About NAAC
The NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC) conducts assessment and accreditation of Higher Educational Institutions (HEI) such as colleges, universities or other recognised institutions to derive an understanding of the ‘Quality Status’ of the institution. NAAC evaluates the institutions for its conformance to the standards of quality in terms of its performance related to the educational processes and outcomes, curriculum coverage, teaching-learning processes, faculty, research, infrastructure, learning resources, organisation, governance, financial well being and student services.
Extended Profile
| Criterion 1 – Curricular Aspects | ||
|---|---|---|
| Key Indicator – 1.1 Curriculum Planning | ||
| Metric No. | Title/Subtitle | View Supporting Document |
| 1.1.1 | Institution has a regular in house practice of planning and /or reviewing revising curriculum and adopting it to local context/situation | View Document |
| 1.1.2 | At the institution level, the curriculum planning and adoption are a collaborative effort: Indicate the persons involved in the curriculum planning process during the last completed academic year | View Document |
| 1.1.3 | While planning institutional curriculum, focus is kept on the Programme Learning Outcomes (PLOs) and Course Learning Outcomes (CLOs) for all Programmes offered by the institution, which are stated and communicated to teachers and students through | View Document |
| Key Indicator – 1.2 Academic Flexibility | ||
| 1.2.1 | Curriculum provides adequate choice of courses to students as optional / electives including pedagogy courses for which teachers are available. | View Document |
| Key Indicator - 1.3 Curriculum Enrichment | ||
| 1.3.1 | Curriculum of the Institution provides opportunities for the students to acquire and demonstrate knowledge, skills, values and attitudes related to various learning areas | View Document |
| 1.3.2 | Institution familiarizes students with the diversities in school system in India as well as in an international and comparative perspective | View Document |
| 1.3.3 | Students derive professionally relevant understandings and consolidate these into professional acumen from the wide range of curricular experiences provided during Teacher Education Programme | View Document |
| Key Indicator - 1.4 Feedback System | ||
| 1.4.1 | Mechanism is in place for obtaining structured feedback on the curriculum-semester wise from various stakeholders. Structured feedback is obtained from | View Document |
| 1.4.2 | Feedback collected from stakeholders is processed and action is taken; feedback process adopted by the institution comprises the following | View Document |
| Criterion - 2 - Teaching Learning and Evaluation | ||
|---|---|---|
| Key Indicator – 2.1 Student Enrolment and Profile | ||
| Metric No. | Particulars | Supporting Document |
| 2.1.1 | Average enrolment percentage of student during the last five years | View Document |
| 2.1.2 | Percentage of seats filled against reserved categories (SC, ST,and OBC) as per applicable reservation policy during the last five years | View Document |
| 2.1.3 | Percentage of students enrolled from EWS and Divyangian categories during the last five years | View Document |
| Key Indicator – 2.2 Honouring Student Diversity | ||
| 2.2.1 | Assessment Process is in place at entry level to identify different learning needs of students and their level of readiness to undergo professional education programme and also the academic support provided to students | View Document |
| 2.2.2 | Mechanisms are in place to honour diversities in terms of learning needs; Student diversities are addressed on the basis of the learner profiles identified by the institution through | View Document |
| 2.2.3 | There are institutional provisions for catering to differential student needs; Appropriate learning exposures are provided to students | View Document |
| 2.2.4 | Student-Mentor ratio for the last completed academic year | View Document |
| Key Indicator – 2.3 Teaching-Learning Process | ||
| 2.3.1 | Multiple mode approach to teaching-learning is adopted by teachers which includes experiential learning, participative learning, problem solving methodologies, brain, storming, focused group discussion, online mode, etc. for enhancing student learning | View Document |
| 2.3.2 | Percentage of teachers integrating ICT (excluding use of PPT) for effective teaching with learning Management Systems (LMS), Swayam Prabha, e-learning Resources and others during the last five years | View Document |
| 2.3.3 | Students are encouraged to use ICT support (mobile-based learning, online material, podcast, virtual laboratories, learning apps etc.) for their learning including on filed practice | View Document |
| 2.3.4 | ICT support is used by students in various learning situations such as | View Document |
| 2.3.5 | Continual mentoring is provided by teachers for developing professional attributes in students | View Document |
| 2.3.6 | Institution provides exposure to students about recent developments in the field of education through | View Document |
| 2.3.7 | Teaching learning Process nurtures creativity, innovativeness, intellectual and thinking skills, empathy, life skills etc. among students | View Document |
| Key Indicator – 2.4 Competency and Skill Development | ||
| 2.4.1 | Institution provides opportunities for developing competencies and skills in different functional areas through specially designed activities / experiences that include | View Document |
| 2.4.2 | Student goes through a set of activities as preparatory to school-based practice teaching and internship. Pre practice teaching/internship orientation/training encompasses certain significant skill and competencies such as | View Document |
| 2.4.3 | Competency of effective communication is developed in students through several activities such as | View Document |
| 2.4.4 | Students are enabled to evolve the following tools of assessment for learning suited to the kinds of learning engagement provided to learners, and to analyse as well as interpret responses | View Document |
| 2.4.5 | Adequate skills are developed instruments for effective use of ICT for teaching learning process in respect of | View Document |
| 2.4.6 | Students develop Competence to organize academic, cultural, sports and community related events through | View Document |
| 2.4.7 | A variety of assignments given and assessed for theory courses through | View Document |
| 2.4.8 | Internship programme is systematically planned with necessary preparedness | View Document |
| 2.4.9 | Average number of students attached to each school for internship during the last completed academic year | View Document |
| 2.4.10 | Nature of internee engagement during internship consists of | View Document |
| 2.4.11 | Institution adopts effective monitoring mechanisms during internship programme | View Document |
| 2.4.12 | Performances of students during internship is assessed by the institution in terms of observations of different persons such as | View Document |
| 2.4.13 | Comprehensive appraisal of intern’s performance is in place. The criteria used for assessment include | View Document |
| Key Indicator – 2.5 Teacher Profile and Quality | ||
| 2.5.1 | Percentage of fulltime teachers against sanctioned posts during the last five years | View Document |
| 2.5.2 | Percentage of fulltime teachers with Ph.D degree during the last five years | View Document |
| 2.5.3 | Average teaching experience of full time teachers for the last completed academic year | View Document |
| 2.5.4 | Teachers put-forth efforts to keep themselves updated professionally | View Document |
| Key Indicator – 2.6 Evaluation Process | ||
| 2.6.1 | Continuous Internal Evaluation (CIE) of student learning is in place in the institution | View Document |
| 2.6.2 | Mechanism of internal evaluation is transparent and robust and time bound: Institution adopts the following in internal evaluation | View Document |
| 2.6.3 | Mechanism for grievance redressal related to examination is operationally effective | View Document |
| 2.6.4 | The institution adheres to academic calendar for the conduct of Internal Evaluation | View Document |
| Key Indicator – 2.7 Student Performance and Learning Outcomes | ||
| 2.7.1 | The teaching learning process of the institution is aligned with the stated PLOs and CLOs. | View Document |
| 2.7.2 | Average pass percentage of students during the last five years | View Document |
| 2.7.3 | The progressive performance of students and attainment of professional and personal attributes in line with the PLOs and CLOs is monitored and used for further improvements | View Document |
| 2.7.4 | Performance of outgoing students in internal assessment | View Document |
| 2.7.5 | Performance of students on various assessment tasks reflects how far their initially identified learning needs are catered to | View Document |
| Key Indicator – 2.8 Students Satisfaction Survey | ||
| 2.8.1 | Online students’ satisfaction survey regarding Teaching-Learning Process | View Document |
| Criterion 3 – Research and Outreach Activities | ||
|---|---|---|
| Key Indicator – 3.1 Resource Mobilisation for Research | ||
| Metric No. | Particulars | Supporting Document |
| 3.1.4 | Institution has created an eco-system for innovation and other initiatives for creation and transfer of knowledge that include | View Document |
| Key Indicator – 3.3 Outreach Activities | ||
| 3.3.1 | Average number of outreach activities organized by the institution during the last five years | View Document |
| 3.3.2 | Percentage of students participating in outreach activities organized by the institution during the last five years | View Document |
| 3.3.3 | Percentage of students participating in national priority programmes such as Swachh Bharat, AIDs awareness, Gender sensitivity, Yoga, Digital India, National Water Mission during the last five years | View Document |
| 3.3.4 | Outreach activities in the community in terms of influencing and sensitizing students to social issues and contribute to community development | View Document |
| Key Indicator – 3.4 Collaboration and Linkages | ||
| 3.4.1 | Average of linkages for Faculty exchange, Students exchange, research etc. during the last five years | View Document |
| 3.4.2 | Functional MoUs with institutions of national and / International importance, other universities, industries, corporate houses etc. during the last five years | View Document |
| 3.4.3 | Institution has linkages with schools and other educational agencies for both academic and outreach activities and jointly organizes | View Document |
| Criterion 4 – Infrastructure and Learning Resource | ||
|---|---|---|
| Key Indicator – 4.1 Physical Facilities | ||
| Metric No. | Particulars | Supporting Document |
| 4.1.1 | The institution has adequate for Teaching-Learning. Viz., classrooms, laboratories, sports field, fitness centre, equipment, computing facilities, sports complex, etc. for the various programme offered | View Document |
| 4.1.3 | Percentage of expenditure excluding salary for infrastructure augmentation during the last five years | View Document |
| Key Indicator - 4.2 Library as a learning Resource | ||
| 4.2.1 | Institution has adopted automation of library using Integrated Library Management System (ILMS) or any other software | View Document |
| 4.2.4 | Average annual expenditure for purchase of books, journals, and e-resources during the last five years | View Document |
| 4.2.5 | Percentage per day usage of library by teachers and students during the last completed academic year | View Document |
| 4.2.6 | Efforts are made to make available National Policies and other documents on education in the library suitable to the three streams of teacher education-general teacher education, special education and physical education by the following ways | View Document |
| Key Indicator - 4.3 ICT Infrastructure | ||
| 4.3.1 | Institution updates its ICT facilities including wi-fi | View Document |
| 4.3.2 | Student-Computer ratio during the last completed academic year | View Document |
| 4.3.3 | Internet bandwidth available in the institution | View Document |
| Key Indicator - 4.4 Maintenance of Campus and Infrastructure | ||
| 4.4.1 | Percentage expenditure incurred exclusively on maintenance of physical and academic support facilities during the last five years | View Document |
| 4.4.2 | System and procedures for maintaining and utilizing physical, academic and support facilities- laboratory, library, sports complex, computers, classrooms etc. are in place | View Document |
| Criterion 5 - Student Support and Progression | ||
|---|---|---|
| Key Indicator - 5.1 Student Support | ||
| Metric No. | Particulars | Supporting Document |
| 5.1.1 | A range of capability building and skill enhancement initiatives are undertaken by the institution such as | View Document |
| 5.1.2 | Available student support facilities in institution are | View Document |
| 5.1.3 | The institution has a transparent mechanism for timely redressal of student grievances including sexual harassment and ragging cases such as | View Document |
| Key Indicator - 5.2 Student Progression | ||
| 5.2.1 | Percentage of placement of students as teacher/teacher educators | View Document |
| 5.2.2 | Percentage of student progression to higher education during the last completed academic year | View Document |
| 5.2.3 | Percentage of student qualifying state/national level examinations during the last five years (eg: NET/SLET/TET/CTET) | View Document |
| Key Indicator - 5.3 Student Participation in Activities | ||
| 5.3.1 | Student council is active and plays a proactive role in the institutional functioning | View Document |
| 5.3.2 | Average number of sport and cultural events organized at the institution during the last five years | View Document |
| Key Indicator - 5.4 Alumni Engagement | ||
| 5.4.1 | Alumni Association?Chapter (registered / non-registered but functional) contributes significantly for the development of the institution | View Document |
| Criterion 6 – Governance, Leadership and Management | ||
|---|---|---|
| Key Indicator – 6.1 Institutional vision and Leadership | ||
| Metric No. | Particulars | Supporting Document |
| 6.1.1 | Governance of the institution is reflective of an effective leadership and participatory mechanism in tune with the vision and mission | View Document |
| 6.1.2 | Institution practices decentralization and participative management | View Document |
| 6.1.3 | The Institution maintains transparency in its financial, academic, administrative and other functions | View Document |
| Key Indicator – 6.2 Strategy Development and Deployment | ||
| 6.2.1 | The institutional Strategic plan is effectively deployed | View Document |
| 6.2.2 | The functioning of the institutional bodies is effective and efficient as visible from policies, administrative setup, appointment and service rules, procedures, etc | View Document |
| 6.2.3 | Implementations of e-governance are in the following areas of operation | View Document |
| 6.2.4 | Effective of various bodies/cells/committees is evident through minutes of meetings and implementation of their resolutions/decisions | View Document |
| Key Indicator – 6.3 Faculty Empowerment Strategies | ||
| 6.3.4 | Percentage of teachers undergoing online/face to face faculty Development Programmes (FDPs) viz. Orientation Programme and Refersher Course of the ASC/HRDC, Short Term Course and any other similar programmes | View Document |
| 6.3.5 | The institution has a performance appraisal system for teaching and non-teaching staff | View Document |
| Key Indicator – 6.4 Financial Management and Resource Mobilization | ||
| 6.4.1 | Institution conducts internal or/and external financial audit regularly | View Document |
| 6.4.2 | Institutional strategies for mobilization of funds and the optimal utilization of resources are in place. | View Document |
| Key Indicator – 6.5 Internal Quality Assurance System | ||
| 6.5.1 | Internal Quality Assurance Cell (IQAC) or any other mechanism has contributed significantly for institutionalizing the quality assurance strategies. | View Document |
| 6.5.2 | The institution reviews its teaching-learning process periodically through IQAC or any other mechanism. | View Document |
| 6.5.4 | Institution engages in several quality initiatives such as | View Document |
| Criterion 7 - Institutional Values and Best Practices | ||
|---|---|---|
| Key Indicator – 7.1 Institutional Values and Social Responsibilities | ||
| Metric No. | Particulars | Supporting Document |
| 7.1.1 | Institution has a stated energy policy streamlining ways of energy conservation, use of alternate sources of energy for meeting its power requirements | View Document |
| 7.1.2 | Institution has a stated policy and procedure for implementation of waste management | View Document |
| 7.1.3 | Institution waste management practices include | View Document |
| 7.1.4 | Institution has water management and conservation initiatives in the form of | View Document |
| 7.1.5 | Institution is committee to maintenance of cleanliness, sanitation, green cover and providing a pollution free healthy environment | View Document |
| 7.1.6 | Institution is committed to encourage green practices that include | View Document |
| 7.1.7 | Percentage of expenditure on green initiatives and waste management excluding salary component during the last five years (INR in Lakhs) | View Document |
| 7.1.8 | Institution puts forth efforts leveraging local environment, locational knowledge and resources, community practices and challenges. | View Document |
| 7.1.9 | Institution has a prescribed Code of Conduct for students, teachers, administrators and other staff, and conducts periodic programmes to appraise adherence to the Code through the following ways | View Document |
| Key Indicator – 7.2 Best Practices | ||
| 7.2.1 | Describe at least two institutional best practices (as per NAAC format given on website) | View Document |
| Key Indicator – 7.3 Institutional Distinctiveness | ||
| 7.3.1 | Performance of the institution in one area of distinctiveness related to its vision, priority and thrust | View Document |
Vision
"Vision and Action together can change the world" as per this quote, this organisation is started here to make things into reality with a positive attitude.
Mission
"We can't separate fruits from the roots" As per this quote, if we want to keep the future of this creation and the future generation intact, it is very important to inculcate good thoughts today. It is a fact that no one can do this task very well without a teacher. Thus, this institution is motivated by a sacred purpose and is moving successfully with the desire to produce teachers who are devoted to the sacred profession of teaching and preserve the quality of the field of education.