Assessment Report on
Institutional Accreditation of
Sri GVG Visalakshi College for Women
(Autonomous)
Udamalpet, Tamil Nadu
Section 1 :
Preamble
Sri GVG Visalakshi College
for Women (Autonomous), Udamalpet affiliated to the Bharathiar University
volunteered to be assessed & accredited by the National Assessment and
Accreditation Council (NAAC), Bangalore as a natural sequence of their
continuing search for and commitment to quality and excellence in higher
education. The college, accordingly,
submitted in November 1999 its Self-Study Report to the NAAC which then
constituted a Peer Team to visit the college for the purpose of assessment with the following members : Dr.A.N.P.
Ummerkutty, Former Vice Chancellor, Calicut University as Chairman, Dr. R.
Seshadri Naidu, Director, Academic Staff College, S.V.University, Tirupathi,
and Dr. Sr. M.Olivia (A.C) Principal, St.Agnes College, Mangalore as members of
the team. The Peer Team visited the
college on 20th and 21st January 2000 and carried out the work assigned to it.
GVG College for Women is the
only women’s Autonomous College under the Bharathiar University - started in
1952 as junior college by the well-known industrialist-philanthropist Sri
G.V.Govindaswamy Naidu to honour the life and
mission of his daughter Visalakshi, the college has had a steady
growth. It is now one of the
prominent women’s colleges under the
Bharathiar University with nearly 1500 women students, 75 teachers and 10 UG
and 4 PG departments. It is heartening
to note that nearly 50% of the students enjoy some financial assistance and an
equal percentage is accommodated in the
hostels.
It is also of interest to
note that the college opted for assessment and accreditation by NAAC because of
their conviction that “only quality lends credibility to the institution” and
that this quality as a culture would facilitate the institution to grow in the
upward & outward directions towards enrichment & empowerment of the
young women entrusted to its care.
The college has specific
goals and objectives which they have preferred to sum up in just one phrase,
‘Empowerment of Women Through Woman Making Education’. The goals include, among other things, i)
offering a variety of programmes towards imparting sound knowledge; ii)
equipping students with healthy attitudes and aptitudes, abilities and skills
towards their integrated personality development; iii) preserving and fostering
Indian Culture and iv) giving special education with appropriate inputs towards
the empowerment of women. These are indeed
worthy objectives and it is a pleasure to find that the authorities are
striving to translate the goals into reality.
The Peer Team studied and
analysed the Self-Study Report and other relevant materials made available to
them by the NAAC. During the visit to
the institution the members focussed their attention on validating the
information and data available. They
visited all the academic, administrative and other supportive units of the
college, held detailed discussions with all its constituent units and
scrutinised all the relevant documents.
Extra and co-curricular facilities, library, computer centre, play
grounds, hostels, canteen, etc. were fully covered.
On the basis of the site
visits to various facilities, in the light of the discussions held with the
Principal, the College Committee, the Governing Council, faculty, students, the
parents, alumni and other related
groups, and guided by the criteria evolved by NAAC, the Peer Team assessed the
quality of education imparted to students at the Sri GVG Visalakshi College for
Women (Autonomous), Udamalpet. The
assessment of the team in terms of the criterion-wise approach and overall
analysis, along with the commendations and suggestions are presented in the
following pages.
There are 12 departments in
the college, offering 22 programmes to students. The programme option includes 10 UG, 4 PG, 2 M.Phil 3 Ph.D, 2
diploma and 1 certificate courses thus providing a wide range of options to
rural women students. The certificate
and diploma courses are highly career oriented. The other programmes are also designed to meet career needs to
some extent.
The curriculum has been
formulated meticulously to cover visible, invisible and need-based
components. The visible component helps
students to improve proficiency in languages and to improve knowledge in core,
allied and application-oriented subjects of their choice. A special paper on ‘Life Oriented Education
for the Empowerment of Women’ is also offered to empower them to play their
varying roles in the society effectively.
The invisible component aims to promote co-curricular and
extracurricular activities among all the students. The college has started a Leisure Time Activities Centre in the
campus to provide training in Hindi, typewriting, shorthand, tailoring,
embroidery, karate and music. These
activities provide ample opportunities for students to develop additional
skills for self-employment, wage employment and self-defence. Hindi classes provide opportunity to promote
national integration. Computer Learning
in the form of a certificate course for UG students and diploma courses for
UG/PG students are offered under the need-based component of the curriculum to
prepare students for the future in the field of Information Technology. Laboratory work, field work and field
placements are incorporated in the curriculum both at UG and PG levels
including arts subjects such as B.Com, history, economics and English. The college has undertaken the unique macro
project on the Heritage of Indian Culture in terms of 1300 Kolams, 3511
proverbs and 157 lullaby, marriage and folk songs.
Certain additional inputs are used in the curriculum
to facilitate learners to compete in UPSC exams, to prepare them for future
careers and to develop skills for employment.
Inter-disciplinary papers are included in the curriculum to make it more
appropriate to needs of students. B.Sc
Computer Science and B.B.M were introduced recently on self-financing basis.
The computer course for teachers & students and certificate course in Functional English were introduced
recently.
The curriculum is formulated
with the help of regular Boards of Studies, expert committees and national
curricular sources to meet the local, regional and national needs. The curriculum comprises self-study papers,
modules and units to provide appropriate learning experiences to students. The curriculum is implemented within 6
months after conceptualisation and reviewed periodically based on the feed back
from students, faculty and expert members.
Although the college is
located in a rural area and opted for autonomy only 4 years back, sincere
efforts have been made to diversify the courses with flexibility to achieve
institutional goals. It is, suggested
to introduce additional job-oriented diploma and certificate courses to help
women students in the rural and tribal areas. The process could be expedited.
The feed back mechanism may be made more scientific and more often. It is also
suggested that steps may be initiated to introduce more vocational elements in
degree courses, particularly in more traditional type courses.
The college maintains 160
teaching days out of 180 working days spread over two semesters. Admissions are
made through interviews, on the basis of academic records and a combination of
these following the rules of the TN state government. Modular syllabi, maintenance of notes of lessons, use of audio
visuals, guest lectures, extraordinary lectures, team and interdisciplinary
teaching have helped in maintaining the quality of teaching. Learning activities such as project work,
practicals, field visits, industrial training, seminars, case studies, quiz,
group discussions and internship are the other avenues of learning provided to
students apart from classroom instruction.
Workshops and exhibitions are organised to update and sharpen the
knowledge and skills of students. The
audio-video cell of the college library has 3 separate divisions one each for
science, arts and language groups for arranging audio-video lessons. Students
are directed to watch the UGC country wide class room programmes regularly to
strengthen classroom learning. The students are motivated for self-study
habits. A bridge course in English for
the first year UG students and remedial courses for students are conducted
satisfactorily. This helps greatly the
language capabilities of students. 85 % of the class-work is carried-out by
full time faculty.
90% of the faculty have at
least one-step higher qualification than the minimum level. Teachers have
attended orientation programmes and refresher courses, seminars and workshops
to improve their professional competencies.
They are also engaged in preparing reading materials and organising
meetings by faculty improvement clubs. Teachers have shown enthusiasm to learn
computer related aspects. The
institution follows the self-appraisal method to evaluate teacher
performance. The Head of the Department
and the Principal also monitor the performance through feedback. Deficiencies
are intimated to teachers for improvement.
The college should introduce peer group evaluation to improve teaching
performance further. The feedback may
be collected in a more detailed and systematic manner.
The evaluation of student
progress is made scientifically basis following continuous and comprehensive
assessment procedures in the ratio of
25:75. The college has
constituted examination committees as cross functional teams for smooth conduct
of semester exams. Single valuation for UG and double valuation for PG is
adopted. There is provision for
supplementary test, re-totalling, re-valuation, improvement, re-appearance and
moderation. The moderation aspect may be reviewed and done away with gradually.
A noteworthy feature of the evaluation system is publication of results within
15 days of the last examination. Views of the students on teaching-learning and
evaluation are collected through a feed-back mechanism and follow-up action
taken on some of the issues. Students
are given an opportunity to appeal the Grievance and Appeals Committee for
redressal of any exam problems.
Teaching-learning and
evaluation strategies are satisfactory.
However the Management should motivate teachers to develop national and
international linkages for promoting teaching and research. Autonomy should
help the college not only to introduce innovative teaching-learning and
evaluation methods but also to develop higher intellectual skills among
students to achieve the goals of the institution. State and national level seminars, conferences etc. could be
organised every year at least by PG
departments.
Seven teachers guide research scholars. Teachers
have published two workbooks in English, one textbook in English, 4 in Tamil
and 1 in history. Research activities
are weak in the college at present and needs immediate attention for remedial action. A research committee should be constituted
to promote/monitor research activities at least on locally important
problems. Teachers should also be
encouraged to submit minor research proposals to the UGC and other funding
agencies. Teachers should make efforts
publish articles.
Extension activities are
undertaken by the 9 affiliated clubs of the college with focus on environment,
Women’s Development, Consumerism, Health Care and Security services. Students have been motivated to plant trees
and nurture them individually and jointly with the Rotary Club. The college has undertaken socially
important outreach programmes. Two
state level seminars were organised on consumer awareness involving women from
rural areas, panchayats and municipalities.
Students also participated in blood donation camps organised by NGOs
like the Rotary, Lion and Inner Wheel.
Avenue plantations and ‘one family one tree’ concept in the
neighbourhood villages carried out by the students are worth mentioning. The science faculty conducted a one week
in-service training programme to middle school teachers sponsored by the TN
State Council for Science and Technology.
The College carried out some important outreach programmes on population
education, health education, environment education and computer education. Teachers
and students have participated in extension activities voluntarily; Students
organised a one day seminar on ‘Voter’s Awareness’ on the eve of recent
elections to the Parliament.
The Management should
appoint a teacher to supervise and improve extension activities relevant to the
community. Further teachers may be
encouraged to provide consultancy services to rural women to the extent
possible on items such as literacy, savings schemes, DWACRA, CMEY, etc. The college must try to harness the talents
of all students through extension activities.
A word will have to be added
here about the importance of research in autonomous colleges. Unlike mere
affiliated colleges, the latter are supposed to undertake initiatives in
organising some meaningful research and consultancy activities at least in the
post-graduate departments. The Peer Team found that this change in perception
is yet to take root in the 4 Post-graduate departments of the GVGV College. The
authorities will do well to consider this problem seriously and take remedial
measures.
The college established in
1952, has not only expanded programmes of study, but has also made concerted
efforts to improve infrastructure facilities and learning resources. This has resulted in making the programmes
viable and their quality enhanced. The
monetary contribution of Rs.67 lakhs made by the Management towards providing
additional infrastructure and basic amenities during the last four years,
speaks of its philanthropist outlook and farsighted vision of bringing
relevance and modernity in the college.
The infrastructure seems to
be quite adequate for present needs.
There are 36 well furnished classrooms, seven spacious laboratories
which are well planned and are provided with the necessary apparatus and
fittings and generator facilities; a properly designed audio-video room with
all modern equipment and gadgets, a well equipped library - all these provide
basic infra structure and adequate learning resources. Besides, the spacious auditorium to house
the entire student community and the large assembly hall make it possible to
hold common meetings and programmes, curricular, co-curricular and extra
curricular events and thus add enrichment.
The playground and games room with various sports facilities both
outdoor and indoor, provide opportunities to acquire skills and practice in
physical education. The college
canteen, the facility of co-operative stores, the nursing room for the sick are
expressions of the college’s concern to respond to the personal needs of
students. The ‘Leisure time activities
centre’ is a noteworthy addition to provide opportunities for gaining
additional skills such as stenography, tailoring, communication and language
skills, thus increasing the scope for employability among the students.
The college has set up an
independent evaluation unit giving careful thought to the layout of its
structure and plan so that all phases of the examination work take place in a
successful, systematic and confidential manner.
The three hostels on the
campus with all residential facilities including the mess which provides
wholesome food and ample water facilities, houses more than 500 students. Students from distant villages are enabled
to pursue higher education because of the residential facilities available on
the campus.
Faculty members in various
departments use different teaching methods including the OHP, instruction
material and audio-visual aids. The
‘Life oriented education’ committee has compiled the study material and has
brought out two books which are used by learners. Staff members are involved in
bringing out publications in the form of textbooks and workbooks.
The college gets publicity
for its courses through the annual prospectus which is printed and made
available during the time of admission. Details of any new courses started are
made known to neighbouring schools and thus the number of students required for
new courses is ensured.
The high percentage of
passes in the summative exams in the UG and PG is indicative of the systematic
and consistent efforts made by the college to provide instruction and learning
experience and motivation for learning.
The college arranges programmes in academic and career counselling. Much more effort needs to be made in this
direction, especially to arrange coaching in competitive exams and civil
services.
The college collects
feedback from students regularly and has taken steps to follow up the
suggestions made by them to improve facilities as well as opportunities for
learning in order to strengthen future careers. Students are provided with
recreational facilities - physical education and games. TV and Deck for
entertainment as well as knowledge enhancement. Regular entertainment programmes and competitions in the field of
culture, music and household arts are organised. Apart from these many students spend leisure time usefully by
getting trained in stenography, tailoring, carnatic music, karate and language
skills. Classes in computers are also
made available to interested students.
Participation in sports and
NCC has enabled many students to compete at the inter-collegiate, state, and
national level tournaments, camps and such other events. A number of students have done their college
proud by winning accolades both in sports and NCC events at the state and
national levels.
Out of 1431 students 647
were beneficiaries of state government scholarships amounting to Rs.8,91,616
during the last academic year, while
the Management renders financial assistance to many students towards payment of
tuition fees, hostel fees, stationery and medical bills.
The Management of the
college pays attention to providing additional infrastructure and launching new
and relevant programmes as well as improving the quality of existing
programmes. It bears in mind its
responsibility of guiding the faculty to keep up the quality and status of
autonomy. Constant encouragement is
given and opportunities are provided regularly to members of the faculty to
update their knowledge and skills through regular enrichment programmes and
also utilise the FIP schemes of the UGC.
However more encouragement needs to be given to improve their knowledge
component by undertaking research and publication work on a wider scale.
The Principal of the College
co-ordinates the educational processes and programmes on the campus by playing
her many-faceted role effectively.
There is good networking among functionaries so that proper
co-ordination is established between the academic, co-curricular and
extra-curricular aspects of education.
The entire organisation and
subsystems are being managed with participatory involvement with the Management,
the Principal, faculty, administrative and technical staff and students playing
their respective roles in proper co-ordination and sound communication. From the students side the college union and
office bearers assisted by the class representatives and guided by the staff
advisors actively involve themselves for a successful running of the autonomous
system.
The organisational set up
and the management of education, on the whole, has established an enabling
environment conducive to striving for progress and success. Administrative roles, educational and
organisational roles when combined effectively paves the way to strive for
excellence.
Being a leading Women’s
College in a predominantly rural setting, the most notable feature of the
college is that it has given primary attention to evolving courses that
increase the empowerment potential of its products. All the courses started
after becoming autonomous testify to this.
The syllabi of various courses are prepared to achieve this primary
goal. An intimate and effective
supervisory arrangement through the participation of quality circles is
noteworthy. Another interesting feature
is that teachers are encouraged to share their academic experience and
knowledge with the rest of the faculty through regular discussions and meetings
organised by the faculty improvement club.
For example, teachers who have undergone F.I.P programmes share their
enriched experiences in meetings specially convened for the purpose. Outstanding
women achievers are invited to give special lectures to the student community.
The Principal is easily
accessible to all the faculty and students.
An interesting feature is the regular daily meeting of the
office-bearers of the students union with the Principal every morning. In such meetings student representatives
bring to the notice of the Principal all the important problems which are
attended to immediately. The result is
that problems are not allowed to accumulate.
What is described as internship
to students is another very healthy practice followed by the college. By this method, some students are sent to
banks and other establishments every day to work there for the whole day thus
enriching themselves with work experience for a while. Students are thus exposed to a wide range of
practical skills as part of their studies.
The close co-operation that exists among different segments of the
college community is particularly notable.
The Management is generous, meeting all the developmental needs of the
institution. Faculty and students
extend full co-operation to the Principal.
Sri GVG Visalakshi College
for Women (Autonomous) is located in a rather backward area of Tamil Nadu and
therefore has rendered valuable service to the people of that area particularly
the women segment. Being a PG college
and the only autonomous women’s college under the Bharathiar University, the
institution has been instrumental in offering a variety of life-oriented
courses to young girls around its locality.
There are no PG programmes in science subjects but the accessibility of
computer education at different levels is a boon to this backward area. A close-knit integration exists between
different constituencies of the institution including the Management. This along with the vigorous functioning of
various committees helps the college in maintaining good discipline and fairly
acceptable standards. The college has
many noteworthy features in its functioning and they are enlisted as
commendations. The Peer Team also
wishes to offer a few suggestions for the betterment of the institution. They are enlisted separately.
Commendations:
·
The
Curricular division is really attractive : Part I Tamil incorporates materials equivalent to one of the I.A.S.
papers in Tamil language & literature, so that students get an orientation
towards all India competitive examination.
·
Part
IV is also thoroughly recast to include
‘General Awareness’ in the first year,
again an orientation to competitive examinations; and ‘Life oriented education
for empowerment of Women’ in the second year. This communicates to students
necessary background information to achieve this goal.
·
Another
interesting item of the curriculum is what they call ‘Invisible Component’ (Part V) in which extra-curricular and co-curricular
activities are included such as Hindi learning, typewriting, tailoring, karate,
dance, music, etc., and the NSS and the NCC.
To get the degree, a pass in Part V is essential.
·
Computer
certificate course under Part VI is also noteworthy.
·
Great
stress laid on field visits, institutional exposures, seminars, project works,
guest lectures, etc., in the teaching process is impressive; teaching of folk songs by village women is
particularly attractive.
·
The
formation of examination committees with 5 members as cross functional teams to assist in the conduct of
semester exams.
·
Return
of internal test answer scripts to students, thus maintaining a 25% transparency in the evaluation is a good
practice.
·
93%
of the teachers have higher degrees than the required minimum and 73% have some
certificate or diploma in computer education.
·
More
than 40% of the students stay in the hostel
·
Nearly
50% of the students get some kind of financial assistance.
·
Important
achievements by college sports women in the university teams (such as kho-kho, kabadi and badminton) is good
·
Involvement of NSS girls in such useful activities as maintenance
and arrangement of library books, nurturing and watering of the innumerable
plants in the college campus and the organising celebrations are worth
mentioning.
·
43
faculty members took advantages of the computer course to earn a certificate in
CECS (Computer course in Essential
Computer Software) is notable
·
Formation
of I.A.S. study circle with 45 motivated students towards effective self
preparation for taking up competitive exams is very encouraging.
·
Student
representation Boards of Studies and the Academic Council is a special
feature.
·
Organisation
of a seminar on ‘Exam Reforms’ by students with students themselves as resource persons is indeed
laudable.
·
Reviewing
of the curricula by external review committee with outstanding persons is
encouraging.
·
Internal
auditing of the valued answer scripts of the semester exams by the auditing
committee of teachers is a progressive step.
·
Existence
of Faculty Improvement Club is geared to enrich and empower teachers.
·
An
ingenious method of collecting rain water in an underground sump for laboratory
use throughout the year is an attractive feature
·
‘Save the Book Project’ by NSS volunteers and
teachers prolong the life span of books in the library
·
Ten
Gold medals have been contributed to the first rank holders of various courses
by family members of the founder. This is indeed commendable.
·
The
text book prepared by the college on the ‘Life Oriented Education for
Empowerment of Women’ could be reviewed every two years or so to make it truly
reflective of an ancient, but multicultural progressive society. Different
portions may be got validated by competent outside experts.
·
Text
materials for ‘General Awareness’ course can also be subjected to a similar
process.
·
Though
there are 4 PG departments there is no Research Activity worth mentioning. Some beginning will have to be made to
fulfil the requirements of an autonomous existence. To plan, encourage and to monitor research activities a Research
Committee may be constituted.
·
Consultancy
should attract the same attention. A
Consultancy Cell may be constituted to plan, execute and monitor the
consultancy services of the college.
There is good scope for much medium level consultancy activities.
·
Similarly
a Placement Cell may be formally constituted to help women students in getting employed
after completing their courses. The
cell can contact potential employers and arrange placement interviews.
·
An
alumni organisation may be encouraged
·
Though
some programme options are available to students particularly in Part IV and V
a more rational choice based credit system may be introduced for all degree
courses.
·
Some
self-made suggestions of the college authorities (Pg-8, Self-Appraisal Report)
are quite relevant and top attention may be given by them for their
implementation.
·
There
is no self-appraisal scheme for teachers.
This may be introduced as per UGC guidelines.
·
There
is no linkage with national or international agencies. Some linkage could be explored.
·
A
couple of full-time research fellowships may be attracted from some sponsoring
agencies, that will help to create a research culture.
·
Achievements
of students in life in general and competitive exams in particular will have to
be maintained on a continuous basis to motivate other girls.
·
Some
linkages with local industries and colleges of the Coimbatore District seem to
be an immediate necessity. Attempts may
be made in that direction
-o0o-