Institutional Accreditation of
St. Xavier’s College, was founded by the Archdiocese of Goa in June, 1963. It was started as a small college, affiliated to Bombay University with an intake of 150 students. It offers 9 subjects in arts, 4 subjects in science including mathematics. Initially, the college was located in the high school premises and in 1968 moved into the present campus which was built exclusively for the college. The campus consists of an area of 22 acres and it is situated on the heights of Xaviernagar which has a commanding panoramic view of the surrounding ghats, greenery and villages.
The college began offering post graduate courses in physics, botany, English, philosophy, Portuguese and economics in 1969. The courses of study are affiliated to Bombay university. Subsequently Psychology (3 papers) in 1970, Konkani, in 1983, the official language of Goa, microbiology as a vocational course in 1984, and Life Science in place of botany in 1985 were added.
In 1985, Goa University came into existence and through an ordinance, all the colleges situated in Goa were brought under the jurisdiction of this new born university. Postgraduate courses which were earlier offered by the college, merged with Goa University, reducing the college into an undergraduate institution.
The college, however, continued to expand horizontally at undergraduate level and introduced faculty of Commerce, Computer Science, Electronics and Computer Application. Thus the college has grown despite the limiting policies of the Goa University, into a major multi faculty institution offering several modern disciplines of importance like Microbiology and Computer Application.
In the academic year 1998-99 the college applied for accreditation by the National Assessment and Accreditation Council and submitted a self-study report in the month of June 1999, which is a pre-requisite for undertaking the evaluation exercise. The NAAC constituted a peer team consisting of Prof. M. Malla Reddy, Former Vice-chancellor of Osmania University, Dr. M.R. Kurup, Principal of KET’s Vaze College, Mumbai, and Prof. K.E. Radha krishna, Principal of Seshadripuram College, Bangalore, as members of the panel to evaluate the institution and to validate the self-study report submitted by the college.
Accordingly, the peer team visited the institution on 26th 27th and 28th August, 1999, interacted with the Principal of the college, the Faculty in the respective with the Principal of the college, the Faculty in the respective departments, Members of the Managing Council, Governing Body, the Students, the Parents, Alumni, Non-teaching Staff (collectively), Teachers (collectively), the Functionaries associated with various Associations, Unions, Councils, etc. The peer team also verified facilities and infrastructure available in the departments like library, laboratories, administrative office, hostels, gymkhana, canteen, N.S.S. office, N.C.C. unit office, playgrounds, in detail and the following report is the result of these 3 days exercise:-
St. Xavier’s College is a minority institution with the characteristic mode of religious based education emerged in the form of a complex, multi-purpose educational institution. It is because of the sincere endeavour of the Goa Diocese, during the last 35 years, the institution has earned great reputation and considered a centre of excellence. However, the evolutionary process of the institution appears to have been affected by the academic policy of the University which has withdrawn Post Graduate courses from the colleges. A rethinking on this issue will promote academic vibrance on the campus. The college, is therefore, offering highly prescribed conventional curriculum. Due to lack of academic autonomy, the role of the faculty in the curriculum development and restructuring of the courses, at the undergraduate level is marginal.
There are 1,515 students enrolled in different disciplines of the college, in the Faculty of Science 490, Faculty of Arts 540 and Faculty of Commerce 485. An analysis of the students’ composition indicates that, the college, despite the fact that it is a catholic religious minority institution, caters to the needs of the catholic students, as well as non-Catholic students (60% non-Catholic students). It is important to note that the institution did not lay any barriers in the matter of admissions on the basis of religion, sex and caste.
In conformity with its major objective, which is fostering knowledge, St. Xavier’s College has built up over the years an unique institutional socio cultural climate, under which the character of the students is being moulded. The institutional climate leaves no scope for students’ unrest, indiscipline, and a conscious effort is made to inculcate moral and social values in the younger generation. The College believes in promotion of faith in God and personal dignity of man.
But for the academic scenario of higher education in Goa and its policies with reference to post graduate education in the degree college, the institution could have probably made a bigger contribution by expanding in several areas. Unless there is an effective way of insulating good colleges from negative academic policies, the chances of further growth of these institutions is obviously hampered.
Criterion I: Curricular Aspects
Though the college was founded primarily to enable catholic students to pursue quality higher education non-Catholic students are also admitted without discrimination. It aims at providing a balanced all-round education to make students intellectually alert and disciplined citizens, promoting belief in God and personal dignity of man and fostering cultural, social and moral values symbolic of our nations heritage.
In order to find compatibility with these goals, the college has offered B.A./B.Sc. and B.Com. programmes of Goa University with electronics, botany, microbiology, mathematics, compute science, physics, chemistry in the science stream, philosophy, sociology, English, history, psychology, economics, political science, Hindi, Marathi, Konkani, French and Portuguese in the Arts stream, and in Commerce. The curriculum is prescribed by the University of Goa and the student course options are limited to the courses offered by the university. The college had to follow the university system in its curriculum management. Yet, subjects like electronics, microbiology, computer science, are introduced as career oriented programmes.
As a complement to achieve the goals set by the institution to itself, weekly Value Education classes are conducted compulsorily, aiming to inculcate moral values among students. Associations like Nature club, Women’s Cell, Science Association, Theatre Club, Communication Club, Languages Association, N.S.S. and N.C.C. expose students to varied experiences and help them in their personality development. Though there is no structured arrangement to obtain feedback from students and employers on the teaching programmes, the Principal, through the Vice Principals, informally gets to know about academic functioning. College-Industry-neighbourhood networking is used effectively in strengthening computer education especially at the B.Com. level. With the limitations associated with the affiliating system, the college has done appreciably well in fulfilling the objectives of achieving academic excellence and the religious and moral goals envisaged by the founders of this Institution.
Curriculum aspects such as models and structuring, review and re-making, holistic purpose, etc may be deliberated on periodically by the whole college community.
The admissions are made as per the regulations of Goa University, and the Government of Goa. No aptitude tests were given at the time of admission. But the college provides bridge/remedial courses to educationally disadvantaged students especially in B. Com. courses in subjects like mathematics, financial accounting and costing. Advanced learners are encouraged to participate in quiz, eloqutions, essay writing, etc. There is a comprehensive teaching plan for every term in the academic year done at the beginning of each term and completion of teaching schedule is supervised meticulously.
The two mid-term examinations, one in October, and another in March, are also used for monitoring mid-course review. Teaching is supplemented by learner-centered methods like, seminars, symposia, field-trips, etc., but use of technical tools like OHP’s, audio-visual, multimedia, internet, etc., was not evident. There is a scope for improvement in this area.
Teachers are recruited by open selection as per government regulations. The professionalisation and commitment of teachers, at least in an appreciable majority among them is commendable. Though there is a self-appraisal system, other professional ways of making performance appraisal are absent.
The college has enough resources to appoint and pay temporary and ad hoc teaching staff. Guest lecturers are invited quite often to give lectures on different topics. Four teachers have presented their papers in national/international conferences.
Faculty development programme of the entire teaching staff is organised annually on the themes of general importance to benefit the entire faculty. Two teachers of this college have been recognised for their meritorious services with awards conferred on them by the State. Teaching-learning-evaluation processes remain essentially conservative and conventional.
Being only an undergraduate college, research, consultancy and extension are not very prominent. Yet, there are three teachers who hold Ph.Ds. and seven others are doing research work leading up to their Ph.D. and another seven have done research work, on their own either publishing articles or writing books. The college makes available financial support given by the U.G.C. to the teachers who pursue research activities, by giving them study leave and the financial assistance available under the scheme. The extension activities are mainly through the N.S.S. which undertakes health and hygiene awareness, adult education, AIDS awareness, environment awareness, blood donation camps and social work programmes. Some teachers also assist other institutions, like high schools and nursing schools by giving teachers special academic assistance. Though some good work is done in this area, there is enough scope for promoting individual and experimental research.
As mentioned in the self-study report, the college has provided 9,400 sq. Mts. built-in area, modern construction and architecture. The college functions in 3 blocks, Block-I consists of 3 storeys, divided into 18 classrooms. In this block in addition to 18 classrooms, there are 6 laboratories - chemistry with an area of 480 sq. mts., physics with 150 sq. mts., botany with 85 sq. mts., microbiology with 150 sq. mts., electronics with 75 sq. mts., and Psychology with 80 sq. mts.
Exclusive accommodation is provided to all H.O.D’s and one common staff room for each department. In the second block - which is allotted for Arts, there are altogether 4 classrooms, one Vice-Principal’s room and 3 common staffrooms - 2 for women and 1 for men.
The administrative block consists of the ground and the first floors with one big hall which can accommodate 300 students, a stage for cultural activities, a common room for girls with toilets, a computer room, N.S.S. office, etc., form a part of this block. On the first floor of this block the administrative office is situated with all the required facilities. The Principal’s office has an exclusive sitting room for guests and the Vice-Principal’s chamber. Besides this, there is a prayer room and 9 residential rooms, common dining hall for the priests’ staff. There is also a seminar room for conducting various workshops, etc. One important feature of college building lies in the systematic planning of various facilities, like toilet rooms provided in each block. The infrastructure provided is used optimally, and the college has a master plan to build a separate block to house the library, auditorium and audio-visual centre.
Library & Hostel
The college is provided with a massive library with an area of 950 sq. mts. out of which, 300 sq. mts. are meant for stocking books and the rest of the accommodation is for reading. There are altogether 30,082 books worth Rs.23 lakhs. Besides the college subscribes to 100 magazines, reviews, weeklies, etc. Attached to the library there is extension counter of the Central Bank of India. There is a small hostel which can accommodate 60 students. However, for various reasons there is not much demand for hostel accommodation.
The college has taken meticulous care to beautify the institutional premises with plants and landscaping at the entrance of the institution.
The college issues a prospectus which contains information about admissions, fees, library rules, course structure and papers, and an academic calendar. Admissnion is given on merit, 50% seats are reserved for catholic students. A number of students of the colleges are well palced - notable among them being Shri Ramakant Khalap, former Minister of Law, Govt. of India, Datta Naik, Scientist of NASA, U.S.A., Dayanand Narvekar, former Dy. Chief Minister of Goa.
The college collects Rs.50/- from each student and the amount is used for helping needy students, by way of payment of fees, exam fees, etc. Besides, Govt. Freeships, scholarships are available to all students who are eligible for the same. A Counselling and Employment information cell exists to give information about vacancies as and when notified by companies. The computer vocational students are placed for on-the-job training during the vacation. Career guidance lectures are arranged for the benefit of students.
Besides strictly implementing the curricular activities, there are many extra-curricular activities. Sports and games are encouraged. Clubs, such as Nature, Debating, Communication, and Indian Languages, encourage all-round development of students. A notable feature of the college is Value Education. Regular lectures are arranged in order to inculcate cultural, social and moral values. These classes are well attended by students. The institution provides an excellent platform for all-round and holistic development of students.
The college managed by the Dioceses, has set up a Governing Council, with the Bishop as the Chairperson. As per the Goa University Act, there is a local Managing Committee with representation of Teachers (2), and Non-Teaching Staff (1). The day to day administration is carried out by the Principal with the assistance of the Vice-Principals, H.O.D.’s and Chairpersons of various committees. The teacher representatives also participate in decision making. Staffing pattern and policy are prescribed by the University of Goa. There is an annual formal performance appraisal system. There is a formal evaluation of staff other than self appraisal. A few teachers have undergone orientation and refresher courses.
Student evaluation is based on the two term-end exams. The average of marks scored at the two exams is the basis of pass or fail at the First/Second Year degree. Third year exams are conducted by the university at the end of the 3rd year degree course.
Computers are used in the office administration largely as a typewriter - no software is available or developed, except for examinations.
The college receives full salary grant from the government. Non-salary expenditure is also met by the govt. according to the grant-in-aid formula. The Management bears the deficit, if any, besides maintenance of building, etc. During the last two years, there were no deficits on the revenue account. The college has regular source of income by way of rent from canteen, extension counter of Central Bank of India, sale of fruits from well wishers, and parents. During the last year, it mobilised over Rs.400,000/- by way of fund raising.
Regular budgeting and statutory auditing procedures are adopted. The budgets are approved by the Local Managing Committee, which has representatives from the staff. The financial position of the college is sound. Though the administrative philosophy is highly functional, more interactive inputs would further strengthen it in achieving its goals.
The role of the Management in the augmentation of revenue and in the corporate master planning of future extension and development may be more dynamic and democratic.
There are a number of healthy practices followed by the college. Moral education is the single most important healthy practice for fulfilling the mission of the college. Though there are no self-financing courses, a few job oriented and need based courses have been started, such as B.Sc. computer science, electronics, microbiology, and U.G.C. vocational courses in computer applications for B.Com., with interactions, with nearby industries for on-the-job training and placement.
Two of the teachers have received awards from the State Govt. 7 members of the teaching staff are engaged in doing Ph.D. in chemistry, in maths & statistics, botany. Two teachers have ongoing research programmes funded by the U.G.C. and the Goa Foundation.
St. Xavier’s College of Arts, Science & Commerce is one of the few best colleges in Goa. It has evolved into one of the prestigious institutions in Goa. It is evident from our interaction with students, parents and alumni that to be a student of St. Xavier’s is a privilege and only bright students succeed in getting of admission to the college.
The college is endowed with rich infrastructure which include imposing buildings on the top of the hill, adequate library, laboratories, computer lab, etc. The college is an aided institution and it is sound in its financial resources. Except academic decisions like curriculum building, the college has all the freedom for undertaking several developmental activities.
The college is working for autonomous status which it richly deserves. The college has brought out many renowned personalities according to the alumni meet by the Peer Team. Based on our evaluation under different criteria, the following suggestion are offered for the consideration of the institution:
1. In view of the growing importance of computer knowledge, special efforts should be made to make everyone in the institution - faculty, staff and the students computer literate. For this purpose the institution may extend computer facilities by adding at least another 50 to 60 computers in addition to the existing 30 computers. All students may be helped to acquire mathematical skills outside the curriculum, irrespective of their subject of specialization.
2. Project based research, which is a part of the curriculum in the final year, should be strengthened. It is desirable that undertaking projects are published in order to create public awareness in areas of study and to build up the image of the college in the neighborhood. Project work which forms an integral part of the curriculum, though pursued in small scale, is pursued with a purpose. Some of the findings based on this micro level may be published and seminars may be organised at the college level around these thematic, empirical experiences which will give a sense of joy to students involved, reinforcing their interest in such academic exercises.
3. Every member of the faculty should be encouraged to undertake research work specially by those who do not possess research degrees (Ph.D.s). Such teachers should be given special financial assistance by the institution both in the interest of the individual career of teachers and institutional standards.
4. There appears to be serious constraints in pursuing research work due to the discriminatory treatment of Goa University towards degree college teachers. Steps should be taken to create a central instrumentation centre and a central information dissemination centre exclusively for the benefit of affiliated colleges with the support of the University Grants Commission. The college should mobilise resources for creating an adequate corpus fund to support attending/organising conferences and workshops. This is necessary in the context of explosion of knowledge and updating the knowledge of the faculty.
5. The college may explore the possibility of creating R & D Cell, for undertaking “institution-industry relationship”, interaction with University Grants Commission and other national funding agencies.
6. The college may design and offer enrichment programmes in order to prepare students for competitive examinations.
7. Alumni Association may be reactivated.
8. The college may undertake extension activities in several areas for in-service teachers, and others interested in further education. This could be offered in the mode of Distance Education generating income for the institution.
9. Based on our interaction with students, the Peer Team was happy that the institution provides an ideal climate for teacher-evaluation by students. The degree of maturity the perspectives with which the students articulated on various issues go in favour of this suggestion.
10. In our interaction with teachers, we noted that staff meetings are held once in a month. These meetings may be used for deliberation on academic and professional issues. The meetings may help teachers to share there class room and other relevant experiences and issues like variations in scores obtained by students’ in internal evaluation and scores in annual examinations conducted by the university.
-o0o-