Assessment Report on
Institutional Accreditation of
St. Francis College for Women, Secunderabad (Autonomous)
Begumpet, Hyderabad, Andhra Pradesh
Section 1: Preamble
St. Francis College for Women is now an Autonomous College under the Osmania University. The College was founded by the Sisters of Charity in 1959. The College was recognised under Section 2(f) of the University Grants Commission in 1964, and it was conferred autonomy in May 1988 by the UGC. It is a Catholic Minority institution. It is an urban college situated in the central part of Hyderabad. The college volunteered to be assessed by the National Assessment and Accreditation Council (NAAC), Bangalore and submitted its preliminary Self-study Report in March 1999. The Peer Team was constituted to visit and evaluate the college on the basis of the Self-study Report and through interaction with the various components of academic and administrative systems. The team members comprised Prof. (Dr.) V.N. Rajasekharan Pillai, Vice-Chancellor, Mahatma Gandhi University, Kottayam, Kerala, as Chairman, Prof. P.P. Mathur, Professor of Life Sciences, Pondicherry University and Dr. Varghese K. Varghese, Head of the Department of Social Work, Rajajgiri College of Social Sciences, Kalamassery, Kerala, as members. The Peer Team visited the college on 30th and 31st August and 1st September, 1999.
The College is situated at Begumpet in an 8 acre campus with excellent infrastructure. The college has 28 departments which offer 39 programmes including the unaided and Certificate courses. The college has an enrollment of 1765. It has 51 permanent teachers and 27 temporary teachers on the roll. The non-teaching technical staff number 43 and administrative staff, 10. The college follows the annual system of examinations.
The peer team studied and analyzed the Self-study Report submitted by the college. During the visit to the college, the team went through all relevant documents, visited the departments and the facilities and interacted with various constituents of the academic and administrative setup of the college. The academic, co-curricular, extra-curricular, sports and extension facilities of the college were visited. The team interacted with the Governing Body and Board of Management, a representative group of students, teachers, administrative and non-teaching staff, examination wing, parents, alumnae and the Principal. Earlier review reports by the University Autonomous College Committee were also examined. Based on this exercise, and keeping in mind the various criteria identified by NAAC, the Peer Team was able to make the judgement presented in this report. The assessment of the College under the various criteria, the commendable features of the college, areas where changes are required and the issues of concern are presented below.
Section 2: Criterion-wise Analysis
Criterion I: Curricular Aspects
The College has shown significant initiative in designing, revising and restructuring the curriculum, making effective use of the academic freedom granted after the conferment of autonomy to the College in 1988. Computer Science at B.Sc. in combination with other subjects such as Mathematics, Physics & Electronics and Mathematics & Statistics, Botany, Zoology, and Biochemistry are offered. The Department of Commerce offers distinctly new courses at the undergraduate level which are vocation and/or self-employment oriented. Such courses are reported to be trendsetters in the University and in the State. Regular periodic meetings of the academic bodies like Boards of Studies and the Academic Council take place. Involvement of expertise from other pioneer institutions is visible in curriculum development in all the subjects. The English department has introduced a new paper on Women's Writing as part of restructuring. The teachers of the department have compiled a book on Women's writing focussing on gender issues and concern for Women. The Department of Chemistry has introduced application oriented components in the third year practicals taking examples from current literature. Clinical biochemistry, drugs and pharmaceuticals are offered as elective papers. In addition to the effective restructuring of the syllabus, the Department of Mathematics has been offering a course in General Mathematics for arts and humanities students. The Department of Public Administration offers Regulatory Administration and Police Service in addition to the core curriculum. The Psychology department has introduced counselling as an integral component of the course work. The History department has restructured the curriculum introducing the history of Andhra Pradesh as well. The language department (Telugu, Hindi, Sanskrit and French) has also tried out innovative techniques in language instructions acting within the framework of the University-approved syllabi for these language courses. The Department of Office Management (vocational) has restructured the syllabus including Data Entry, Word-processing packages and DTP. The Department of Zoology has included interdisciplinary topics like Anthropology and Clinical Laboratory Technology in the syllabus as part of restructuring. Inclusion of the topics on medicinal plants is a major restructuring seen in the Botany syllabus. A hand-out on home remedies was compiled by the department with the total involvement of students of the Botany department. The Statistics department has introduced new topics which help the students in data interpretation for project and related work in all disciplines. The department of Computer Science offers an un-aided MS. programme in Computer Science in addition to offering various computer courses in combination with other subjects in different disciplines. The department of Social Work offers a Master’s in Social Work with definite thrust on field work. The department of Social Science involving Economics, History, Political Science, Mass Communication and Public Administration has also plans to start interdisciplinary academic programmes. A number of certificate programmes are offered independently by the college. About 40% of the courses are job-oriented.
The curriculum in all subjects is reviewed and updated once in three years. Syllabi of other Universities, national and international trends, faculty specialization, market trends and placement opportunities are taken into consideration by the Boards of Studies and the Academic Council in the curriculum revision. The freedom enjoyed by them to make curricular innovations as well as the options available for the students in the form of Certificate and Diploma courses have already earned a reputation for the college. A suggestion which needs serious consideration is the starting of a few more P.G. programmes which would help the vertical mobility of the undergraduate students.
Criterion II: Teaching-learning and Evaluation
The College, being a Catholic Minority institution, admits all the eligible minority applicants while the selection of other students is made on the basis of academic merit. As a minority institution, the reservation policy is not applicable. However, 1% of seats in each course are reserved for SC/ST students. During 1998-99 there were 1960 applications for 624 seats in the first degree courses. Admission to Master of Social Work (non-autonomous) is made on the basis of an entrance examination conducted by the Osmania University.
The students selected are initiated into the respective programmes of studies by an orientation in the first few classes. Formal and informal interaction of the teachers with the students help the college to determine the aptitude of the students for the selected courses. Remedial courses are offered for the weak students. With the conferment of autonomy the college has opted for a non-semester system with 50% internal assessment based on two internal tests and the remaining 50% on the basis of an external examination. While the internal assessment is made by the teachers concerned, the question papers of annual examinations are set and the answer scripts are evaluated by external examiners as proposed by Boards of Studies and approved by the Academic Council. Non-autonomous courses are offered according to the syllabi of Osmania University. Some of the departments assign credit to assignments, seminars, projects etc. in the internal assessment. There is provision for the revaluation of answer scripts after the external evaluation if necessary. However, the marks are altered only if the difference is over 15%. This policy can be given a second look and a more acceptable policy can be evolved.
The use of audio/video cassettes, overhead projectors, slides, and working models supplement regular classroom teaching. Guest lectures are also arranged with assistance from the academic or allied industrial establishments in order to enrich the learning experience of the students. Field trips and field work are integral components of the syllabi of many departments. The vocational courses have an on-the-job training component. Students are also encouraged to participate in dramatics, debates, seminars, mock sessions, paper presentations and group discussions in order to develop communication skills.
The college has dedicated and qualified faculty to handle various teaching programmes. There are 51 permanent teachers (16 Ph.Ds, 16 M.Phils and 29 post graduates) and 27 (3 Ph.Ds, 2 M.Phils and 22 Post Graduates) temporary teachers. An orientation programme is conducted every year for the newly recruited faculty. The recruitment of the faculty is through advertisements in the local newspapers and through interview by the selection committee and demonstration classes. The faculty is encouraged to attend various seminars and conferences apart from refresher and orientation programmes.
The college follows a self-appraisal method for faculty. Student feedback on teachers is also collected informally by the college. Three of the faculty have got the Best Teacher Awards of the AIACHE & the State Government. Two teachers were awarded the NSS National Award for the best programme officer and Commonwealth Youth Award for excellence in youth services, respectively.
Teachers recruited by the management (or those newly appointed) may be given the same salaries and governed by the same service rules as others.
Criterion III: Research, Consultancy and Extension
The college offers mainly undergraduate, and a few postgraduate, courses. However, the college is not recognized to offer the Ph.D programme. There is no ongoing research project funded by external agencies. Some teachers have published, and presented, papers in seminars. There is scope for creating a research culture among both students and faculty.
The college can offer consultancy services in the industrial and other sectors. Competent teachers and departments should be encouraged to offer consultancy. This exposure will not only enrich faculty but also help students.
The college has organized extension services. With the co-operation of an NGO (People's Initiative Network), it has helped in running Baiwadis. The college pays the salaries of the baiwadi teachers and it has also supplied freely slates, chalks, books and black boards. An adult education programme was also carried out for a period of five years in the slums of Malkajigiri. The women in these slums were also taught tailoring. A very active NSS programme has encouraged adoption of slums and offering of literacy programmes. Self-employment schemes, eye care and blood donation, HIV/MDS awareness are other helpful programmes. Many national and international awards were received by some students and teachers of the college.
The NCC is also very active. Many cadets have participated in various activities like trekking, para-sailing and mountaineering. Many have participated in the Republic Day Parade. Some of the cadets have won awards such as the Duke of Edinburgh Award, Governor's Best Cadet Award, Gold medal in Signals Award of the Lions Club, Hyderabad.
In order to provide all-round development of the students, coaching facilities for Yoga, and various sports like Basket Ball, Volley Ball, Table Tennis, Aerobics, Karate, Badminton, Chess and Carom are provided.
Criterion IV: Infrastructure and Learning Resources
The college has 8 acres of land in a busy area of Hyderabad. During the past 40 years the college has expanded its infrastructure facilities in the form of P.G. Block which is three years old and the old Block which is 22 years old. The college has spacious laboratories, class-rooms, auditorium, conference hall, prayer hall and library. In addition the college also has a sports ground, parking space, canteen and a guest room. The campus is well-maintained. There is sufficient budgetary provision for the maintenance and development of infrastructure and the work is monitored by a development committee.
The centralized library facility is housed in the new block and occupies 20,000 sq.ft. with a spacious reading hall. Students and faculty have open access to all the reading material. A text book bank facility exists in the library. The library holds about 36,000 volumes, 300 magazines, 27 journals and 250 video cassettes.
The computer facilities are centralized in the Computer Labs. In addition, a few computers are available in the office, examination branch and the library. The computers are maintained through Annual Maintenance contract. The computer facilities need to be augmented to meet the increasing requirement by all the students of the college. Internet facility needs to be provided so as to give the faculty and students easy access to internet browsing.
The laboratories are reasonably well-equipped. New instruments in the labs may be provided so that new practicals can be introduced in various newly started courses and the equipment can also be used for research work.
The college has a department of physical education with facilities such as the volleyball court, basketball court, badminton court, table tennis tables and some indoor games. During the past years students have participated in inter-collegiate tournaments conducted by Osmania University and some have participated in the All India Intervarsity championships. In order to strengthen the sports activities good sports women may be selected at the time of admission and some concessions in fee and attendance may be made.
The college offers various student welfare schemes in the form of merit scholarships, management scholarships, fee concessions and scholarships from the Poor Students' Fund. The college helps the faculty and staff by granting bank loans to them. There is a non-formal grievance redressal mechanism.
Criterion V: Student Support and Progression
The record of examination results and the student progression file revealed that the pass percentage of the students after the minimum period of study was very high. The college could achieve this high academic standard with the help of many dedicated members of the faculty. Academically weak students are helped by the teachers through remedial programmes in the subjects concerned.
Although 5% of the students drop out to join professional courses. It is reflected in the examination results. It is worth noting that graduates from this institution occupy prominent positions in academia, government and industry. Quite a number of them are self-employed also.
The feedback from students obtained regularly by the Principal is used by the college for improving the content as well as the method of teaching.
Financial assistance is provided to needy students. In the year 1998-99 scholarships worth Rs.1,85,844/- were given to deserving students. Out of this amount Rs.1,11,300/- came from the Management Poor Fund.
The personal counselling centre formed recently, has won the appreciation of the stakeholders for the its effective services. The Peer Team felt that this counselling centre may be used for career counselling also.
Many students of the special B.Com programme and some other courses are employed through placement services. The Peer Team is of the opinion that the college should start a formal placement cell for the benefit of all the students of the college.
The Alumni Association supports the development of the college. Much many be gained by its greater involvement in the development of the college.
The common room provides a venue for effective interaction among the students. The recreational facilities available there are satisfactory.
Criterion VI: Organisation and Management
The Management Committee and the Governing Body of the College meet often and they plan and monitor the functioning of the college in tune with the objectives of the institution. The keen interest shown by the members of the Governing Body in the day to day running of the college as well as in the future expansion is worth mentioning. The presence of educators from various streams of study is very fruitful for the academic planning of the college.
The internal co-ordination and monitoring is done by the Principal. The Principal is effectively supported by all the members of the faculty who serve as members on various committees. This team work is very useful in managing various programmes, curricular as well as co-curricular and extra-curricular activities of the college. The correspondent is in-charge of the monitoring of the activities of the non-teaching staff.
The Finance Committee meets often and monitors the income and expenditure pattern of the college. The report of the finance committee reveals that proper budgeting and auditing procedures are followed. The internal and the external auditing systems followed by the college are very helpful and found to be effective. The various departments of the college are also satisfied with the financial management of the college.
It will be very useful that the college conducts some professional development programmes for the non-teaching staff of the college. Computer literacy and office management programmes will be of great help to them.
Criterion VII: Healthy Practices
The Peer Team could identify a few practices which are conducive to the holistic development of the personality of the student. Some of them are mentioned below:
· Every student has to take at least one of the 12 certificate courses offered by the college.
· Every student is required to participate in any of the three programmes-NSS, NCC, Sports, which encourage team work and group experience.
· Starting of need-based self financing courses.
· Practice of yoga, meditation and classes on moral instruction which are helpful for the total development of personality.
· Project work by every student on the respective topics of their studies.
· Cordial relationship among the members of the teaching and non-teaching staff.
· Courses on computers and General Mathematics for all the students.
· Women empowerment programmes through the Domestic Workers' Movement and slum improvement programmes organised by the Department of Social Work benefit students.
Section 3: Overall Analysis
The Peer Team is impressed with the performance, progress and infrastructurel facilities of the college. The team is also convinced that a number of commendable features exist in the institution which ensure quality and standards.
The following features stand apart in this regard:
1. Excellent infrastructure facilities for curricular and extra-curricular activities
2. Use of modern aids, audio-visual and computer-aided approaches in teaching
3. Wide range of innovative and job-oriented courses which help students in career planning
4. Effectively monitored internal and external examination system
5. Interactive student-support systems
6. Excellent inter-departmental and student-teacher interaction
7. Appropriate utilization of academic autonomy
8. Well-appreciated extension activities and social work through National Service Scheme, NCC and by interaction with local NGOs
9. Importance given to project work, seminars and field work in the curriculum
10. Establishment of linkages with ex-students, local public, industrial and commercial institutions
11. Effective teacher participation in co-curricular, extra curricular, social and cultural activities and
12. Responsive and effective administration.
While continuing to progress along the established lines of educational development assuring quality and academic standards, the college would also consider the following growth perspectives:
1. Introduction of a few more post-graduate courses in a phased-manner
2. Establishment of an Educational and Career Counselling Bureau
3. Availing of UGC-Schemes for research, and other outside plan allocations from the UGC as well as other national funding agencies
4. Conduct of periodic seminars and workshops with particular emphasis on modern teaching and evaluation techniques
5. Improvement of the facilities and provisions for the professional advancement of teachers including the teachers of the unaided programmes and
6. Initiating steps to introduce self financed courses of study.
The college has been rendering excellent service in the area of undergraduate teaching since its inception in 1959. Innovations have been made in many areas of the curriculum and outside. The teachers, students, non-teaching staff and administrators are highly motivated and innovative. The potential of the college in Human Resource Development, particularly in Women Empowerment, is great and it deserves maximum encouragement.
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