Belgaum Integrated Rural Development Society –Naganur’s
BACHELOR OF SOCIAL WORK COLLEGE
TUKKANATTI-591224
Taluka:Gokak Dist:Belagavi State: Karnataka
Email-bswc.bct@gmail.com Phone: 08332-284678/Mob: 9844103526 Website: www.bsw-birds.org
Accreditation
SELF STUDY REPORT
2015
Submitted To:
PREFACE
It gives me immense pleasure to submit the Self Study Report (SSR) of our college to the National Assessment & Accreditation Council (NAAC), Bangalore for Accreditation in compliance of our LOI requirements for further quality sustenance, enhancement and improvement of the college.
Not to rest on our laurels, we are extremely pleased to submit this self study report of our college for accreditation. By this humble submission, we offer ourselves for quality inspection to serve better in future by getting accredited. This self study report has been prepared as per the norms set by NAAC and gives an insight into our efforts of scaling new heights and raising the bar further. The multi-faceted achievements of our students recorded in our report bears testimony to the Effectiveness of our new endeavours.
May the Quality Education, we impart to our students in BSW College enlighten their minds and enthuse their hearts towards always aiming high.
This report is the outcome of the collective efforts of the entire campus community. I deeply appreciate the wide involvement and sincere, collaborative effort of the entire team. The college is striving for excellence in higher education by adopting innovative initiatives, acquiring new skills and employing new techniques.
Hope we shall have the pleasure of hearing soon from you on your decision on Peer Team Visit for Inspection.
Principal
CONTENT
Page
1. Preface :
2. Profile of the College :
3. Executive summary :
4. Criterion-wise Analytical Report :
i. Curricular Aspects :
ii. Teaching-Learning and Evaluative :
iii. Research, Consultancy & Extensions :
iv. Infrastructure and Learning Resources :
v. Students Support and Progression :
vi. Governance, Leadership and Management :
vii. Innovations and Best Practices :
5. Evaluate Report of the Departments :
S
ECTION
B :
1. Profile of the Affiliated / Constituent College
01. Name and address of the College:
Name BIRDS BACHELOR OF SOCIAL WORK COLLEGE, TUKKANATTI. Address BIRDS CAMPUS, TUKKANATTI, GOKAK TALUK
City: BELAGAVI Pin: 591224 State: KARNATAKA Website www.bsw-birds.org
02. For Communication:
Designation Name Telephone with STD Code
Mobile Fax E-mail
Principal Prof. B K Barlaya 08332-284678 098441-03526 08332-224435 barlayabk@gmail.com Vice Principal Not Applicable NA NA NA NA Steering committee coordinator Principal himself (as we are a small college) 08332-284678 098441-03526 08332-224435
03. Status of the Institution: Affiliated College
Constituent College Any other Specify
04. Type of Institution:
A. By Gender B. By Shift
01 For Men Regular
02 For Women Day
03 Co-education Evening
05. Is it is recognised minority institution? No.
If yes, specify the minority status (Religious/Linguistic/any other) and provide documentary evidence. Not Applicable.
06. Source of funding. Government Grant in Aid Self financing Any other .
07. A. Date of establishment of the college: 04th June 1991. B. University under which college is affiliated: RANI CHENNAMMA UNIVERSITY,
BELAGAVI.
C. Details of UGC recognition:
Under section Date and Month of recognition
Remarks (if any)
01. 2(f) 02/05/1997 Nil
02. 12(b) 27/07/1998 Nil
(Enclose the Certificate of recognition u/s 2 (f) and 12 (B) of the UGC Act)
d. Details of recognition/approval by statutory/regulatory bodies other than UGC (AICTE, NCTE, MCI, DCI, PCI, RCI etc.)
Under section Recognition/A pproval details. Date/Month/Ye ar Validity Remarks 01 NA NA NA NA 02 NA NA NA NA 03 NA NA NA NA 04 NA NA NA NA
(Enclose recognition or approval letter)
08. Does the affiliating university Act provide for conferment of autonomy (as recognized by the UGC), on its affiliated colleges?
Yes No
If yes, has the college applied for availing the autonomous status?
Yes No
9. Is the college recognized
a. by UGC as a College with Potential for Excellence (CPE)?
Yes No
If yes, date of recognition: Not Applicable
b. for its performance by any other governmental agency?
Yes No
If yes, Name of the agency ……… and Date of recognition: ……… Not Applicable
10. Location of campus and area in Sq.Mts. Location Rural Campus area in sq.mts 8 acres Built up area in sq.mts 3153 Sq Mts
11. Facilities available on the campus (Tick the available facility and provide numbers or other details at appropriate places) or in case the institute has an agreement with other agencies in using any of the listed facilities provide information on the facilities covered under the agreement.
Facility Yes/No Number/Remarks
Auditorium/seminar complex with infrastructural facilities
Yes 01 – Exists in BIRDS KVK (part of BIRDS) main building but used by college also for major programs
Sports facilities: Play Ground Yes 01 – Used by college as well as school run by mother organisation (BIRDS)
Swimming Pool No
Gymnasium No
Boys Hostel – Number of Hostel
One One hostel with 22 rooms which can accommodate 66 inmates
Boys Hostel – Inmates 42 Including PG and UG students enrolled in 2014-15 for hostel
Boys Hostel – Facilities Details given
Attached bath rooms, toilets, meeting hall and seminar hall
Girls Hostel – Number of Hostel
One With 14 rooms which can accommodate 42 inmates
Girls Hostel – Inmates 25 Including PG and UG students enrolled in 2014-15 for hostel
given hall and seminar hall Working women hostel No
Number of inmates N.A
Residential facility for teaching and non teaching staff
Principal Quarters 01 Built and provided by BIRDS under different projects of it in early 2000-2005
Teachers Quarters 03
Non-Teaching staff 05
Cafeteria 0ne Run by college on contract basis by the staff of organisation
Health Centre Not
available
Emergency health support is provided at college and later support of 2 local doctors sought with whom college has contract
Qualified doctor N. A College has contracted with 2 local doctors who provide emergency treatment services.
Qualified Nurse N.A
Facility like banking, book shop, post office
Book shop available
Book shop run by one of the staff of the organisation,
Bank and Post office available at 1.5 km distance.
Transport facility to cater to the needs of staff and students
Two Jeep available
Many of teachers are provided with two wheelers by BIRDS.
There are two Jeeps used for emergency transportation.
Public transport available at 500 mts distance from campus.
Animal House Yes
Biological waste disposal No Not required in social work education. Generator and other facility Yes Generator, Xerox, Computer, Internet,
etc
Solid waste management Yes
Waste management Yes
Water harvesting No Natural ways of constructing contour bunds followed,
12. Details of programmes offered by the college (Give data for current academic year) SN
. No
Program level Name of the program Duratio n Entry Qualifica tion Medium of Instructi on Sanctione students strength Number of student admitted 01 Undergradua te Bachelor of social work 3 years PUC pass Kannada /English 50/class 40 02 Post Graduate Master of social work 2 years Pass in degree Kannada /English 30/class 28 03 Integrated Program – PG NA NA NA NA NA NA 04 M. Phil NA NA NA NA NA NA 05 Ph. D NA NA NA NA NA NA 06 Certificate courses NA NA NA NA NA NA 07 UG diploma NA NA NA NA NA NA 08 PG Diploma NA NA NA NA NA NA 09 Any other (specify) NA NA NA NA NA NA
13. Does the college offer self financed programs?
Yes No
If yes, how many?
14. New programs introduced during the last five years (if any)
Yes No Number
15. List the departments: (respond if applicable only and do not list facilities like Library, Physical Education as departments, unless they are also offering academic degree awarding programmes. Similarly, do not list the departments offering common compulsory subjects for all the programmes like English, regional languages etc
Faculty Department (e.g Physics, Chemistry, etc) UG PG Research Arts NA NA NA NA Science NA NA NA NA Commerce NA NA NA NA Any other – specify
Social Work BSW MSW Nil
16. Number of Programmes offered under (Programme means BA, BSc, MA, M.Com…)
A Annual system NA
B Semester System, 02 (BSW and MSW)
C Trimester system NA
17. Number of programs with
A Choice based Credit System MSW
B Inter Multi disciplinary approach BSW
C Any other (specify)
18. Does the college offer UG or PG program in Teachers Education?
Yes No
If yes, (a) Year of introduction of the program... (dd/MM/YYYY) and number of
batches of that completed the program - Not Applicable.
(b) NCTE recognition details (if applicable) Notification No... Date... (DD/MM/YYYY)
(c) Is the institution opting for assessment and accreditation of Teachers Education Program Separately?
Yes No
19. Does the college offer UG or PG program in Physical Education?
Yes No
If yes, (a) Year of introduction of the program... (dd/MM/YYYY) and number of
batches of that completed the program - Not Applicable.
(b) NCTE recognition details (if applicable) Notification No... Date... (DD/MM/YYYY)
validity...
(c) Is the institution opting for assessment and accreditation of Physical Education Program Separately?
Yes No
20. Number of Teaching and Non-Teaching Positions in the institution:
Teaching faculty Non
Teaching staff Technic al staff Professor Associate Professor Assistant Professor M F M F M F M F M F Sanctioned by the State Government - - - - Recruited - - - - Yet to recruit - - - - Sanctioned by the management - - 11 - 05 - 12 - - - Recruited - - 10 01 01 04 06 06 - -
21. Qualification of the teaching staff: Highest
qualification
Professor Associate Professor Assistant Professor Total
Male Female Male Female Male Female
Permanent Teachers
D.Sc/D.Lt Nil Nil Nil Nil Nil Nil Nil
Ph.D Nil Nil 01 Nil Nil Nil 01
M. Phil Nil Nil 03 Nil Nil Nil 03
PG Nil Nil 06 01 Nil Nil 07
Temporary Teachers
Ph.D Nil Nil Nil Nil 01 Nil 01
M. Phil Nil Nil Nil Nil Nil Nil Nil
PG Nil Nil Nil Nil Nil 04 04
Part-Time Teachers
Ph.D Nil Nil Nil Nil Nil Nil Nil
M. Phil Nil Nil Nil Nil Nil Nil Nil
PG Nil Nil Nil Nil Nil Nil Nil
22. Number of Guest/visiting faculty engaged with the college 23. Furnish the number of students admitted to the college during last four academic
years.
Category Year 01 (2013-14) Year 02 (2012-13) Year 03 (2011-12) Year 04 (2010-11) Male Female Male Female Male Female Male Female
SC 12 05 12 07 10 07 05 08
ST 02 04 01 03 01 01 05 02
OBC 92 30 108 26 122 24 121 29
General 01 02 06 02 12 02 19 01
Others Nil Nil Nil Nil Nil Nil Nil Nil 03
24. Details on enrolment in the college during the current academic year:
Type of students UG PG M.Phil Ph. D Total Students from the state where
college is located
104 52 Nil Nil 156
Students from other states of India
Nil Nil Nil Nil Nil
NRI students Nil Nil Nil Nil Nil
Foreign Students Nil Nil Nil Nil Nil
Total 104 52 Nil Nil 156
25. Dropout rate in UG and PG (average of last two batches):
UG 15.1% PG 11.1%
(Total number of students admitted of whom completed BSW and MSW) 26. Unit cost of education
(Unit cost = total annual recurring expenditure (actual) divided by total number of students enrolled) a) Including salary component Rs.32256/- b) Excluding salary Component Rs.13726/-
27. Does the college offer any program/s in Distance Education Mode?
Yes No
If yes,
a) Is it a registered centre of providing Distance Education Program of another University?
Not Applicable.
b) Name of the University which granted such registration? Not Applicable,
c) Name of the programs offered? Not Applicable,
28. Provide Teacher students ration for each program offered?
BSW – 1: 14 MSW – 1: 12
29. Is the college applying for accreditation: Cycle 01 Cycle 02 Cycle 03 Cycle 04 Re-assessment (Cycle 1refers to first accreditation and Cycle 2, Cycle 3 and Cycle 4 refers to re- accreditation)
30. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment only) N.A
Cycle 1: ……… (dd/mm/yyyy) Accreditation Outcome/Result….….... Cycle 2: ……… (dd/mm/yyyy) Accreditation Outcome/Result……... Cycle 3: ……… (dd/mm/yyyy) Accreditation
Outcome/Result……...
* Kindly enclose copy of accreditation certificate(s) and peer team report(s) as an annexure.
31. Number of working days during the last academic year.
32. Number of teaching days during the last academic year
(Teaching days means days on which lectures were engaged excluding the examination days)
33. Date of establishment of Internal Quality Assurance Cell (IQAC) - Not App IQAC ……… (dd/mm/yyyy) 223 days 210 dayday s
34. Details regarding submission of Annual Quality Assurance Reports (AQAR) to NAAC. AQAR (i) ……… (dd/mm/yyyy)
AQAR (ii) ……… (dd/mm/yyyy) AQAR (iii) ……… (dd/mm/yyyy) AQAR (iv) ……… (dd/mm/yyyy)
35. Any other relevant data (not covered above) the college would like to include. (Do not include explanatory/descriptive information)
Our college is second college to Karnataka state imparting professional social work
education at undergraduate level when started in 1991 after Roshni Nilaya. But we
were the first rural based college even then. Even today though there are quite a large
number of BSW Colleges within the coverage area of our university, we have
maintained our own identity in admissions, teaching and result.
Though we are located in rural area, we have been conducting a State level seminar
with name SANKALPA since 2008 every year. Large number of participants from
Executive Summary
BIRDS BACHELOR OF SOCIAL WORK COLLEGE was established by Belgaum Integrated Rural Development Society – Naganur, which is one of the well known NGO based at Naganur village in Gokak taluk, Belgaum district. BIRDS is found by a prominent social activist, Mr. R M Patil who started BIRDS with registration under Karnataka Society Registration Act of 1960 in the year 1980. Since its inception, BIRDS has been involved in social development activity and was finding acute shortage of trained professional social workers. Hence the founder of BIRDS Mr. R M Patil, thought of promoting Bachelor of Social Work College where rural youth can get trained in professional social work and work for social development. Hence he approached Karnataka University, Dharwad 1991 and prepared background for starting a college which provide professional training for rural youth in social work. He had to visit Mangalore (Roshni Nilaya), Mumbai (TISS) for collecting modal syllabus and submitting to university as introduction of BSW was new for whole university. Finally university gave permission to start a new educational course namely BSW in 1991 and gave affiliation to our college.
Village Tukkanatti is located 20 km away from taluk headquarter namely Gokak which comes in Belgaum district of Karnataka state. Tukkanatti/Gokak is located in between Western Ghats which covers Belgaum taluk and starting of dry land from Bijapur district. Being agriculture based area, Tukkanatti and surrounding villages were facing common social problems like illiteracy, child labour, early marriage, alcoholism, indebtedness, caste discriminations, seasonal un-employment, lack of good health and communication services and others. In this situation, RM Patil along with his contemporaries decided to promote a social organisation namely BIRDS with a vision and mission of “To work towards building a society based on the values of Equality, Justice, Peace, and Participatory Development and ensure a Sustainable environment, especially for a holistic development of the weaker sections”. To support his initiatives local community members of Tukkanatti village came forward to donate 102 acres of land where present BIRDS campus is located. Accordingly BIRDS started different social responsive programs like School, IED, milk production centre, literacy class and others where they wanted to hire professional social workers to work at ground level. Then (in 1991), social
work education was confined to MSW level only that too was concentrated in university campus (only few university campus like Bangalore, Mysore, Dharwad, Gulburga and Roshni Nilaya at Mangalore). As it was difficult to find suitable personnel to work at Grass rout level, Shri. Patil, decided to approach Karnataka University, Dharwad to get permission for starting a college to train rural youth in professional social work.
Following its, inception on 04th June 1991, college has passed through different phases of growth. Since 1991 to 1997, college was going through annual affiliation system and in 1997 got recognition with UGC under section 2(f) of UGC act. In 1998, college got permanent affiliation from Karnataka University Dharwad and recognition under section 12(b) of UGC act. Following that though college applied for development grant from UGC, it was denied the support for the reason of being self financed college (recognised as permanently un-aided college by the state government). In 2008, BIRDS took another initiative to start PG department in social work. Accordingly we submitted application to Karnataka University, Dharawad and started MSW department. Presently 5 batches of students have passed out and 6th batch is its final year.
Following getting permanent affiliation status from Karnataka University, Dharawad, college underwent 3 triennial inspections in 2001, 2004, 2007, and two five year inspection in 2010-11 and 2014-15 for continuation of affiliation. With beginning of Rani Chennamma University at Belagavi, along with other 356 colleges of Belagavi, Bagalkot and Bijapur districts, our college also got transferred from Karnataka University to Rani Chennama University, Belagavi in 2010-11.
Following transfer of the college from KUD to RCU, some major changes took place in teaching learning activities at PG level. As long as we were part of KUD, post graduate education in social work was in generic mode. But with introduction of new syllabus by Rani Chennamma University, specialisation system was started in Post graduate education. Accordingly, we started offering specialisations in Human Resource Management, Community development and Medical and Psychiatric Social Work.
Regarding academic performances, since the beginning college has been doing good performances in examination. During the twenty years of affiliation with Karnataka
University, Dharwad, we have bagged all the three ranks (first, second and third) in most of the years. This was possible due to presences of long experienced teachers who are working with the college from the beginning though we are an unaided college. Of the 11 teaching faculty of UG section, 3 are working from 1991, 1 from 1994, one more from 1997 and rest from 2000 onwards. Regarding curriculum content both the theory and practical are given equal importance in social work education at UG and PG level. As part of field work different components like field visits, structural experience laboratory, school placement, agency placement, community work, special camp and micro-research activities are practiced at both level. Students are guided to document their experiences in the form of field work report which is assessed at the end of each semester by the panel of examiners consisting of external and internal appointed by university.
Though it was difficult to get sufficient number of students for admission in initial years, there was good response for admission from year 2001 onwards. Accordingly college also started system of calling for applications, conducting written tests, oral interviews and final selection of students. Due to increase in number of similar college around the vicinity, once again we started giving direct admission to students from 2012 for BSW degree. Whereas for MSW out of 30 intake capacity given by University, 50% of the seats are allotted by university through Common entrance test system, remaining 50% is filled by the management. Presently, we have 104 students in UG section and 52 students in PG section.
We follow the curriculum provided by University as we are an affiliated college, but provide opportunity for the students to learn beyond syllabus through creating extra learning opportunities. Teachers of our college are also part of framing the syllabus being the members of Board of Studies. Prof. B K Barlaya, Prof. S M Jirlimath, Prof. GS Uppar and Prof. AA Kamble have worked as members of BOS many times in KUD and RCU as well. Prof. Barlaya and Prof. Jirlimath were part of committee consisted for framing the syllabus when Rani Chennamma University got started. All these components are explained in further section on criteria wise input.
2. Criteria - wise Inputs
CRITERION I: CURRICULAR ASPECTS
1.1: Curriculum Planning and Implementation
1.1.1 State the vision, mission and objectives of the institution, and describe how these are communicated to the students, teachers, staff and other stakeholders.
BIRDS in its full name Belgaum Integrated Rural development Society is a NGO working for development of weaker section with vision of “To work towards building a society based on the values of Equality, Justice, Peace, and Participatory Development and ensure a Sustainable environment, especially for a holistic development of the weaker sections”. Keeping this vision, BIRDS started to work in different areas of development intervention including Education, Health, Agriculture, Community Organisation and disability prevention. As already mentioned with the aim of developing rural youth in professional social work, BIRDS promoted college of social work with the name BIRDS BACHELOR OF SOCIAL WORK COLLEGE, at its 102 acres of campus at Tukkanatti. Objectives of college include following:
To provide first hand exposure to poverty, women and child development efforts,
To impart professional skills of social work to youth at graduate level, to help them to analyze social structure and to contribute for social change,
To provide manpower to work at grass root level in the field of social development,
Work for social development of our total society.
As soon as a new staff is recruited, we have a system of conducting orientation cum training for new comer which will be taken up by their immediate supervisors. Similarly during welcome day program for beginners and group dynamic sessions for students who newly enrol to the college, we reserve a session on Introduction of organisation where experienced staff will orient the students and stake holders about the vision, mission and objectives of college,
1.1.2 - How does the institution develop and deploy action plans for effective implementation of the curriculum? Give details of the process and substantiate through specific example(s).
First of all curriculum is developed and finalised by University and college has to adopt itself to it. College has limited role to play in development of curriculum. But one of the strength is
Jirlimath, Prof. A A Kamble, Prof. G S Uppar are involved as Members of Board of Studies in social work of University. When Rani Channamma University started in 2010-11, Prof. Barlaya and S M Jirlimath were members of BOS who played important role in formation of Social work syllabus. Later Prof. Kamble and Uppar became BOS members for two more years and presently team is on its way preparing BSW syllabus in par with CBCS norms which will be introduced from year 2015-16.
At the college level we hold staff meeting in the beginning of every semester to discuss and share the responsibility of subject allotments. Initially everyone will read the syllabus and if they do not understand the content then there will be discussion among the members. These meetings are held once in every semester. Allotment of subject will be done taking in to consideration following points such as expertise in subject, work load of each teachers and ability of teachers also. We also use ICT in teaching such as PPT presentations, etc.
1.1.3: Specify the initiatives taken up or contribution made by the institution for effective curriculum delivery and transaction on the Curriculum provided by the affiliating University or other statutory agency.
1. The affiliating University provides information on the new syllabus in time. 2. Most of the senior teachers have been included on the board of studies.
3. By conducting workshops on nature and composition of curriculum in every subject which gives pedagogical insights to the teachers.
4. The institution supported all kinds of creative activities for making teaching and learning process meaningful and enjoyable.
5. The departments are provided academic autonomy to design programs to support the current curriculum.
6. ICT facilities are provided for effective teaching.
7. Special lectures are organized to update the students with latest developments in the subject.
8. Library and internet facilities are provided to both teachers and students to support learning.
1.1.4: How does the institution network and interact with beneficiaries such as industry, research bodies and the university in effective operationalisation of the curriculum?
College has its own system of networking with different stakeholders for implementing the curriculum more effectively. The stakeholders with whom college developed networking include:
a. Old students, b. Industries,
c. Private Social welfare agencies, d. Governmental organisations, e. Colleges teaching same subject.
Regarding networking with old students college has encouraged students to form alumina association and social networking. Current students and old students interact with each other through using this yahoo and Google groups for seeking clarification on the subject and on getting additional information. Senior most old students are kind enough to spend their times for guiding and directing young ones.
These old students are also invited in the college as guest speakers to share their experiences and speech on the given subject. At least ten to twelve such sessions conducted every year.
Regarding industries, private social organisations and government organisations their co-operation is extensively utilised for effective implementation of curriculum. As it is well known professional social education gives equal importance for class room learning and field based training. Class room learning is facilitated by the faculty of the college, whereas field based training is facilitated with co-operation of the above organisation. Students are placed for their field work in organisations like industries, nongovernmental organisations, hospitals, primary health centres and other government departments who have social role. At the masters degree level this placement is based on the specialisation that student has opted for (human resource management, community development and medical and psychiatric social work) where as at the bachelors level the placement is based on the student ability and the interest. Students go to their respective agencies two days in a week and learn by practically involving in the activities of agency.
For effective implementation of curriculum we also network with other BSW college under Ranichennamma University and create opportunity for mutual learning. Students of our college visit their colleges as students from other colleges do visit our college. Special learning opportunities are created in the form of seminar, workshop where more than 20 social work colleges participate every year.
1.1.5 What are the contributions of the institution and/or its staff members to the development of the curriculum by the University?(number of staff members/departments represented on the Board of Studies, student feedback, teacher feedback, stakeholder feedback provided, specific suggestions etc.
Regarding the contribution of the institution in development of curriculum following steps have been initiated.
a) Participation of teachers in BEO and BOS,
Regarding involvement of teachers in Board of Examination and Board of Studies following details are furnished
SL.No Name of teachers Membership details
01 Prof.BK Barlaya BOS member of Ranichannamma University Belagavi BOE member of Rani channamma University Belagavi BOAE member of Rani channamma University of Belagavi BOE member of school of social work Roshini nilaya- Mangalore
BOS member of Karnataka University Dharwad till 2011. BOAE member of Karnataka University Dharwad
BOS member of Karnataka University Dharwar
02 Prof.SM Jarlimath BOE member of Rani Channamma University Belagavi BOS member of Rani Channamma University of Belagavi. BOE member of Mangalore University
BOE member of Karnataka University of Dharwar
03 Prof.GS Uppar BOE member of Rani Channamma university Belagavi BOS member of Rani Channamma University Belagsavi BOE member of Karnataka University of Dharwar O4 Pro.AA Kamble BOE member of Rani Channamma university Belagavi
BOS member of Rani Channamma University Belagsavi BOE member of Karnataka University of Dharwar
In the first BOS meeting of Rani Channamma University ( for social work ) in the month of April-May 2011 Pro.Barlaya and Jarlimath actively participated and contributed for development of student friendly curriculum which is in implementation now. Currently the syllabus is in the process of review and up gradation to meet to the requirement of CBCS pattern.
The college also hosted teacher representatives meeting at BIRDS campus Tukkanatti in the month of April 2011 to discuss the strengths and limitations of curriculum of Karnataka University and recommend a holistic curriculum for Rani Channamma University. This meeting was organised on the request of Vice-chancellor of Rani Channamma University. Nearly 20 teachers from about 14 colleges attended this curriculum review workshop and contributed for development of a updated curriculum. College submitted the final report of this workshop to the University which was later reviewed by the Board of Studies.
College has promoted a system of collecting feedback on curriculum from the students formally and informally. In the informal system the students opinion regarding subjects, contents , method of teaching, areas needing information are collected through oral sharing
method during the welcome day , annual Day and subject last working day. This is done regularly from the beginning and the major suggestions and recommendations are incorporated in to teaching practice from time to time. We have also started collecting feedback through formal means from the students since 2014. An assessment form consisting of 15 criteria was prepared. And each student is asked to fill the separate form for every teacher. We are in the process of compiling this data and major observations of students will be considered for modification.
1.1.6: Does the institution develop curriculum for any of the courses offered (other than those under the purview of the affiliating university) by it? If ‘yes’, give details on the process (’Needs Assessment’, design, development and planning) and the courses for which the curriculum has been developed
College has not developed any curriculum for regular courses as both the courses which college teach (BSW and MSW) are in par with university curriculum. But college has developed curriculum for short term courses like Personality development session, carrier guidance program, volunteers training under Gandhi Study Centre and trainings which it implements as part of students field work activities.
1.1.7: How does institution analyze/ensure that the stated objectives of curriculum are achieved in the course of implementation?
As already mentioned earlier, college has system of regular staff meeting once in a semester where objectives and contents are shared among the teachers. During the process of semester, Principal and respective teachers keep regular track of syllabus and see that all content of curriculum are completely imparted to the students and nothing is half done. Through this mechanism, complete execution of curriculum is monitored.
Regarding ensuring student’s level of understanding of curriculum, it is done through system of conducting 2 class tests in every semester where teacher issues the question papers and asks the students to answer. Same way for the practical papers oral examination in the form of Viva-voca was held at the end of the semester by external examiner and student’s level of understanding is assessed. College also ensures imparting life skills and values which are very essential for a person to grow as professional social worker is completely inculcated by student.
1.2 Academic Flexibility
1.2.1: Specifying the goals and objectives give details of the certificate/diploma/ skill development courses etc., offered by the institution
College does not conduct any specific university approved certificate/diploma/skill development courses. But short term courses for over all development of students are conducted frequently based on the need of students and availability of resource persons. Some of them include:
1. English learning class – Evening classes for all residential students in the odd semester for 2 hours a day on Monday, Tuesday and Wednesday,
2. Personality development workshop of two days for all the newly enrolled students for BSW and MSW course in the beginning of the year,
3. Genius workshop for the students to develop their ability of creative learning and mental power,
4. Street Play workshop for the students as part of field work activities as street play is one of the important media for sensitising the people,
5. Samarasa Vedike and Spoorti vedike for development of non academic skills like speech, debate, stage courage, program management, etc
1.2.2: Does the institution offer programmes that facilitate twinning /dual degree? If ‘yes’, give details.
No. Our college has no such provisions.
1.2.3: Give details on the various institutional provisions with reference to academic flexibility and how it has been helpful to students in terms of skills development, academic mobility, progression to higher studies and improved potential for employability. Issues may cover the following and beyond:
• Range of Core / Elective options offered by the University and those opted by the college
• Choice Based Credit System and range of subject options
• Courses offered in modular form
• Credit transfer and accumulation facility
All these components are applicable to post graduate course offered in our college. In Master of Social Work course there is specialization and students can opt any specialization of their
choice. University has provided for three specializations namely Human Resource management, Community Development and Medical and Psychiatric Social Work and our college is offering all the three as it is.
There is CBCS system in practice for the students of PG since the beginning of Rani Channamma University (2011) before which it was generic course offered by Karnataka University, Dharawad. There is only one elective paper where student can opt the papers of his choice offered by other departments. But as ours is single faculty college, students are encouraged to select common subject so that we can create teaching learning opportunity with in the college itself. Hence in every semester, we organize special lecture on elective course for the benefit of students who were supposed to take course of other department.
• Lateral and vertical mobility within and across programmes and courses
• Enrichment courses
As already mentioned earlier in section 1.2.1 different enrichment courses are organised for the students which also include National Service Scheme and so on.
1.2.4: Does the institution offer self-financed programmes? If ‘yes’, list them and indicate how they differ from other programmes, with reference to admission, curriculum, fee structure, teacher qualification, salary etc.
No. College offers only university approved UG and PG education in social work.
1.2.5: Does the college provide additional skill oriented programmes, relevant to regional and global employment markets? If ‘yes’ provide details of such programme and the beneficiaries.
The College provides additional skill oriented programs which are stated below:
1) The teachers of the various subjects make an arrangement for conducting the seminars after discussing with the interested students in their respective classes. The seminars are related to the various subjects and concepts taught from social science faculties as related to regional and global employment markets,
2) The teachers of the different faculties provide assignment works relating to the preparation of project reports which are most probably related to Multi-purpose Societies, Financial Institutions, Panchyats, Primary Schools, High Schools, Public works etc.
3) The teachers provide the additional responsibilities to the selected students of various classes regarding arrangement of PPTs covering the important concepts and the problems as related to innovative activities, skill activities, the consequences and the effects of privatization, liberalization, globalization etc.
4) The Department of Computer while conducting computer application classes for the degree students provide basic and practical knowledge relating to the
a) Tally: - Providing the basic knowledge regarding the conducting of accounting works in the office of the various respective institutions.
b) M S office: - Providing the primary knowledge for the innumerable essential activities for effective and efficient performance of office setup which is the heart of respective institutions.
c) Internet: - Providing operational works for collection of statistical data covering the wide field specifically jobs works, project works etc.
1.2.6: Does the University provide for the flexibility of combining the conventional face-to-face and Distance Mode of Education for students to choose the courses/combination of their choice” If ‘yes’, how does the institution take advantage of such provision for the benefit of students?
As we are teaching UG and PG in single faculty there is no such opportunity available for students. All the subjects here are compulsory subjects and combination or choice system may come up in the new syllabus which will be introduced next year
1.3: Curriculum Enrichment
1.3.1: Describe the efforts made by the institution to supplement the University’s Curriculum to ensure that the academic programmes and Institution’s goals and objectives are integrated?
The goals and objectives of the institution are to prepare the rural youths by providing quality higher education, so as to enable them to involve in social and national development activities and to face the global challenges. These goals and objectives of the institution are reflected through mission of the institution. Our institution is providing PG and UG programmes in social work as per the university curriculum and supplementary curriculum designed by the college and organize co-curricular activities to integrate the goals and objective of the institution with university curriculum. The objective of overall personality development of students is achieved through curriculum
As it is well known professional social work education aims at preparing social workers who are ready to work for upliftment of disadvantaged using different methods of social work. One of the important methods is social work administration where in students learn various functions of administration namely Planning, Organisation, staffing, Direction, Coordination, Reporting and Budgeting. Our parent organisation BIRDS organise various field programs like conventions, world AIDS Day, women day, etc where in our social work students are involved as volunteers through which they learn practical experience of program management. Similarly we also organise state level convention on social work inviting students, teachers and practitioners in social work to learn and enrich themselves.
1.3.2: What are the efforts made by the institution to enrich and organize the curriculum to enhance the experiences of the students so as to cope with the needs of the dynamic employment market?
We organise series of programs for enriching the experience of students so as to cope with the needs of dynamic employment market. Some of the special events included in this regard are:
a. Involvement of students in various field action projects like street play demonstration, pulse polio program, awareness jathas, etc,
b. Organising Sankalpa seminar on social work every year since 2009 inviting social workers from all over Karnataka and creating an opportunity for learning by doing and sharing,
d. Deputing students to PUC Colleges and high schools as resource person and facilitators for conducting youth leaders camp, after SSLC what? Carrier Guidance program for PUC students, etc so that they will get firsthand experience of managing a program,
e. Organising samaras vedike and spoorti vedike as a platform for learning non academic activities,
Through all these programs and events students develop skills of communication, stage courage, management skills, presentation skills, announcement skills, critical observation skill, etc which are necessary for competing in dynamic employment markets.
1.3.3: Enumerate the efforts made by the institution to integrate the cross cutting issues such as Gender, Climate Change, Environmental Education, Human Rights, ICT etc., into the curriculum
University has included following subjects for all the degrees as compulsory papers.
1. Indian Constitution for students of 1st semester,
2. Environment studies and human rights at 2nd semester
3. Personality development and communication skills for 3rd semester
4. Computer application for 4th semesters.
Through teaching these subjects, many of the above listed areas like environment education, Human rights, ICT etc are taken care by itself. In BSW and MSW we also have supportive subjects like Disaster Management, Legal system in India, Women empowerment, etc where issues pertaining to gender discrimination, climate changes etc are also addressed.
As mentioned earlier social work education aims at preparing social workers to work with marginalised and socially vulnerable groups. Women, Children, Aged and Disabled are considered as special groups who need special attention by society. Hence social work students are taught about different issues pertaining to these groups where gender is one of them.
College also started Gandhi Study centre with support of University Grant Commission in 2011 and this centre was supported for 2 years by UGC. (Currently support is withdrawn as our college is considered as self financing colleges because we do not receive any grant from
the government) During the support period series of activities are organised towards women empowerment and related issues also.
1.3.4: What are the various value-added courses/enrichment programmes offered to ensure holistic development of students?
♣ moral and ethical values
a. Evening prayers in boys and girls hostel for residential students,
b. Field visits to social organisations rendering services to humanity including charity hospitals, destitute homes, mental hospitals, etc,
c. Celebration of special days like Ganesh Chaturti by students (Installation of Ganesh idol and worship for a week), Independence day, Republic day, Gandhi Jayanti, Children’s day, Vivekanada Jayanti, etc,
d. Activities through NSS, Youth Red Cross Society, and other wings of the college,
♣ employable and life skills
a. Samarasa Vedike where different social skills like speaking, debate, program management, team work etc are developed,
b. Personality development and career guidance programs,
c. Personality development and entrepreneurship development workshops, d. Participation in Job fairs and seminars organised by different companies,
♣ better career options a. Placement cell and its activities,
b. Career guidance and counselling centre, c. Participation in Job fairs and udyoga melas,
d. Linking current graduates to old students through BIRDS BSW network,
♣ community orientation
a. Field work activities of college done as part of curriculum, b. NSS and special camps,
c. Activities of community development section, d. Research and social survey,
1.3.5: Citing a few examples enumerate on the extent of use of the feedback from stakeholders in enriching the curriculum?
The institution gets feedback from stakeholders as and when the curriculum is changed by the university. Usually the affiliating university changes the syllabi of each subject for every three years. Whenever the syllabus is to be redesigned, the concerned faculties go through the syllabus of each subject and discuss with the peer members, with the alumni and the students. Undesirable aspects in the curriculum which would be deleted and desirable aspects which can be included in the syllabus are brought to the notice of the concerned board of studies of the university.
college and university to help in effecting changes necessary. Teacher members in BOS share the opinion of students in the board meetings and recommend for necessary modifications in syllabus.
1.3.6: How does the institution monitor and evaluate the quality of its enrichment programmes?
1. Faculty supervisors visit with students to the schools and colleges when students lead enrichment programs which are meant for development of themselves and others
2. Individual and group evaluations are conducted for the students from time to time to listen to their problems and difficulties if any,
3. Whole of the college including UG and PG has about 156 students for whom there are 15 staff. Hence students – teacher ratio stands at 10:1 and every teacher keeps a watchful eye on movement of all students and any deviations from normal is immediately attended,
1.4 . Feedback System
1.4.1: What are the contributions of the institution in the design and development of the curriculum prepared by the University?
As mentioned earlier, syllabus is designed by University and reviewed or modified once in three years. 4 of our teachers are part of BOS and play important role in redesigning the syllabus. Presently process of redesigning the syllabus is on and Prof. Barlaya and Prof. S M Jirlimath are actively involved in the process of redesigning.
In 2011 when first syllabus of RCU was formed, college conducted a two days workshop for the teachers of BSW Colleges coming under Rani Channamma University and opinion of all the teachers was consolidated and submitted to the university,
1.4.2: Is there a formal mechanism to obtain feedback from students and stakeholders on Curriculum? If ‘yes’, how is it communicated to the University and made use internally for curriculum enrichment and introducing changes/new programmes?
Student’s feedback forms are used to get opinion of students on curriculum as well as method of teaching of each faculty. These data are compiled and later communicated to concerned staff for improvement or maintenance and same thing is also discussed in staff evaluation/meetings also.
As mentioned in the earlier part senior teachers of college are always part of BOS which is responsible for drafting and finalisation of curriculum. We most of teachers of social work
meet often either during the Paper valuation time, or during any workshop and seminar conducted by any members colleges. These informal opportunities are also used to obtain feedback regarding curriculum and other aspects of syllabus.
1.4.3: How many new programmes/courses were introduced by the institution during the last four years? What was the rationale for introducing new courses/programmes?)
No any new formal programs are introduced in last four years. As mentioned in the earlier part of the report, many informal enrichment programs are introduced from time to time to provide opportunity for student’s all-round development.
Any other relevant information regarding curricular aspects which the college would like to include.
1. Enrichment of curriculum through drama, movie and other documentaries. 2. Including project work, field survey and study tour as part of curriculum.
3. Supply of other reading material in support of textbooks recommended by University (articles in papers, magazines and journals)
4. Use of internet resources.
CRITERION II: TEACHING - LEARNING AND EVALUATION
2.1 Student Enrolment and Profile
2.1.1: How does the college ensure publicity and transparency in the admission process? College takes intensive measures for giving wide publicity to the admission through various means which include fallowing:
1. Visiting (faculty and senior students of BSW VI sem) PUC Colleges before end of previous academic year and educating the students about speciality of BSW course and our college,
2. Displaying posters in PU colleges during the time of examination and PU result, 3. Contacting new students through old students,
4. Personal contact of students and their parents, 5. Distribution of applications and prospectus, 6. Displaying in college website,
7. Displaying admission information in college notice board,
was conducted for applicants and those who perform well are short listed for admission. If the sufficient number of students does not take admission then second list was announced and admission was finalised. Nearly 100 to 125 candidates used to apply for and appear for entrance test and only 50 intelligent students were given opportunity for admission.
But now after mushrooming of BSW colleges (6 BSW colleges in Gokak taluk with in 30 km radius) all candidates who apply for are given chance for admission. Before that they have to meet a admission committee which will try to collect their background and interest for social work education.
2.1.2: Explain in detail the criteria adopted and process of admission (Ex. (i) merit (ii) common admission test conducted by state agencies and national agencies (iii) combination of merit and entrance test or merit, entrance test and interview (iv) any other) to various programmes of the Institution.
The admission process follows following criteria-
i) Issuing application form with prospectus of the institution to the student who approaches the institution for seeking admission to various courses.
ii) Scrutinizing the application received by the institution for admission of students through admission committee.
iii) Displaying the list of eligible candidates on notice board applied for various courses. iv) Conducting admission process within stipulated time as per university guidelines.
The criteria adopted for admission of students is on merit basis. The students are selected for admission to the UG programmes on the marks scored in previous qualifying examination. The cut-off percentage for admission at the entry level is 35% of marks in Pre-University Board Examination for UG programmes.
Admission for master degree course (MSW) is on CET basis. Out of 30 total allotted seat 50% seat is given to university deputed candidates who appear for CET at University and are allotted seat by University. For other 50% of Seat College calls for application and candidates are admitted.
2.1.3: Give the minimum and maximum percentage of marks for admission at entry level for each of the programmes offered by the college and provide a comparison with other colleges of the affiliating university within the city/district.
The minimum and maximum percentage of marks for admission at entry level for each of the programme offered in the institution is as per the University norms. The minimum percentage is 35 and maximum percentage is 100 marks in the qualifying examination i.e. Pre-University Board Examination for U.G. programmes. Rules, regulations and reservation policies are applied as per norms of Karnataka Government to all the institutions in the state.
For PG students entrance examination is conducted by University and it has its own system of allotting marks for the admission seekers. Only students who qualify in their examination are allotted to the colleges for admission
2.1.4: Is there a mechanism in the institution to review the admission process and student profiles annually? If ‘yes’ what is the outcome of such an effort and how has it contributed to the improvement of the process?
At the present time there is no any such review system as all students seeking admission who fulfil criteria of government are given seat
2.1.5: Reflecting on the strategies adopted to increase/improve access for following categories of students, enumerate on how the admission policy of the institution and its student profiles demonstrate/reflect the National commitment to diversity and inclusion
∗ SC/ST ∗ OBC
∗ Women
∗ Differently abled
∗ Economically weaker sections ∗ Minority community
∗ Any other
Admission process of PG section is governed by the university and hence there is 100% adherence to norms of Karnataka state government. While allotting seats to affiliated colleges university confirms that, required number of importance is given to all socially disadvantaged communities and groups.
For students hailing from SC/ST and OBC communities, fee concession and other scholarship provisions are provided as per government provisions. Students who are from differently able background are encouraged to obtain scholarships and other benefits provided by social welfare department. Following table shows us details about the total students admitted and their distribution in these categories during last 5 years,
Category Year 01 (2013-14) Year 02 (2012-13) Year 03 (2011-12) Year 04 (2010-11)
Male Female Male Female Male Female Male Female
SC 12 05 12 07 10 07 05 08
ST 02 04 01 03 01 01 05 02
OBC 92 30 108 26 122 24 121 29
General 01 02 06 02 12 02 19 01
Others Nil Nil Nil Nil Nil Nil Nil Nil Differently
able
2.1.6: Provide the following details for various programmes offered by the institution during the last four years and comment on the trends. i.e. reasons for increase / decrease and actions initiated for improvement.
Year Program Application
received Students admitted Demand ratio 2014-15 BSW 47 40 100% MSW 28 28 100% 2013-14 BSW 35 25 100% MSW 26 25 100% 2012-13 BSW MSW 2011-12 BSW MSW
From the above table it is getting clear that numbers of students admitted to UG and PG courses are steadily decreasing year by year. There are various reasons of which important ones are:
1. Remote location of college campus (21 km away from nearest city and 1.50km away from village centre,
2. Lack of regular transport system making accessibility difficult,
3. Mushrooming of BSW College and starting of six BSW colleges with in radius of 20 km, 4. Lack of information on the part of students and parents about strengths of social work
education,
5. Reduced job opportunity in NGO setting due reduced funding for HIV related intervention,
6. Compulsion to stay in hostel which makes UG education more expensive ones,
Measures taken to overcome these obstacles include:
1. Visited about 20 to 25 PU colleges and educated them about strength of BSW program,
2. Enhancing enrichment courses so that better quality education is provided in our college when compare to other local colleges,
3. Retaining college fee at the same level without increasing so as to encourage to economically poor students also to take admission.
2.2 . Catering to Student Diversity
2.2.1: How does the institution cater to the needs of differently- abled students and ensure adherence to government policies in this regard?
The institution caters to the needs of the differently abled students and ensures adherence to the government policies through
1) The provision of special scholarships to the physically challenged persons as per the government norms.
2) We provided ramps for their easy movement.
3) We identify slow learners through tests and provide special care to such students.
4) The institution provides special incentives in the form of cash prizes, fee concession, books and other materials to differently abled persons.
5) If they are residential ones they are provided with special server to supply food during the night time,
2.2.2: Does the institution assess the students’ needs in terms of knowledge and skills before the commencement of the programme? If ‘yes’, give details on the process.
Yes. Till year 2012, when admission entrance test was in practice, CET was conducted to know the knowledge level of students. 100 marks questionnaire was introduced and students were asked to complete the answer within 90 minutes.
Following the test, group discussion was conducted in the supervision of faculty and their communication and related skills and ability were assessed. Based on their performance in test, discussion and their gain of qualifying examination, final list of selected students was published.
But after 2012, due to changes circumstance, CET and Group discussion system is cancelled and we had to admit all the students who come to college seeking admission. Still following systems are adopted to assess their needs and knowledge/skill.
a. Informal interview with students before admission,
b. Asking students to submit a write up about their family back ground with goal of personal life and reasons for choosing social work education,
c. Orientation to the students when course starts,
d. Conducting pre-test assessment in each subject at teachers level, e. Discussion with faculty, etc.
2.2.3: What are the strategies adopted by the institution to bridge the knowledge gap of the enrolled students (Bridge/Remedial/ Add-on/Enrichment Courses, etc.) to enable them to cope with the programme of their choice?
College has taken up various steps to bridge the knowledge gap and develop learning atmosphere among the newly enrolled students as soon as they are enrolled. Following are some of them:
1. Evening classes for the residential students,
2. Individual and group evaluations to identify their needs and provide support the students,
3. Spandana counselling and career guidance centre,
4. Orientation program with group mixture and ice breakers activities to develop a sense of we feeling and family atmosphere among the learners,
5. Orientation classes and visits to social agencies to learn from seeing, 6. Providing additional reading materials,
7. Organising interaction with just passed out and already working alumni’s to learn their experiences in social work education,
2.2.4: How does the college sensitize its staff and students on issues such as gender, inclusion, environment etc.?
As we are a social work college teaching professional social work where ultimate target community are socially disadvantaged groups and social issues, points like gender, inclusion, and environment are part of our teaching learning activities. College collaborates with its parent organisation BIRDS in organising special programs like International women day on 08th March every year and students do organise sensitisation program for women at village level.
Students are taught about gender issues in subjects like Human growth and Development, Women Empowerment, etc. Similarly issue of inclusion is covered in the subject matter of paper like Social Problems and social development. Environment studies are a compulsory paper for all students of BSW 2nd semester and disaster management is core paper for BSW 3rd semester. Students of BSW as well as MSW study a paper named Legal system in India where they also study about various legal provisions in support of women.
Other than this there is women empowerment cell which conducts few activities for female students vocationally. Various street play are conducted on drought and environment preservation in many villages so that community is also educated about the issues.
Seminars and workshops on problems related to women like female feticide, dowry, and violence against women, Breast Cancer, AIDS are organized to prepare them to face challenges fearlessly.
Awareness Rallies on Female Feticide, Crimes against Women, AIDS Awareness organized to enlighten the students about momentous issues concerning society in general and mankind at large.
To sensitize the students about their rights, a series of lectures with special reference to rights of women are organized as a part of Awareness Programmes in the college.
Legal education programs are also conducted inviting lawyers, police officers and others form Gokak to sensitise female students about their rights,
2.2.5: How does the institution identify and respond to special educational/learning needs of advanced learners?
Advanced learners are identified in the process of class test and their performance in qualifying examinations. Advanced learners or intellectual students are given extra opportunity for following:
a. Preparation of seminars and presenting in the class, b. Participation in special events,
c. Deputation for agencies which require additional qualifications/abilities,
d. Deputation for workshops, seminars, conferences organised by other colleges,NGO’s and companies,
e. Providing cash prizes for best performers of the year during the annual day program, (subject wise, class wise)
f. Award of special medals and prizes for advanced learners,
2.2.6: How does the institute collect, analyze and use the data and information on the academic performance (through the programme duration) of the students at risk of drop out (students from the disadvantaged sections of society, physically challenged, slow learners, economically weaker sections etc. who may discontinue their studies if some sort of support is not provided)?
Students at risk of drop out are identified through observation of their behaviour in class room, performance in class test and relationship and movement in the college.
In this regard one of the main strength of our college is student teacher ratio. We have student’s teacher ratio of 10: 1 which means there is one teacher for every ten students. Moreover of many of staff of our college (teaching and non teaching including Principal) are
