education
Programme separately?
Yes No
19. Does the college offer UG or PG programme in Physical Education?
Yes No
If yes,
a. Year of Introduction of the programme(s)……. (dd/mm/yyyy) and
number of batches that completed the programme b. NCTE recognition
details (if applicable)
Notification No.: ……………………………………
Date: (dd/mm/yyyy) Validity:……………………
b. Is the institution opting for assessment and accreditation of Physical
Education Programme separately?
Yes No
20. Number of teaching and non-teaching positions in the Institution
Position
Teaching Faculty Non -
Teaching
Technical
Staff Pay Band - IV Pay Band- III
M F M F M F M F
Sanctioned by the UGC /
University / State
Government
Recruited
73 94 21 21 43 09 10 01
Yet to recruit 11 11 11 10
Sanctioned by the
Management/ society or
other authorized bodies
Recruited
--
--
--
--
--
--
--
--
Yet to recruit --
--
--
-- -- -- -- --
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21. Qualifications of the teaching staff:
Highest Qualification Lecturer PB-IV Lecturer- PB-III Total
Permanent Teachers M F M F
D.Sc./D.Litt. -- -- -- -- --
Ph.D. 74 85 13 14 186
M.Phil. 03 09 04 03 019
PG - - - 04 04
Temporary Teachers
Ph.D. -- -- 01 01 01
M.Phil. -- -- -- -- -- PG -- -- -- -- --
Part time Teacher -- -- -- -- --
Ph.D. -- -- 01 -- 01
M.Phil. -- -- -- -- --
PG -- -- -- -- --
22. Number of Visiting Faculty /Guest Faculty engaged with the College.
23. Furnish the number of the students admitted to the college during
the last four academic years.
Categories Year 1 (2011-12) Year 2 (12-13) Year 3 (13-14) Year 4 (14-15)
Male Female Male Female Male Female Male Female
SC 969 563 968 653 1090 938 1209 807
ST 196 99 182 120 297 126 219 97
OBC 1906 522 1893 604 1227 633 2572 717
General 1398 1112 1120 1163 1177 1156 1078 1061
Others 60 15 94 13 29 31 348 175
24. Details on students enrolment in the college during the current
academic year:
Type of students UG PG M. Phil. Ph.D. Total
Students from the same state where the college is located
6961 1299 --- 16 8276
Students from other states of India NIL NIL NIL NIL NIL
NRI students NIL NIL NIL NIL NIL
Foreign students NIL NIL NIL NIL NIL
Total NIL NIL NIL NIL NIL
04
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25. Dropout rate in UG and PG (average of the last two batches)
UG PG
26. Unit Cost of Education:
(Unit cost = total annual recurring expenditure (actual) divided by total number
of students enrolled)
(a) Including the salary component 8352/-
(b) Excluding the salary component 395/-
27. Does the college offer any programme/s in distance education
mode (DEP)?
Yes No
If yes,
a) is it a registered center for offering distance education programmes of
another University
Yes No
b) Name of the University which has granted such registration.
Indira Gandhi National Open University (IGNOU)
c) Number of programmes offered 49
d) Programmes carry the recognition of the Distance Education Council.
Yes No
28. Provide Teacher-student ratio for each of the programme/course
offered
Programme / Course Teacher – Student Ratio
Arts 1:40
Commerce 1:99
Science 1:26
0.0705 0.0555
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29. Is the college applying for Accreditation?
Cycle 1 Cycle 2 Cycle 3 Cycle 4
Re-Assessment:
(Cycle 1refers to first accreditation and Cycle 2, Cycle 3 and Cycle 4
refers to re- accreditation)
30. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and
re-assessment only)
Cycle 1: 08/01/2004 Accreditation Outcome/Result - B++
Cycle 2: 27/03/ 2011 Accreditation Outcome/Result - B
* Kindly enclose copy of accreditation certificate(s) and peer team report(s)
as an annexure.
31. Number of working days during the last academic year. 229
32. Number of teaching days during the last academic year 181
(Teaching days means days on which lectures were engaged excluding the
examination days)
33. Date of establishment of Internal Quality Assurance Cell (IQAC)
30/08/2011
34. Details regarding submission of Annual Quality Assurance Reports
(AQAR) to NAAC.
AQAR (i) - 25 / 03/ 2015
AQAR (ii) - 25/03/2015 AQAR (iii) - 3 0 / 06 / 2 0 1 5
AQAR (iv) - 26 / 10 / 2015
35. Any other relevant data (not covered above) the college would like to
include. (Do not include explanatory/descriptive information) – NIL
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CRITERIAWISE
ANALYTICAL REPORT
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CRITERION I: CURRICULAR ASPECTS
1.1 Curriculum Planning and Implementation
1.1.1 State the vision, mission and objectives of the institution, and
describe how these are communicated to the students, teachers, staff and
other stakeholders.
The vision, mission and objective of the institution is to nurture the
educational endeavours of the state by imparting quality education efficiently
with an ethical impetus. Creation of ideal citizenship, upliftment of the poor
and the downtrodden by spreading the ideals of education, patriotism, civic
sense, democratic values, social equality, humanitarianism are the prime
objectives of the institution. Enlightenment, enrichment and the enhancement
of the student as a human being is the mission of our college. The noble
principle from Brihadaranyaka Upanishad – ‘Rite Jyanat na Mukti’ meaning
‘There is no salvation without knowledge’ and ‘Vidhya Jyoti Param’ meaning
‘learning is the great enlightenment ’ are catered as the mission statements of
the college which inspire us to enlighten first our own selves and then, devote
to enlighten others. The institution constantly intends to work as the
‘Lighthouse’ in the lives of its students. Thus, building better human being is
the focal point of the institution.
Now and then the state government as well as the college administration
persuade and encourage the staff to work hard for nation building, adhering to
the ennobling human values and to aspire for the excellence to compete with
the global standards. All this is tried to achieve by keeping the student at the
centre. The institution has been devotedly involved in the personality
development/t of the students. Through our curricular and extra- curricular
activities, both the physical and mental hygiene of society through the student
is intended.
Apart from our own dedicated faculty indulged in the pious task of teaching
and moulding our next generation, eminent and experienced academicians,
administrators, counsellors, economists, creative writers and the professors of
various streams are also invited to enlighten both our teaching, non-teaching
staff as well as the students, so as to motivate them to achieve the vision and
mission of the college. Additional efforts are taken to stress the same through
departmental seminars at the undergraduate and post graduate levels, and the
students are encouraged to participate in such activities regularly. Our utmost
efforts are devoted to mould, shape, inculcate and imbibe the aims and
objectives of the institutions in our students.
1.1.2 How does the institution develop and deploy action plans for
effective implementation of the curriculum? Give details of the process
and substantiate through specific example(s).
The college is affiliated to Maharishi Dayanand Saraswati University, Ajmer
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and it follows the syllabi prescribed by the university. The very basic thing the
college does for the effective implementation of curriculum is the preparation
and publication of the academic calendar and the time schedule of the
curricular, co-curricular and extra- curricular activities at the very onset of
each academic session (Appendix-V). Devoted teachers regularly engage the
students in classroom lectures, discussions, periodical under graduate and post
graduate level seminars, unit wise tests and various levels of competitions too.
The teachers devote their time in personal counselling and also try to establish
the prescribed syllabus teaching with the existing socio-cultural, political,
moral, financial situations and events. Study tours and useful excursions are
carried out for the benefit of the students. The academic excellence is pursued
by arranging extra revision and the specialists’ lectures. The students are
motivated to use reference books from the central and the departmental
libraries.
1.1.3 What type of support (procedural and practical) do the teachers
receive (from the University and/or institution) for effectively translating
the curriculum and improving teaching practices?
The college receives the prescribed syllabi and various up to date notices from
the UGC regarding higher education norms from the university to which the
college is affiliated. The university also provides examination schedule and
material thereof, to conduct the examination smoothly. Faculty members of
every single department of the college are included in the board of studies and
other curriculum related committees as conveners and members where the
faculty members have the opportunity to convey their need for the effective
transferring and transforming of the curriculum.
The teachers are offered various training programs, orientation and refresher
courses to update them from time to time by the university. The
Commissionerate of Higher Education, Rajasthan also offers various grants
and training programs to the teachers for effective transferring of the
curriculum.
Nevertheless, the institution itself is equipped with many smart classrooms,
audio visual aids, LCD projectors and campus WIFI, which enable the
teachers to transfer the curriculum effectively to the students and improve
their teaching practices by making use of the above mentioned facilities. The
college library is equipped with INFLIBNET where the teachers can access a
e-books and e-journals etc. Apart from this, each and every department is
provided with LAN connection for quick references and connectivity.
1.1.4 Specify the initiatives taken up or contribution made by the
institution for effective curriculum delivery and transaction on the
Curriculum provided by the affiliating University or other statutory
agency.
Being an affiliated college to MDS University, Ajmer, it follows the syllabi
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prescribed by the university. However, faculty members of every department
of the college represent as conveners and members of the Board of Studies
(B.O.S) in the university, thereby having direct involvement in designing the
syllabi.
The institution provides its teachers all the traditional and modern facilities for
effective delivery of the curriculum. The central library is equipped with
books which are accessible to the teachers and students, apart from the
individual departmental libraries. The college has provided WIFI as well as
LAN connection of Broadband to all the departments on the campus. The
college is furnished with smart classrooms, audio- video modes of teaching,
LCD projectors apart from the traditional black and green boards to deliver
lectures effectively. Seminars and other educational activities like class tests,
term tests, study tours, industry tours etc. are conducted by the individual
departments. Recently semester system at P.G level of science faculty has
been introduced in the college which was actually the results of the effort done
by the faculty members of this college in the Board of Studies of the
university.
1.1.5 How does the institution network and interact with beneficiaries
such as industry, research bodies and the university in effective
operationalisation of the curriculum?
The college being located at Ajmer, one of the major cities of Rajasthan has a
special advantage to manage an effective connection with its affiliated
university which is situated at the distance of 10 km only.
The college has formed various committees for smooth interaction and
networking with industry and other research bodies as well as the university.
We have a placement cell which keeps vigilance to benefit the students by
inviting various nearby industries like Shree Cement, Hindustan Zink etc. for
the employment of our students, as well as keeping in touch with the Metro
cities based opportunities where the students are advised to seek jobs. The
central library subscribes various papers and magazines related to employment
opportunities and the same are displayed by the placement cell for the
students.
Youth Development Centre of the college invites various eminent speakers to
deliver lectures on various current issues for preparing youth to their
vocations. The students are motivated to achieve excellence and find a niche
for themselves by indulging in various research activities and preparing
themselves for different competitive exams.
The college can proudly state that it works hand in hand with the University,
and the Board of Studies, Board of Management and Syndicate and Senate of
the various Universities in Rajasthan are mostly represented by the college
faculty. The college can boast of running more P.G. departments and other
courses than run on the University campus.
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1.1.6 What are the contributions of the institution and/or its staff
members to the development of the curriculum by the
University?(number of staff members/departments represented on the
Board of Studies, student feedback, teacher feedback, stakeholder
feedback provided, specific suggestions etc.
Most of the faculty members of the college represent as conveners or members
of the Board of Studies (B.O.S) in the university, thereby having direct
involvement in designing the syllabi. As convener or member of B.O.S., they
update and revise the syllabi for U,G., P.G., Hons., and professional courses
according to the changing development scenario of the economy.
The Students, Parents, Alumni, Local Industrialist, Social Workers and
Government of Rajasthan are the stakeholders of the institution but Students
are the main stakeholders because institution is built to serve them. College
takes feedback from the U.G. and P.G. students of the institution regarding
contents of curriculum, their scope and effectiveness in recent scenario as well
as in future through a questionnaire.
Fig. – 1.1
The figure 1.1 is showing UG and PG student’s feedback on curriculum for
the years of 2013-14 and 2014-15 in comparative manner. The scores are
based on the 10 point scale varies from 1 for very poor to 10 for very good.
The graph includes criteria based on Learning Value, Applicability of
Curriculum, Depth of Course Content, Coverage, Clarity and Relevance,
Extent of Effort required by Students, Relevance of Project and Composite
Score of Curriculum. The score for Learning Value was 7.06 in 2013-14 and it
7.0
6
6.8
7
7.1
9
7.5
8
7.2
9
6.9
4
7.3
5
7.1
8
7.8
1
8.3
8
7.9
5
8.1
3
7.9
0
8.7
9
8.0
4
8.1
4
0.001.002.003.004.005.006.007.008.009.0010.00
Sco
re
Dimensions
Feedback on Curriculum
Score-2013-14
Score-2014-15
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Self – Study Report 2016 Samrat Prithviraj Chauhan Government College, Ajmer
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has increased to 7.81 in 2014-15. The score for Applicability was 6.87 in
2013-14 and it has increased to 8.38 in 2014-15. The score for Depth of
Course Content was 7.19 in 2013-14 and it has increased to 7.95 in 2014-15.
The score for Coverage was 7.58 in 2013-14 and it has increased to 8.13 in
2014-15. The score for Clarity and Relevance was 7.29 in 2013-14 and it has
increased to 7.90 in 2014-15. The score for Extent of Effort required by
Students was 6.94 in 2013-14 and it has increased to 8.79 in 2014-15. The
score for Extent of Relevance of Project required by Students was 7.35 in
2013-14 and it has increased to 8.04 in 2014-15. The Composite Score for
aforesaid criteria were 7.18 in 2013-14 and it has increased to 8.14 in 2014-15.
After analysing the received feedbacks, Institution conveys the suggestions
regarding curriculum to the conveners and members of the B.O.S. for the
necessary modification in the syllabi and other outcomes.
Trend in figure shows that student as stakeholder responded very positively
for the curriculum updations. It also shows that students are very much aware
of their carrier and they also want that curriculum should be as per the need
ofchanging scenario.
1.1.7 Does the institution develop curriculum for any of the courses
offered (other than those under the purview of the affiliating
university)by it? If ‘yes’, give details on the process (’Needs Assessment’,
design, development and planning) and the courses for which the
curriculum has been developed.
College does not develop any curriculum for any courses offered in the
college. Curriculum for different courses offered in the college is developed
by the university and collegehas to follow them strictly.
1.1.8 How does institution analyse/ensure that the stated objectives of
curriculum are achieved in the course of implementation?
Academic calendar of the University is strictly followed by the college and the
syllabus is completed within the Scheduled time so that the objectives of
curriculum are achieved. Board of Studies in the universities have been
specially constituted to ensure the smooth conduct of courses.
As of now, the college tries to assess whether these objectives have been
achieved through:
• Feedback on teaching from students for ensuring that the desired standards
are fulfilled.
• Periodic tests help teachers to assess the learning output of the students.
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Figure-1.2
The figure 1.2 is showing UG and PG student’s feedback on curriculum
execution for the years of 2013-14 and 2014-15 in comparative manner. The
scores are based on the 5 point scale varies from 1 for very poor to 5 for very
good. The graph includes criteria based on Degree of Content, Benefits of the
Course, Level of Understanding, Course Completion, Library Holdings with
respect to course, Reachability to Prescribed Books, Lecture Outline, Support
by Outline, Outline Followed by Students and Teachers and Composite Score
of Curriculum. The score for Degree of Content was 4.50 in 2013-14 and it
has increased to 4.88 in 2014-15. The score for Benefits of the Course was
3.60 in 2013-14 and it has increased to 4.33 in 2014-15. The score for Level of
Understanding was 3.37 in 2013-14 and it has increased to 3.87 in 2014-15.
The score for Course Completion was 3.61 in 2013-14 and it has increased to
4.28 in 2014-15. The score for Library Holdings with respect to course was
4.37 in 2013-14 and it has increased to 4.90 in 2014-15. The score for
Reachability to Prescribed Books was 4.25 in 2013-14 and it has increased to
4.51 in 2014-15. The score for Lecture Outline was 4.06 in 2013-14 and it has
increased to 4.68 in 2014-15. The score for Support by Outline was 3.58 in
2013-14 and it has increased to 4.46 in 2014-15. The score for Followed by
Students and Teachers was 4.44 in 2013-14 and it has increased to 4.79 in
2014-15.The Composite Score for aforesaid criteria were 3.97 in 2013-14 and
it has increased to 4.52 in 2014-15. There is increase in all scores due to the
efforts of the Teachers and General Administration for the betterment of
4.5
0
3.6
0
3.3
7
3.6
1
4.3
7
4.2
5
4.0
6
3.5
8
4.4
4
3.9
7 4.8
8
4.3
3
3.8
7
4.2
8
4.9
0
4.5
1
4.6
8
4.4
6
4.7
9
4.5
2
0.00
1.00
2.00
3.00
4.00
5.00
6.00
Sco
re
Dimensions
Curriculum Execution
Score-2013-14
Score-2014-15
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Learning Impact. In the year of 2014-15 Library Holdings with respect to
course is showing the maximum value of 4.90 and score of Level of
Understanding is showing minimum value of 3.87 in the same year.
The response given in the questionnaire filled by the students about the
curriculum execution is positive. Students are satisfied with the course
contents and their effectiveness, teaching standards, lecture output, availability
of text and reference books in the library and assessment procedures of
learning output in the class room.
1.2 Academic Flexibility
1.2.1 Specifying the goals and objectives give details of the
certificate/diploma/ skill development courses etc., offered by the
institution.
To keep pace with the emerging dynamic world, the college focuses on all
round development of students and their employability. In order to equip the
students of commerce faculty with professional competence, the college offers
B.B.A. degree on ‘self finance’ basis. Though the college does not offer any
direct certificate/ diploma/ skill development coursesbut the students are
encouraged to pursue wide range of vocational courses through our IGNOU
study centre.
1.2.2 Does the institution offer programmes that facilitate twinning/dual
degree? If ‘yes’, give details.
The college does not offer programmes that facilitate twinning / dual degree.
1.2.3 Give details on the various institutional provisions with reference to
academic flexibility and how it has been helpful to students in terms of
skills development, academic mobility, progression to higher studies and
improved potential for employability. Issues may cover the following and
beyond:
• Range of Core / Elective options offered by the University and those opted
by the college
•Choice Based Credit System and range of subject options
•Courses offered in modular form
•Credit transfer and accumulation facility
•Lateral and vertical mobility within and across programmes and courses
•Enrichment courses
a. Core/Elective options:
The college offers curriculum to students in a manner that provides varied
options to choose from as per their interests, aptitude and scope at First Year
Level of Science, Commerce and Arts stream.
• At UG level the college offers Pass Course and Honours programmes in
Arts, Science and Commerce streams. At PG level, 14 programmes are
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available in Arts, 05 in Science and 03 in Commerce. The college also offers
Bachelor in Business Administration programme.
• There are 14 groups with 03 optional subjects available at First year level of
B.A. A student has to select any 3 optional subjects in all with one
compulsory language (Hindi/English), along with Environment Studies.
• There are 5 optional subjects for Science stream available at First year level
of B.Sc. A student has to select any 3 optional subjects in all with one
compulsory language (Hindi/English), along with Environment Studies.
• There are three compulsory subjects at first year level of B.Com along with
one compulsory language (Hindi/English), and Environment Studies.
b. Choice based credit system and range of subject options:
The choice based credit system may be implemented by the affiliated
university in future.
c. Credit transfer and accumulation facility:
No such facility exists currently in the college.
d. Lateral and vertical mobility:
No such facility exists currently in the college.
e. Enrichment courses:
No such formal course is conducted in the college currently.
1.2.4 Does the institution offer self-financed programmes? If ‘yes’, list
them and indicate how they differ from other programmes, with
reference to admission, curriculum, fee structure, teacher qualification,
salary etc.
Yes. The college offers following self - financed programmes which differ
from rest of the regular programs as these are professional progrograms.
Program Degree
UG BBA
PG Music
• Curriculum: The curriculum is designed by the University to which the
college is affiliated.
• Admission Procedure: Admission criteria are the same as for grant-in-aid
courses. Selection is through merit. All the rules regarding admission
prescribed by UGC/State government norms are followed.
• Fee structure: Rs. 10,000+ college fee for BBA and Rs. 5000+ college fee
for PG ( Music ).
• Teachers’ Qualifications and Salary: Teachers are appointed as per UGC/
State Government norms and salary is being paid by the Government of
Rajasthan.
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1.2.5 Does the college provide additional skill oriented programmes,
relevant to regional and global employment markets? If ‘yes’ provide
details of such programme and the beneficiaries.
Yes, the college offers B.B.A. degree to the students of commerce faculty.
1.2.6 Does the University provide for the flexibility of combining the
conventional face-to-face and Distance Mode of Education for students to
choose the courses/combination of their choice” If ‘yes’, how does the
institution take advantage of such provision for the benefit of students?
Though the University does not provide for flexibility of combining the
conventional face to face and distance mode of education for students, yet we
encourage our students to pursue the certificate courses of their interest from
the IGNOU centre established on our campus and run by our regular faculty.
1.3 Curriculum Enrichment
1.3.1 Describe the efforts made by the institution to supplement the
University’s Curriculum to ensure that the academic programmes and
Institution’s goals and objectives are integrated?
The college makes consistent efforts to supplement the University curriculum
by organizing activities, which focus on integrating academic and general
development of students. They are as follows:
• Guest lectures, extension lectures, face to face interactions between industry
experts and students and panel discussions (At Dept. Level, YDC, NSS, NCC,
Women Cell and Placement Cell etc.).
• Field work and field surveys in the form of short term projects (Geography
and Botany). Excursion to nearby industries, Planetarium and field trips.
• Preparation of theme-based posters by students (Planning Forum and YDC).
• Motivating students to participate in various intra and intercollegiate
competitions.
•Through the laboratories open for students through the activity “Learning by
Doing in Lab” (LBDL).
• Use of language laboratory to improve basic linguistic skills of students.
• Workshops, seminars, poster exhibitions, role playing and street plays have
been an integral part of the learning process (NSS, YDC, Planning Forum,
Women Cell etc).
• Department wise Subject Associations and clubs, which provide a platform
for students to interact and showcase their academic abilities and other
talents.
• Under graduate and Post graduate Seminars.
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1.3.2 What are the efforts made by the institution to enrich and organize
the curriculum to enhance the experiences of the students so as to cope
with the needs of the dynamic employment market?
Apart from regular teaching based on existing curriculum, experts are invited
from outside the college who enrich students by delivering lectures based on
their experiences on needs of the job oriented curriculum. These experts also
interact with students in interactive sessions and clarify doubts and curiosities
raised by the students. Apart from this, training workshops and field/industrial
visits are also organized for the students which help them to cope with the
needs of the dynamic employment market.
1.3.3 Enumerate the efforts made by the institution to integrate the cross
cutting issues such as Gender, Climate Change, Environmental
Education, Human Rights, ICT etc., into the curriculum?
All these relevant issues are formally taught to the students as a part of their
course curricula. These topics have been suitably integrated in the syllabi of
different courses. Some common programmes are also organized through
Youth Development Centre, Planning Forum, Women Cell, NSS,NCC,
Cultural and Literary Forum etc. to sensitize students towards these issues.
Poster making competitions, slogan writing competitions, street play, national
level Debate and lectures by eminent speakers are organized from time to time
on these issues.
1.3.4 What are the various value-added courses/enrichment programmes
offered to ensure holistic development of students?
(a) Moral and ethical values
(b) Employable and life skills
(c) Better career options
(d) Community orientation
There is no formal course offered by the college on these issues. However,
students are encouraged to participate in various NSS, NCC and YDC
programmes and inculcate good habits and learn skills to work in a group.
1.3.5 Citing a few examples enumerate on the extent of use of the
feedback from stakeholders in enriching the curriculum?
Feedback on the present syllabi has been taken from present students and the
inputs have been analysed. Some of the inputs provided by the students have
been passed on to the respective Board of Studies which is represented mostly
by our faculty members. e.g. –Implementation of semester scheme at P.G.
level, so that students can have wider range of knowledge, course work is
compulsory for research scholars to have complete knowledge of Research
Methodology to improve the quality of research.
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1.3.6 How does the institution monitor and evaluate the quality of its
enrichment programmes?
Though there is no formal mechanism for monitoring and evaluating the
quality of enrichment programmes, the teachers obtain feedback from the
participants, both in formal and informal ways towards the end of each
programme. This helps in future planning to get the best out of such
programmes.
1.4 Feedback System
1.4.1 What are the contributions of the institution in the design and
development of the curriculum prepared by the University?
The faculty members of most of the department of the college represent as
conveners or members of the Board of Studies (B.O.S) in the university,
thereby having direct involvement in designing the syllabi.
1.4.2 Is there a formal mechanism to obtain feedback from students and
stakeholders on Curriculum? If ‘yes’, how is it communicated to the
University and made use internally for curriculum enrichment and
introducing changes/new programmes?
The curriculum design and restructuring is essentially the responsibility of the
University. The college, however, provides valuable inputs to the process by
way of seeking feedback, as mentioned in 1.1.6 ( Fig. 1.1) and 1.1.8 (Fig.1.2)
in this criterion, in many ways such as:
• Informal discussions with students, alumni and parents.
• Suggestions from peers, employers / industry and community.
• This feedback is passed on to the concerned Board of Studies at the
appropriate level on curriculum revision.
1.4.3 How many new programmes/courses were introduced by the
institution during the last four years? What was the rationale for
introducing new courses/programmes?) Any other relevant information
regarding curricular aspects which the college would like to include.
The college offers B.B.A. degree in order to equip the students of commerce
faculty with professional competence for the emerging dynamic trends in
business.
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CRITERION II - TEACHING-LEARNING
AND EVALUATION
2.1 Students Enrolment and Profile
2.1.1. How does the college ensure publicity and transparency in the
admission process?
I. Publicity
Commissionarate of College Education, Rajasthan (DCE) Jaipur organizes
online admission process for all college of Rajasthan. All government college
are linked with online admission portal of DCE
(http://dceapp.rajasthan.gov.in/) w/f their user login. Along with the online
application form for admission, online prospectus with detail information and
instructions is also available on college website
(http://dce.rajasthan.gov.in./college.aspx). This enables the students to know
the availability of course, fee structures, etc. This helps them to select the
course of their choice. College provides the news regarding admission in the
local and state level newspapers. Each faculty receives application forms of
the aspirant students for the admission on merit basic. The information
regarding admission is also uploaded on the college website and college notice
board. As per state government norms departmental admission committee
prepare the admission list and it is displayed on notice board for public
information and admission process is completed accordingly. The college has
adopted on line admission process from 2011-12 session for under graduate
courses.
Commissionarate of College Education Jaipur also provides common
admission form for PG admission and concerned colleges invite department
wise applications forms offline as per admission policy. Admission in M. Phil.
and Ph. D. given to the students through Research Eligibility Test (RET)
conducted by university.
II. Transparency in admission:
Transparency is the prime concern of the college. A separate admission
committee is set up to take care of admission to Degree Programmes in
Science, Commerce, Arts, Self-financing programmes and Post-Graduation
programmes. The committee ensures that the admissions are done strictly as
per the Government/University rules. Merit lists for each of the programmes is
displayed and admission procedure is done in accordance with the
Government or University norms. All the rules regarding admission,
reservation rules, bonus rules are followed, and merit lists of different courses
are displayed on the college website.
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2.1.2. Explain in detail the criteria adopted and process of admission.
Students are selected for various programmes on the basis of merit. Minimum
percentage for admission in different faculties is determined by the
government. After checking the eligibility of the applicants and after adding
bonus marks or bonus percentage of participation in extra and co-curricular
activities like sports, NCC, NSS, Ranger and Rovers etc. to the aggregate
marks of the last qualifying exam, merit lists are prepared and displayed
strictly according to the Government’s admissions rules. At entry level in the
college, merit list are prepared on percentile formula decided by the C.C.E.
Jaipur. Excellence in the sports, NCC. NSS, Rover, Ranger, Scout, Guide,
Mountaineering, Wall Climbing and co-curricular activities at National or
International level, students are rewarded by giving the students the benefit of
outright admission or relaxation in eligibility as per the admission policy of
the Government.
2.1.3. Give the minimum and maximum percentage of marks for
admission at entry level for each of the programmes offered by the college
and provide a comparison with other colleges of the affiliating university
within the city/ district.
Table 2.1 – Programe wise details of minimum and maximum percentage of
marks for admission at entry level
Session : 2015-2016
Class Minimum
percentile
Maximum
percentile
BA Part I 1.675 98.952
BA Hons Part I (Pol.sc) 1.459 99.5
BA Hons Part I (Geog) 1.351 99.547
BA Hons Part I (Econ.) 6.800 98.731
BA Hons Part I (Hist.) 1.310 98.428
B.com Part I -0.48 100.00
B. Com Hons Part- I 1.2 98.2778
BBA Part- I 6 97.0667
B.Sc. Part-I (Sci. Maths) 5.66 99.13
B.Sc. Part- I (Sci. Bio) 1.58 98.31
B.Sc. Hons Part- I (Sci. Maths) 5.6 98.65
B.Sc. Hons Part- I (Sci. Bio) 19.33 96.85
Class Minimum
percentage
Maximum
percentage
M. A. (Prev.) English 46.37 73.58
M. A. (Prev.) Sanskrit 38.27 70.79
M. A. (Prev.) Philosophy 39.11 62.78
M. A. (Prev.) Sindhi 44.11 69.25
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M. A. (Prev.) Pol. Sc. 50.13 80.83
M. A. (Prev.) Sociology 39.75 73.62
M. A. (Prev.) Hindi 33.67 64.00
M. A. (Prev.) Economics 45.04 73.01
M. A. (Prev.) History 48.55 72.59
M. A. (Prev.) Urdu 48.62 66.50
M. A. (Prev.) Music 46.20 63.60
M. A. (Prev.) Geography 50.75 85.66
M. Com. (Prev.) ABST 56.58 84.56
M. Com. (Prev.) EAFM 45.58 75.97
M. Com. (Prev.) Bus. Adm. 44.16 71.33
M. Sc. (Prev.) Botany 60.33 92.26
M. Sc. (Prev.) Chemistry 60.33 91.52
M. Sc. (Prev.) Mathematics 53.66 88.01
M. Sc. (Prev.) Physics 88.07 52.59
M. Sc. (Prev.) Zoology 55.77 92.40
*Data for comparison with other colleges was not available.
2.1.4. Is there a mechanism in the institution to review the admission
processand student profiles annually?
Since the admission process is governed by the Commissionarate College
Education, Jaipur, therefore institution cannot review the admission process
and student profile annually. College gives suggestions as per the problems
faced during admission process to Commissionarate College Education,
Jaipur, for improvement in next year admission process
2.1.5. Reflecting on the strategies adopted to increase/improve access for
following categories of students, enumerate on how the admission policy
of the institution and its student profiles demonstrate/reflect the National
commitment to diversity and inclusion.
a) SC/ST b) OBC c) Women d) Differently abled e) Economically weaker
sections f) Minority community g) Any other
The college ensures equity and wide access to education to students
belonging to various socio-economic and cultural backgrounds. Adhering to
the Government norms, the college promotes education for all.
a) SC/ST
Reservation policy of Govt. of Rajasthan is strictly followed during admission
process at entry level. 12% and 16% seats of total sanctioned seats at entry
level are reserved for SC and ST students respectively. Scholarships and free
ships granted by the Government for the students of weaker sections of the
society are brought to their notice. Teaching and non-teaching staff also guide
the students of these categories as and when required.
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b) OBC:
Reservation policy of Government of Rajasthan is followed during the
admission process. At entry level 21% seats of total sanctioned seats are
reserved for OBC students. Scholarships and free ships are also brought to the
notice of the students of OBC category.
c) Women:
More than 50% of the candidates admitted are girls student. Hence their
participation in all academic and extra-curricular activities is equal and
sometimes even more than that of boys of the college. Majority of the faculty
in the staff are females, this has made the atmosphere free (from gender bias)
and open. As per Government Policy, the college also provides 3% bonus
marks to female candidate at the entry level in both U.G. and P.G. level
examinations.
Women Development Cell, Grievance Cell and Anti- Harassment Cell are
there to maintain the equality status of the girls and protection of their rights
also.
d) Differently abled:
Handicapped students are admitted as per reservation policy and totally
exempted from all time fee. There is 3% horizontal reservation quota in every
category. They are also entitled for Government scholarship also.
e) Economically Weaker Sections:
1) As per the policy EBC scholarship are given to the eligible students. In
some cases Principal and faculty members also help the students at a personal
level.
2) Economically backward/weak deserving students are issued books under
the book bank scheme.
f) Minority community:
Reservation policy of Government of Rajasthan regarding admission of
minority communities is strictly followed during the admission process.
g) Any other (specify):
1) Admission is given to dependents ex-servicemen ward as per the Admission
Policy of CCE.
2)Bonus marks as per the admission policy of CCE to the students excelling in
Cultural activities and sports are also given for the merit purpose in admission
process.
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2.1.6. Provide the following detail for various program offered by the
institution during the last four years and comment on the trends. i.e.
reasons for increase/decrease and actions initiated for improvement.
Table 2.2 Details of programmes offered by the instiution.
ARTS FACULTY
Session 2011-12 2012-13 2013-14 2014-15 2015-16
No
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No
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No
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No
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on
No
. o
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Ad
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No
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Ap
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on
No
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No
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No
. o
f
Ad
mis
sio
n
BA-PT-I 2289 971 2880 960 2968 1187 2837 1170 3234 1200
BA-PT-II 643 634 635 635 750 750 956 956 707 707
BA-PT-III 708 708 637 575 495 495 679 679 802 802
BA-PT-H-I 333 160 266 144 280 144 336 100 430 159
BA-PT-H-II 107 105 129 121 98 93 72 62 102 91
BA-PT-H-III 124 124 98 97 128 127 95 93 45 43
MA(P)HINDI 80 40 101 40 98 40 96 42 116 41
M(F)HINDI 26 25 30 30 33 33 33 33 36 36
MA(P)URDU 16 16 25 23 27 21 04 04 19 16
MA(F)URDU 15 15 16 16 28 28 15 15 23 21
MA(P)GEO 147 40 188 40 50 50 113 47 197 50
MA(F)GEO 36 36 44 44 29 29 39 39 44 42
MA(P)MUSIC 12 12 12 08 18 12 08 07 15 12
MA(F)MUSIC 04 04 09 09 13 13 09 09 08 08
MA(P)POL.SCI 118 40 163 46 132 42 149 41 143 46
MA(F)POL.SCI 27 27 38 38 34 34 31 30 37 37
MA(P)SOCI 98 40 105 40 120 40 112 50 100 43
MA(F)SOCI 32 32 27 27 26 26 29 28 31 31
MA(P)ENG. 68 41 92 45 111 45 101 49 120 47
MA(F)ENG. 22 22 18 18 28 28 36 36 38 38
MA(P)SINDHI 24 21 29 21 22 21 18 14 19 19
MA(F)SINDHI 12 12 29 21 22 22 18 14 11 11
MA(P)SANS. 23 18 33 26 30 18 27 14 52 36
MA(F)SANS. 06 06 14 14 13 13 17 17 15 15
MA(P)PHIL 38 35 43 34 28 26 32 29 38 27
MA(F)PHIL 22 22 16 16 16 16 02 02 13 12
MA(P)HIST. 138 46 144 41 132 39 21 06 202 40
MA(F )HIST. 23 23 35 35 26 26 34 34 42 42
MA(P)ECO. 104 40 113 40 122 43 85 34 111 44
MA(F)ECO. 31 31 18 18 31 31 21 21 32 32
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SCIENCE FACULTY
B.Sc - I 1165 634 1182 684 2316 772 2976 847 3074 872
B.Sc.- II 217 217 274 274 376 376 600 519 503 503
B.Sc.- III 179 179 160 149 261 261 382 348 430 421
B.Sc. (Hon)I 40 40 40 40 37 37 225 45 273 41
B.Sc.-(Hon)II 22 22 29 29 23 23 32 32 25 25
B.Sc.--(Hon)II 18 18 18 18 26 26 18 18 27 27
M.Sc. (P)Zool 167 26 192 38 111 28 130 29 278 40
M.Sc. (F)Zool 29 29 36 36 38 38 22 22 21 21
M.Sc. (P)Chem 264 40 215 40 170 40 217 40 361 40
M.Sc. (F)Chem 33 33 31 31 33 33 33 33 37 37
M.Sc(P)Botany 133 27 175 36 104 29 104 29 241 40
M.Sc(F)Botany 28 28 34 34 28 28 19 19 30 30
M.Sc. (P)Phy 55 21 78 40 131 40 224 40 293 40
M.Sc. (F)Phy 28 28 17 17 40 40 33 31 35 35
M.Sc. (P)Maths 65 32 88 40 126 40 228 40 450 40
M.Sc. (F)Maths 23 23 14 14 23 23 22 22 29 29
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Tables reveal that number of applications is very much higher in comparision
to admitted students for all faculty.
2.2. Catering to Student Diversity:
Government norms are followed for students seeking admission under
reservation policy. The fee structure has been framed with an objective to
educate maximum number of students coming from weaker section of the
society. As an initiative step to promote higher education among girls, the
government has made a provision to exempt them from paying tuition fees and
provision of 3% bonus marks to girls candidate at entry level in boys college.
2.2.1. How does the institution cater to the needs of differently – abled
students and ensure adherence to government policies in this regard?
As per the admission policy of Commissionarate College Education, Jaipur,
Rajasthan, differently-abled students get scholarship through different
Government schemes and university provide half an hour extra time during
annual examination. Institutions arrange the teaching and examination
classrooms on ground floor. Government has also made provision to provide
totally free education to more than 40% physically handicapped students and
blind students.
COMMERNCE FACULTY
BCom-PT-I 1484 720 1278 719 1374 774 1439 865 1253 777
BCom-PT-II 490 490 553 553 568 568 622 622 672 672
BCom-PT-III 341 341 412 412 469 469 508 508 498 498
BCom-PT(H)I 195 118 178 115 223 90 166 65 129 51
BCom-PT(H)II 90 90 65 65 79 79 79 79 34 34
BCom-P(H)III 78 78 77 77 09 09 66 66 32 32
MCom(P)BUS 115 40 118 40 135 40 297 40 291 40
MCom(F)BUS 34 34 32 32 32 35 35 35 35 35
MCom(P)ABST 123 39 108 40 125 40 244 40 192 40
MCom(F)ABST 23 23 31 31 36 36 33 33 34 34
MCom(P)EAFM 67 40 64 40 102 40 177 40 166 40
MCom(F)EAFM 33 33 28 28 28 28 38 38 39 39
BBA-I 120 53 102 47 99 31 103 34 86 31
BBA-II 57 57 40 40 45 45 42 42 22 22
BBA-III 51 51 53 53 39 39 35 35 31 31
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2.2.2. Does the institution assess the students’ needs in terms of knowledge
and skills before the commencement of the programmer? If yes give
details on the process.
Marks scored by the students in the last qualifying examination are the only
criterion for student’s assessment before admitting them. Eligibility criterion
given by the university and government is to be followed while admitting
students into various programmes. Teachers use interactive methods of
teaching to assess their knowledge only after admission.
2.2.3 What sare the strategies drawn and deployed by the institution to
bridge the knowledge gap of the enrolled to enable to cope with the
programme of their choice?
Every lecturer first introduce the basic concepts and the basic principles
required for the curriculum in the early classes before starting the syllabus, so
that students can cope up with the programme of his choice.
2.2.4. How does the college sensitize its staff and students on issues such
as gender, inclusion, environment etc.
Sensitization of students on issues of social relevance and prime importance
are always given priority by the institution.
Through various associations like NSS, YDC and Nature Club etc., a variety
of programmes are organized for sensitization of students. Programmes like
Lectures of eminent personalities, Workshop on self-defense, Poster Making
Competition, Essay Competition, Elocution competition, Nature trails etc. are
organized for the same.
Similarly through subject like Environmental Studies and Geography too,
Staff and students are sensitized towards socially relevant issues.
2.2.5. How does the institution identify and respond to special education
learning needs of advanced learners?
Marks scored by students in terminal test at U.G. and semester end exam at
P.G. level in the first half of the academic year helps in identifying the
advanced learners.
Advanced learners are also deputed for different curricular activities.
Teachers play the role of mentors in improving the academic achievement
of these students.
PG /UG seminars and extension lectures etc. are also organize at the
departmental level.
2.2.6. How does the institute collect, analyze and use the data and
information on the academic performance (through the programme
duration) of the students at risk of drop out (students from the
disadvantaged sections of society, physically challenged, slow learners,
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Self – Study Report 2016 Samrat Prithviraj Chauhan Government College, Ajmer
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economically weaker sections etc. who may discontinue their studies if
some sort of support is not provided)?
The institution tries to cater each and every one’s diverse need. Scholarship
benefits are extended to encourage the students and provide financial support
to the under privileged. The scholarships are provided by Social Welfare
Department and some of them by Government. Special infrastructure facilities
like ramps are also provided to differently abled students. During
examinations, as per University guidelines, half an hour time and scribe is
given to students with vision disability and physically disabled. Thus at both
the levels of extending resources and financial assistance, the Institution
ensures to achieve the primary goal of education based on moral and ethical
principles.
Faculty observes communication skills of every student in the class allotted to
him and identify the student of poor communication skill. Faculties take care
informally to enhance their communication skills by personal motivating
efforts and giving extra time after class whenever possible. That is why
institution has very low drop- out rate.
2.3. Teaching –Learning Process:
2.3.1. How does the college plan and organize the teaching, learning and
Evaluation schedules (academic calendar, teaching plan, and evaluation
blue printed.)?
Academic calendar is strictly followed by the college and teaching
departments. College prepares academic calendar for the departments as per
the Commissionarate College Education, Jaipur, Rajasthan, and state
government directives. Annual and Semester Examination schedule is
prepared by the M.D.S. University, Ajmer institution follow accordingly.
Department wise teaching plan prepared by the time-table committee before
the academic session starts. The entire teaching learning schedule is
meaningfully discussed in departmental meeting and finalized accordingly.
Tutorials, Seminars, field visits and surveys are also part of the teaching plan.
Every Department In-Charge monitor syllabus completion schedule and
evaluation for internal examination. Theory examinations (semester end) are
scheduled by examination committee. Assessment of answer books and
declaration of results is planned by the same committee.
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Self – Study Report 2016 Samrat Prithviraj Chauhan Government College, Ajmer
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Figure- 2.1
The figure 2.1 is showing UG and PG student’s feedback on Teaching for the
years of 2013-14 and 2014-15 in comparative manner. The scores are based on
the 5 point scale varies from 1 for very poor to 5 for very good. The graph
includes criteria based on Teacher's Preparedness,