Assessment Report on

Institutional Accreditation of

Sacred Heart College (Autonomous)

Tirupattur, Vellore District, Tamil Nadu

Section 1: Introduction

Sacred Heart College (Autonomous), Tirupattur, affiliated to the University of Madras, decided to subject itself to be assessed by the National Assessment and Accreditation Council (NAAC) for the purpose of accreditation and consequently they submitted a self-study report to NAAC during the month of October 1999. NAAC constituted a Peer Team to visit the institution with the following members: Dr.A.N.P. Ummerkutty, former Vice-Chancellor of University of Calicut (Chairman), Dr.D. Shrijay Devaraj Urs, Professor, Institute of Development Studies, University of Mysore and Prof. D. Suran Naidu, Dean, College Development Council, Andhra University. The Peer Team visited the Sacred Heart College (Autonomous), Tirupattur on 29th and 30th November1999.

The college was started in 1951 with just 10 teachers and 81 students. During its nearly half a century of existence, it has made steady progress, having launched post-graduate programmes in social work, economics, mathematics and computer applications and having achieved autonomy in 1988. Presently there are half a dozen under-graduate and half that number of post-graduate programmes in addition to M. Phil. and Ph.D. programmes in the college. The college also runs a self-financing parallel stream of education with four under-graduate programmes and one post-graduate programme. In addition the Master of Computer Applications (M.C.A.) approved by the All India Council for Technical Education (A.I.C.T.E.) is being offered from the academic year 1998-99. More than 900 students are enrolled for under-graduate programmes all of whom are men. Women students are admitted to post-graduate programmes only.

Sacred Heart College (Autonomous) is a minority-run-institution administered by the Salesians of Don Bosco. The college has adopted for itself some lofty objectives. In addition to imparting the prescribed pattern of higher education, according to their own declared statement, they also strive at:

· developing the intellectual capacity of students to search for truth and knowledge

· offering possibilities by which the students discern their calling in life and

· forming social consciousness

It is interesting to note that the main intention of the college in volunteering for assessment and accreditation is to have its strengths and weaknesses spelt out so as to enable them to improve and strengthen themselves in their pursuit of imparting quality education in the semi-urban area in which the college is located.

The Peer Team has analysed the self-study report of the college submitted earlier and followed it up during their visit to the institution. The Team validated the self-study report submitted to NAAC by visiting the academic and administrative units of the institution, interacting with its various constituents and scrutinising the relevant documents. The Team visited all the departments of studies, the related facilities like the laboratories, library and computer centre as well as the supporting units of the institution that contribute to its curricular, co-curricular and extension activities. Extensive interactions were held with the Governing Body, the Principal, faculty, staff, students, parents and alumni. Based on the above exercise and keeping the criteria identified by NAAC as the frame of reference, the Team assessed the quality of education offered by the institution.

The assessment of the Peer Team in terms of criterion-wise analysis and the overall analysis including the commendations and suggestions for further development are presented below.

Section 2: Criterion-wise Analysis

Criterion I: Curricular Aspects

The college offers six under graduate programmes, three post-graduate programmes and also a post-graduate degree and a diploma in computer application. Only the department of economics offers M. Phil. and Ph.D. programmes. The college provides opportunity for post-graduate education only in economics, mathematics and social work. This could be enlarged to help the students for vertical mobility. Post-graduate programmes in commerce and management would be highly useful and relevant.

The college cherishes the idea of bringing quality education within the reach of the under privileged with the available resources. To meet this objective the programmes evolved like computer applications and social work are highly appropriate and relevant to the needs of the society. Various aspects like educational aspirations and requirements of student population, academic skills development, regional and social needs and employability are taken into consideration while evolving programmes. The college has taken care to incorporate the essential elements of its goals and objectives into the designing of the curriculum of various courses. The institution has also responded to the needs of the immediate surroundings by providing access to women students in post-graduate programmes.

The college has been emphasising the imparting of value education from the beginning and autonomy has helped the institution to incorporate it in the curriculum. The emphasis on teaching of religion and ethics with the conviction that students must be trained to face life with confidence is appreciable. Attendance in religion and ethics classes is obligatory for all students. The teaching materials for various semesters of the under-graduate programmes are prepared by the department of Religion & Ethics which is unique to this college. The work of this department can be described as a worthy experiment in value education. Religion is taught by the Salesian priests who serve in the college. Teachers drawn from different departments teach Ethics. However, it is not clear how far this arrangement could be effective in imparting lessons of other religions or philosophies. The Management may look into this aspect and decide as to what more can be done to improve the curricula in Religion and Ethics to truly reflect the multicultural nature of the society, of course, without sacrificing the objectives of the institution. Such considerations in value education (Religion and Ethics) is all the more necessary as a pass in the subject is mandatory to make students eligible to obtain the degree.

The college follows the broad structure provided by the university and the single major system is adopted. In the elective option the students have a wide range of choices. The general electives are job oriented courses and also they are interdisciplinary in nature. The curriculum is reviewed once in three years and whenever necessary the programmes are restructured to meet the contemporary requirements so as to make it relevant. The autonomous status has helped the institution to strengthen its programmes.

There is provision for computer education as a general elective. In view of the emerging importance of information technology, the college can incorporate the course on computers compulsorily in all the under-graduate programmes. The college can also explore the possibilities of further strengthening interdisciplinary programmes.

The performance of the college has to be viewed in the context of the restrictive socio-economic milieu in which it operates. Since most of the students opt for professional courses like medicine, engineering, technology, architecture, law etc. students who opt for B.A., B.Sc., B. Com. etc., require special attention. The college has recognised the problems of these students and several remedial courses are offered to help them. Since a large number of students are drawn from rural areas they have difficulty in coping with the courses and the college has made efforts to assist them. This needs to be further strengthened.

The institution has taken the initiative to incorporate project work and field work wherever it is possible to help students to acquire skills and gain field experience. This is highly appreciable but needs to be further strengthened.

The college has not been able to interact with many other institutions because of the locational disadvantages but it is necessary that wide exposure is provided to the members of the faculty. Efforts should be made to invite subject specialists and experts more often and arrange academic programmes to provide better exposure and wider interaction. The college should explore the possibilities of networking with other institutions for strengthening its academic programmes. Periodic academic programmes/subject seminars/meetings can be held so that it gives an opportunity for the faculty to interact with their peers.

Criterion II: Teaching-learning and Evaluation

The college has adopted a good teaching-learning and evaluation system. The college has qualified and committed teachers to manage the various programmes. Only eight teachers out of fifty-three have completed their Ph.D. programmes and it is desirable if the remaining teachers are persuaded to complete their research soon. Research orientation is evident only among some members of the faculty but it should be extended to other faculty as well.

The college has adequate number of senior, dedicated and experienced members on the faculty and they are highly committed to impart quality education. The Management should explore the possibility of providing additional faculty to the evening college.

Admission is made in accordance with the policy of the government. Since this is a minority institution the rules applicable to the college are adhered to. The Management has the policy to help poor students whenever it is possible and it has been drawing the students from five neighbouring districts. There is no provision for assessing student knowledge or aptitude for a particular programme at the undergraduate level but they are helped by teachers. Those students who do not get admission to the day college (Autonomous College) seek admission to the evening college which functions under the university as an affiliated college. The syllabus followed in the University of Madras is adopted but teachers who are associated with the evening college have evincing keen interest in making it popular as well as rigorous.

The college has a tutor-ward system wherein each teacher is assigned fifteen students. Since most of the students reside in the hostel the teachers concerned look after the progress and personal needs of their wards. Special efforts are made to help poor students. The rapport between them and the faculty is encouraging.

The conventional lecture method is followed and it is desirable if pedagogical methods are improved particularly in some areas like teaching English. It is desirable if some additional efforts are made to offer remedial/bridge courses to enable the students to improve their learning skills in English. A language laboratory may be planned to help the students to learn English quickly. Teaching innovations are noticed only in some departments but they should be extended to all the departments.

Many of the co-curricular activities are directed towards the achievement of the objectives of the college. Each department has its own association which organises its programmes. These activities help students to develop their personality and also leadership qualities. Several activities like NCC, NSS form part of the regular programme of the college. These activities are monitored by faculty and additional opportunities like organising debates, seminars would help in strengthening the programme of the college.

Evaluation of student performance is on the basis of continuous assessment and end semester examination. The component of continuous assessment includes tests, assignments, quizzes, seminars, team papers, project work, field trips etc. Valuation of end semester examination is done by internal examiners. While this is appreciable and that should be the ultimate goal of any institution, it would be advisable to introduce appropriate checks and balances so that the objectivity and transparency of the system are maintained. The college should also explore the possibility of supplying photocopies of answer scripts to the students. The double valuation practice followed is appreciable and it should be continued.

The team observed that members of the faculty should be encouraged to pursue their academic interests. Teachers should take some more initiative to further enhance their professional development and involvement in academic pursuits. Even though the college offers incentives to members of the faculty to acquire computer skills, the response is not encouraging. They should evince further interest to make use of the modern technology, particularly when adequate infrastructure and incentives are available. Members of the faculty should initiate collaborative activity with other departments or organisations and the Management should help them in building up this rapport. Self-appraisal forms issued by the State government are used for the appraisal of teachers. In addition to this, the college has its informal mechanism for evaluation of teachers on teaching, research and extension. However, the Peer Team suggests that the college may introduce a formal mechanism to collect and analyse feedback from students about the teaching-learning process. The Peer Team appreciated the importance attached to maintain strict discipline in attendance and that should be continued.

Criterion III: Research, Consultancy and Extension

The promotion and sustenance of research culture is evident only in the department of economics as that is the only department offering M.Phil. and Ph.D. programmes. It is noticed that only a few teachers are actively pursuing their research interests and the number is not significant. Functionally the college emphasises under-graduate teaching. Inputs are evident for initiation of research. The Peer Team suggests that all teaching staff may vigorously pursue research interests and also be involved in the promotion of research culture at all levels. This may be the prerequisite for offering postgraduate programmes in the remaining departments. Only five teachers have availed themselves of the FIP programme and teachers need not wait for that facility and they need to break the barrier. A separate research committee could be set up to monitor the progress and also to facilitate research activities including offering fellowships. Publication by some members of the faculty is appreciable and it need not be limited to some departments.

The college is not involved in any consultancy activities, as there are no industrial activities. But consultancy need not be only to industrial houses or the corporate sector. Consultancy is important to meet many technical and specialised information needs of the surrounding backward area. There are ample opportunities for faculty to associate with many micro level local problems. The consultancy need not be only for the sake of generating resources but it certainly helps in establishing local contacts.

A special initiative of the faculty of mathematics to extend help for the training of school teachers is highly appreciable. Similar attempts should be made by other departments too.

The record of extension activities in the college is creditable. The college encourages the participation of students in extension activities by giving credits to voluntary students work. The extension activities are undertaken in consultation with NGOs and Governmental organisations. The broad areas of extension activities provided by the college are education, training, placement and services. The outreach programmes are the following:

· Bosco Integrated Rural Development (BIRD)

· Bosco Institute of Social Work (BISW)

· Don Bosco Centre

· Extension activities of the Alumni Association

· Red Cross Society

· Media forum

· Extension activities are also carried out through 3 units of NSS and one unit of NCC

In addition several other programmes are undertaken. These activities are coordinated by one of the faculty members from the department of Social Work who is designated for this purpose. It is better that a comprehensive system of teacher-monitored extension activities is also maintained and documented.

Criterion IV: Infrastructure and Learning Resources

The college is located on a 21 acre site and has adequate physical infrastructure to accommodate all its departments, and facilities like library, canteen general administration, sports, and 7 hostels where more than 50 per cent of its students are housed. The college has plans to construct new buildings for augmenting the filture infrastructural needs: P.G. Block for physics, P.G. hostel for women students, additional classrooms. The existing buildings are maintained well and optimally used. Some infrastructure facilities are placed at the disposal of IGNOU, ICWAI, etc.

The college library, besides providing regular services to users, offer additional reprographic and computing facilities as well as audio and video cassettes. Much care has been taken in the collection of books, keeping in view the needs for subject oriented books. Apart from a qualified librarian and the regular staff, there are eight (seven men and one lady) members who work in the library as the Management staff. There is an advisory committee for the library. The ratio of library books to number of students enrolled is 53:1. Good number of books, journals and periodicals are added regularly.

There is a central computer facility and the college has plans to provide internet facility shortly. The physics and chemistry laboratories are adequately spaced and well equipped.

Seven hostels (5 for boys and 2 for girls) accommodating 488 students function under the care of wardens. They are managed by the Salesian priests.

A modern indoor stadium with gymnastic mats and equipment, courts for volley-ball, basket-ball, shuttle-badminton and table-tennis are available, besides an outdoor play ground for various games like basket-ball, volley-ball, ball-badminton, cricket-pitch, kabaddi. Several students have participated and emerged as winners at university, state and national level sports meets.

The college has a workshop with two units namely: St. Joseph's Carpentary and Electrical repair unit.

There is no health centre in the campus. But regular periodical medical check-up is done by two doctors living close to the college campus.

Criterion V: Student Support and Progression

Almost all students are drawn from within the state. A good number of them are of rural background and appear to be attracted to this college on account of the good quality of education imparted, flexibility in the curriculum, variety of student fellowships, low fee structure, and availability of hostel facilities in the campus. The college has recorded a good pass percentage especially at the post-graduate level and the drop out rate is negligible.

Updated prospectus is published annually giving all the necessary details. A system of counselling by allotting students to different members of the teaching staff for academic and career counselling exists. This enables the faculty to monitor the progress of students and guide them appropriately in academic matters. Financial aids are available to students from various sources like the central government, state government and other funding agencies. During the last two years over 600 students have received financial aid in one form or the other. Nearly Rs.4 lakhs are spent by the Management for freeships, scholarships, stipend, loans etc.

The college has no separate placement cell to assist students seeking employment and hence no record in this regard. The committee was informed that through informal mechanisms the college has found out that many past students were well placed. Some departments like the department of physics maintains the records of their students profile and progression. It is desirable that other departments also follow the same pattern. Some recreational and leisure time facilities are available to students in the campus.

An alumni association functions and it is involved in activities like blood donation, providing scholarships to students and giving donation to construct college buildings. The president of the Alumni Association is the ex-officio member of the Governing Body, and this shows the close co-operation that exists between the institution and its old students.

Criterion VI: Organisation and Management

Being a minority institution, the college is established and administered by the Salesians of Don Bosco with its own organisational structure and the Board of Management as the final decision making body regarding the administration of the institution. Various academic bodies like the Academic Council, Boards of Studies and College Council, and Committees of Finance, Student Welfare, Library, Examination and Games & Sports have been constituted for effective academic and administrative functioning. All major decisions are taken after a series of meetings and consultations with the Heads of Departments, College Council, Members of Faculties, students and the Management.

Keeping in view the guidelines issued by the state government and the University of Madras, the academic calendar is prepared and printed well in time. The college follows the reservation policy of the Government of Tamil Nadu in the recruitment of teaching and non teaching staff. Confidential reports and periodic performance appraisal of the technical and administrative staff are maintained.

It is heartening to find that the college has initiated a number of welfare programmes for the non-teaching staff. This includes the scheme wherein the members make a modest monthly subscription and the Management makes a matching contribution so that a substantial amount may be drawn at the time of retirement. The college organises various programmes for the professional development of non-teaching staff like the training programme in Office Management.

There is no grievance redressal cell as such. Reportedly the Salesian Educative System(preventive system) has already an inbuilt mechanism to take care of this aspect. Staff and students freely express their grievances to the Rector, the Principal, the Vice-Principal and the Additional Vice-Principal and seek redressal. In addition to this, students meet the Dean of Student Welfare Committee, the Associations of respective departments and the Mess Committees in the hostels where they voice their grievances. However, a formal mechanism may be considered.

Resources generated by the institution in the year 1997-98 through donations, fund raising drives, alumni association, self-financing programmes, state and central government and other agencies are commendable. Tuition fees fixed as per the direction of the state government for the aided sections, and fee collected for self-financing programmes are other major sources of income for the college.

Budgeting and auditing procedures are as prescribed by the state government. The Administrator of the Salesian House takes care of internal audit.

Criterion VII: Healthy Practices

Being run by the Salesians of Don Bosco (SDB) the Sacred Heart College (Autonomous), Tirupattur has set before itself some well defined educational objectives. It is the total development & integral growth of the human person physical, mental, emotional, social, political, psychological and spiritual. The Management strives to achieve this objective by maintaining a proper atmosphere in the institution and by incorporating various elements of the objectives in the curricula of different courses. As a matter of fact, the Don Bosco approach to education is described as "preventive system" and it is this system that is followed by the Sacred Heart College, Tirupattur. The approach is documented as Salesian Educational Pastoral Plan (SEPP). The document works as a source of inspiration to the management.

It is satisfying to note that the authorities are ever conscious of their responsibilities and social commitments. In the self-study report they have given an elaborate statement detailing their principles & priorities, goals & lines of actions and their efforts to translate their vision into reality. Probably the most solid evidence of this effort is Bosco Integrated Rural Development (BIRD) which aims at preparing students to become socially conscious and assume responsibility as agents of social change. The most salient feature of the BIRD is that it co-ordinates the activities of all other associations in the college. Such co-ordination can certainly yield better results in the extra & co-curricular activities. In addition, the college has the Bosco Institute of Social Work (BISW) programmes with similar aims.

Healthy relationship is encouraged between students and teachers. Staff members are assigned a definite number of students for the purpose of counselling and guidance. This is all the more true in the case of Salesians who consider it their duty to actively assist students continuously, day in and day out.

Some more novel and interesting practices meant to create a more meaningful and creative fellowship among students and also between them and the teachers may be mentioned.

· Prayer group: Interested students voluntarily get together once in a month under the overall guidance of a staff member irrespective of their religions to satisfy their spiritual needs and aspirations. Talks on select topics are made on such occasions followed by discussions. As a voluntary act this should indeed be an invigorating experience.

· Good morning talks: Tips for good living and pep chats to cultivate a moral sense in every day life and dealings are given for five minutes or so for all students before the beginning of classes. Mass prayers are also offered on the occasion. This is reported to have been greatly appreciated by the recipient groups. Similarly pep talks are given to hostel students in the night. Senior staff members are involved in these services.

· Spiritual retreats: Genuine spiritual experiences are the best tonic for healthy and fruitful living. This need is met by what is described as 'retreats for staff and students'. Groups of 30-40 students are animated and spiritually enlivened by select persons at different places for a minimum of two days. Hopefully the peers and their wards come out of the exercise better equipped to encounter the stresses and strains of daily life and to build up a healthy collective life.

The college gives considerable encouragement to sports activities and the facilities available for indoor and outdoor items are of high quality. It is interesting to note that the college has established its dominance of volley-ball for several years continuously. In fact a well maintained flood-lit volley-ball court has been constructed to uphold the traditions. Further, outstanding sports persons are given attractive incentives, like complete kit, free boarding, TA, DA for attending university, state and national level events, refreshment at college canteen, cash awards, etc.

Section 3: Overall Analysis

The Peer Team is impressed with the institution and would commend it in particular on the following aspects:

· The college has striven to live up to its goals and objectives and is consistently inspired by the well-defined educational policy of the Salesians of Don Bosco.

· Constant efforts are made to continuously upgrade and update the syllabi and curricula of various courses.

· A great deal of attention is paid to make the curricular contents career-oriented and application-directed.

· Substantial work is being done by way of extension services, particularly through special programmes like the BIRD and BISW. The Department of Social Work acts as a stimulus for such extension activities.

· Mandatory classes in religion and ethics are commendable.

· The pep talks and the collective prayer gatherings are also worthy efforts to inculcate a sense of value among the students.

· Congenial atmosphere exists between different segments of the academic community within the campus.

· A good, healthy atmosphere exists in the hostels which is conducive to study and self growth.

· Alumni association is active and contributes to the welfare of the institution.

The college may consider the following suggestions for its frrther development and growth:

· Constitution of a Curriculum Development Cell to constantly and continuously review the curricula of various courses and to improve them on the basis of new needs and feedback received from various constituencies.

· Separate cell may be similarly constituted to review research and consultancy activities. There is ample scope for both at medium levels.

· Feedback from students about the teaching-learning processes may be obtained through a formal mechanism.

· Holding of regional and national subject-seminars could give valuable exposure to the academic community.

· Use of more modern teaching techniques in the classrooms could create a more vibrant academic atmosphere.

· For religion and ethics courses inviting eminent persons belonging to various affiliations from outside the campus may be considered.

· Institution of a few full-time research fellowships with the help of industries and commercial establishments may be considered. This could serve as a stimulating focus to create a research culture.

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