Assessment Report of
Institutional Accreditation of
St. Thomas Training College
Section 1: Introduction
Today higher education is not only for the classes but for the masses. It is a challenge for higher educational institutions to gear up their infrastructure to meet the new demands. In this context, the quality control should not be sacrificed to quantity. Hence there is a need for evaluation of the progress and policies of our educational institutions.
St. Thomas Training College, Palai volunteered to get assessed and submitted a self-study report as per the requirements of the National Assessment and Accreditation Council, Bangalore. NAAC constituted the Peer Team of Prof. S. Lakshmi, formerly Vice-chancellor of Mother Teresa University, Kodaikanal as Chairperson and Prof. D.S. Shivananda, formerly Professor of Education, Bangalore as Member. The Team visited the St. Thomas Training College, Palai on February 02, 2000. The Peer Team extensively interacted with the Management, the Principal, teaching staff, non-teaching staff, students alumni and parents. The interaction was free and frank from the point of view of the college and its programmes. All of them expressed their views freely and frankly about the issues raised by the Peer-Team.
The Team went through all the necessary documents relating to various aspects of the college from administration to academic aspects. The Team visited the classrooms, departments, laboratories and other facilities. to assess their adequacy regarding the evaluation of the institution as a whole. The assessment of the Peer Team is as follows:-
St. Thomas Training College, Palai is a co-educational aided college of teacher education, affiliated to the Mahatma Gandhi University, Kottayam. The college has adequate infrastructure and facilities for teacher-education. The college adopts the curriculum, as prescribed by the university. The college enjoys good atmosphere and discipline and instills the relevant values in the context of teacher -training. The Management and the Principal are in total charge of the college and the student-teachers are periodically examined for their performance in teacher-education.
St. Thomas Training College, Palai, affiliated to M. G. University, Kottayam was established in 1957. The College is recognised by the U.G.C. for funding under 2f. It is a minority institution, situated in a rural area.
This is a single faculty College offering B.Ed. with special methods of teaching, which includes English, mathematics, physical sciences, natural sciences and social studies. There are 8 permanent teachers (5F and 3M) and two of them possess Ph. D. Technical staff are 9 in number (3 F and 6M) The percentage of examination results is 100.
In the context of teacher education today, the college, besides utilising the infrastructural facilities available, possesses further facilities such as a good psychology laboratory, language laboratory and an educational Technology laboratory. The teacher-pupil ratio, should be maintained as per NCTE norms. The college has a good library and reading room, the former being used effectively by students and members of the faculty. Journals of education and journals of educational research are purchased by the library. The college has grown over the four decades and has promise, to grow to greater heights.
Section 2: Criterion-wise Analysis
Criterion I: Curricular Aspects
This college has its own well defined goals and objectives. Its main motto is excellence in teacher education, because the prospective teachers are our nation builders. The institution strives to inculcate values like concern for the poor, the down trodden etc. and these are infused into the curriculum and co-curricular activities organised by the college. The objectives of the college are not directly visible through the curriculum as it is prescribed by the university. However, the college organises for the student trainees programmes for the personality development, formation of character, involving them in social service etc. The college has a well defined mechanism of monitoring these activities. Since this is an affiliated college there is no formal provision for redesigning its curriculum. The syllabi framed by the university in 1986 requires revision keeping in view of the demands and needs of the clientele and the society. Within the frame of reference, the college has diversity and flexibility in certain aspects like, the preparation of teaching aids, models, charts, SUPW activities where the trainees are free to put their creative abilities with interest. Different life related projects are offered in accordance with the interest, aptitude and abilities of trainees.
Students feedback and review are based mainly on the time frame for completing the syllabus and internal evaluation. The feedback obtained by the students about the total programme of the college, forms the important input. The feedback is made use of, in redesigning the activities. The networking of the department and monitoring the programmes of various subject-wise departments is done by the Principal and there is a good support by the teaching and non-teaching staff of the college. Teachers discuss the various teaching methods and techniques they adopt, their scope, ways of individualizing the instructional programmes, impact of remedial teaching etc. for professional enrichment.
The curriculum transaction is done with zeal, and commitment, by the Principal, the faculty and the student–teachers. The student-teachers are clear about the goal of the college of education and they utilise optimally the opportunities to equip themselves for teacher training effectively.
Criterion II: Teaching-learning and Evaluation
The practice teaching which forms the most important activity of the training programme done to co-operatively by the college and the 13 schools around Palai. Each student besides giving the prescribed number of lessons has to prepare models, charts / diagrams and slides. This is the minimum requirement but most of the students do more. In addition each trainee is given training in handling various equipments like OHP, slide projector, filmstrip projector, etc.
The members of the faculty regularly attend refresher courses, Seminars and workshops to upgrade and update knowledge and also to acquire higher degrees in the area of their interest. The self-appraisal method and trainees evaluating the performance of the teacher educators is a valuable input for assessing professional advancement.
Criterion III: Research, Consultancy and Extension
The college provides encouragement to the members of the faculty to take up research independently and also publication of their research. As a result of this all the members of the staff have taken up small projects and completed. Some of them have been published in professional journals. Two of the members of the faculty are pursuing research at the doctoral level as part-time research scholars, one of them works under the FIP. The problems undertaken by them are in the area of models of teaching, the area which needs detailed exploration. The students are also motivated to take up small projects in their optional subjects. The quality of the work done by the students is of a high order. Two teachers have submitted their research proposals to funding agencies. The college has no provision to provide financial assistance for teachers to pursue their research work.
However, all other support is given by the college and the management. The trainees and teachers are involved in extension activity and other programmes like AIDS awareness programmes, empowerment, environment protection and various aspects of community development. The students and teachers visit Vagamon village, Parumala Colony and Mantha colony which are socially and economically backward. They interact with the community and give guidance to students and help them to overcome their learning difficulties. A member of the staff is in charge of monitoring the activities. The experience gained by the trainees is very useful and it instills a lot of courage in them to handle such problems in their daily life. The trainees of the college get merit scholarships from the Government and several endowment scholarships instituted by the college.
Criterion IV: Infrastructure and Learning Resources
The infrastructural facilities available in the college is adequate. The facilities are provided keeping in view the growth and expansion of knowledge. The college has a good Technology Laboratory and it is maintained very well. This laboratory is used not only by the teachers in their teaching but also by the trainees in their practice teaching. The trainees have prepared slides and transparencies which are of a higher order.
The college has a good library with 12615 books and it subscribes for 20 academic journals, 10 periodicals and 6 newspapers. The trainees are free to use the library and the spacious reading room. There are other academic facilities such as the psychology laboratory, the computer lab and the career corner. Though the practical work in psychology is not compulsory, some experiments are performed by students and records are maintained. Computer Education is made compulsory for all the students. This as an additional input in the programme.
The college also has a Nature Club, Women Cell and Grievance Redressal Cell to provide opportunities for the trainees to get intensive awareness about the programmes organised under these. In order to upgrade the teaching of English the college has spent Rs.1.5 lakhs to develop a language laboratory. The laboratory has 6 units and the lab is used to the best advantage by the trainees.
Criterion V: Student Support and Progression
Apart from the training imparted to student-teachers, to become teachers, the college considers personality development of trainees as important. Efforts are made to develop the personality of students through cognitive, affective and the skills domains. Student support is also provided by the college by providing them scholarships and dissemination of information such as the academic calendar, prospectus and the admission policy. Student participation in debates, discussions and co-curricular activities encouraged. Sports, physical education and health education are also given importance.
The Alumni Association and the Parent Teacher Association, add to the support system. It is seen that feedback from students regarding their academic performance is obtained, to provide them guidance and for remedial programmes. Participatory activities such as team-teaching are practised by the College.
Development oriented projects and action research are undertaken by the staff and by the student teachers. Student-teachers feel the effect of growth towards effective teaching in this College.
Criterion VI: Organisation and Management
The management includes the Palai Diocese, the Principal, other members, who have mission oriented goals. The Management of St. Thomas Training college provides control, direction and financial support to the institution, besides guiding the college in administering the day to day, affairs of the College, whenever the need arises. The management also runs Arts & Science College 2; Higher Secondary Schools 8; High Schools 52; Upper Primary 34; Lower Primary 70; Nursery Schools 165; Nursing School 5; ITC / TTI 2. Various committees, such as the Planning Committee, Advisory Committee for the library, Research Committee for submitting project proposals, are constituted to handle different aspects of the institution.
The Management has plans for providing more physical facilities and courses for the college in the future. It is found that the Management is willing to make the college become ‘renewal’ oriented, so that growth, in all aspects is assured. Educational innovations, relating to teacher education is practised and these include micro teaching, language laboratory and computer education. The emphasis on professionalism and professional training of the trainees is consciously upheld. Post graduate courses for furthering academic progress and professional growth of the faculty members and students are suggested.
Criterion VII: Healthy Practices
The College maintains the necessary atmosphere for teacher education at the secondary level. Healthy practices are inferred from the co-curricular activities such as sports, physical education and health education. Educational innovations such as the credit system, modular syllabi and team teaching are recommended to ensure further growth and system - renewal, in the institution.
The college atmosphere provides freedom of expression and rapport among all the members. Cultural programmes, value education, extension activities, women’s cell and spiritual education provide healthy inputs for the growth and development of student-teachers.
Section 3: Overall Analysis
The Peer Team would like to commend the institution for the following:
· The necessary atmosphere for teacher education prevails in this institution.
· Audio Visual, multimedia support systems and educational technology system find a place here.
· Parent teacher association and old students’ association function effectively.
· Projects and research work are undertaken by the faculty.
· Faculty members publish papers in journals and participate in regional, national and international seminars and programmes.
· A healthy atmosphere of commitment to growth is evident in this college of education.
The following aspects are suggested by the Peer Team for further development of the College.
a) Considering the need of the society around, the future plans for the next five years could be envisaged by the institution.
b) Awareness of latest trends in teacher education is recommended.
c) The college could work towards autonomy and post graduate courses, and ensure its status as a centre for teacher education.
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