IQAC
Best Practices 2018-19
Best Practice 1:
1.Title of the Practice
Scholarships for meritorious and needy students
2.Objectives of the Practice
- To enhance accessibility of higher education.
- To reduce dropout rate among students belonging to economically weaker sections of the society
- To encourage meritorious students to pursue higher education
- To encourage achievers in the field of sports & extracurricular activities.
- To assist students belonging to deprived sections of the society to pursue higher education
3.The Context
Accessibility is one of the prime concerns in the field of higher education in our country. This issue needs to be addressed by all the stakeholders. We are aware of the fact that despite measures initiated by the government, Gross Enrolment Ratio (GER) in higher education is only 26% which is far below compared GER in advanced countries. Many dropouts occur from the intermediate level to graduate level due to several reasons, mainly due to financial problems. Realising this fact, the management instituted practice of awarding scholarships and freeships to students belonging to economically weaker sections and deprived sections of the society.
Further, our institution is located at Kempapura, Hebbal, where a sizeable population belong to middle and lower middle class sections of the society. As per the data available with us, about 30% of the parents’ annual income is less than Rs.1 Lakh. Sindhi Seva Samiti started this institution with a philanthropic objective of providing quality education at an affordable cost. It has also inclusive policy as its guiding mandate.
Hence, in order to provide financial assistance to students belonging to economically weaker & deprived sections of the society, the management has taken very conscious decision to provide scholarship to such students.
Besides, encouragement need to be given to merited students and achievers in different fields. Hence, scholarships are also awarded to meritorious students, achievers in sports and extracurricular activities
4.The Practice
At the time of admission, meritorious students are given scholarships based on the percentage of marks scored in the qualifying examination as detailed below:
Merit Scholarship
| 70% - 79% | 10% |
| 80% - 89% | 20% |
| 90% - 95% | 30% |
| <95% | 40% |
To encourage sports, sports achievers are given scholarship as detailed below:
Sports Scholarship
| University / State | 40% |
| National | 50% |
| International | 60% |
Apart from the above, 10% scholarship is given to the students belonging to SC/ST, children of defence personnel & teachers.
Applications for merit-cum-means scholarship are invited from the meritorious & needy students. The management conducts interview along with the parents to assess the needs of the students. The quantum of scholarship is decided by the management casewise.
5.Evidence of Success
Scholarship sanctioned to various categories of students during 2018-19 is detailed below:
| MERIT | 313 | 25,42,555 |
| SPORTS | 9 | 3,14,700 |
| MINORITY | 19 | 1,26,790 |
| SINDHI COMMUNITY | 7 | 79,045 |
| SC | 33 | 2,01,990 |
| ST | 12 | 81,150 |
| ECONOMICALLY BACKWARD | 45 | 7,28,930 |
| Total | 438 | 40,75,160 |
The above students, who otherwise would have dropped out from the course, successfully completed the course. We have the satisfaction of providing education to such needy students.
6.Problems Encountered and Resources Required
No problems were encountered
Best Practice 2:
1.Title of the Practice
Curriculum Enrichment through Value Added Programmes
2.Objectives of the Practice
- To provide learner-centric skill oriented programmes
- To enhance competence level and hence employability of students
- To provide knowledge to students in subjects having relevance in the present context
- To provide students an understanding of the expectations and needs of the industry
3.The Context
It is often said by the industrialists & also policy makers that there is a wide gap between what is taught in the classroom & what is required in the industry. Majority of the students passing out of the portals of colleges lack employability skills, as a result of which they find it difficult to get jobs in the market. There is a dire need to bridge this gap. Hence, it is essential for higher educational institutions to supplement/ enrich the curriculum to make the students better prepared to meet the industry needs and develop their own interest and aptitude as well. Keeping this in mind, the management has decided to conduct value added / certificate programmes at their expense. The duration of the course is about 30-40 hours of instruction.
4.The Practice
Every year, before finalising the value added programmes (VAP) for the year, a detailed study is made by the Heads of the Departments & the Faculty by consulting peers, employers, alumni& students. Based on these consultations, value added programmes are selected having relevance to the discipline.
Service providers having the requisite expertise are identified & MOUs signed. Syllabi are prepared jointly by the service provider & the faculty. Classes pertaining to value added programmes are conducted either before or after the class hours or during the semester breaks.
5.Evidence of Success
During 2018-19 the following value added programmes were conducted. The details are as follows:
| Core Java and Webdesign | 40HRS |
| PCB Designing & Prototyping | 15 HRS |
| Python Programming- | 15 HRS |
| ERP-SAP | 40 HRS |
| IBM Analytics | 40 HRS |
| Dot Net | 40 HRS |
| Campus Recruitment Training Programe | 40 HRS |
| Tally ERP 9.0 | 40 HRS |
| Digital marketing | 40 HRS |
| CCNA Training | 40 HRS |
| Network Security | 40 HRS |
| Business English Certificate(BEC)- (for PG students) | 36 HRS |
As a result of these programmes, it is noticed that placements level improved. Out of 130 students, who opted for placements, 93 students were placed (72%)
6.Problems Encountered and Resources Required
It was really difficult to make the students attend these value added programmes. Attendance had to be made compulsory & lot of counselling had to be done to convince the students to attend the classes. We were able to overcome this problem as evidenced by the fact that about 90% of the students attended the programmes. These students were benefitted by getting selected in campus placements.
Financial resources required for the success of the scheme was met by the management.
Composition Of IQAC
IQAC Team 2017-18
| Sl. No. | Member | Designation |
| 1 | Sri Prakash R Narang | Chairman, Planning & Development Board and Sindhi College |
| 2 | Dr. M.Muninarayanappa | Professor & Dean, Department of Commerce and Management, Bangalore University. |
| 3 | Sri.Kiran Chawla | Industrial Expert, Director- Suraj Metal Industries Pvt Ltd. |
| 4 | Dr.B.S.Srikanta | Chairperson & Principal |
| 5 | Prof.Asha.N | Vice Principal & IQAC Coordinator |
| 6 | Prof.Jayashree | HOD,Commerce |
| 7 | Prof.Vaidyesh | HOD,Management |
| 8 | Prof.Radhika | HOD – Computer Science |
| 9 | Dr.Rahul Kavishwar | HOD, PG Studies |
| 10 | Prof. Roopa Anagod | HOD, Mathematics |
| 11 | Dr.Kariyanna S | HOD, Kannada |
| 12 | Prof. Subramanya Bhat | HOD, Sanskrit |
| 13 | Dr. Ranjana Pillai | HOD, Hindi |
| 14 | Dr.Padmavathy | HOD ,English |
| 15 | Mr.Shankar | Physical Education Director |
| 16 | Smt.Jayanthi | Office Superintendent |
| 17 | Smt.Kavitha | Accountant |
| 18 | Sri.Devaraju | Chief Librarian |
| 19 | Mr.Susheel | Alumni Representative |
| 20 | Mr.Vivek Singh | Alumni Representative |
| 21 | Smt.Phalguni Chabbria | Parent Representative |
| 22 | Mr. Manav Bajaj | Student Representative |
| 23 | Ms. Anusha | Student Representative |
| 24 | Mr. Jamal | Student Representative |
| 25 | Ms. Usha | Student Representative |
| 26 | Mr.Deepanshu | Student Representative |
Introduction
In pursuance of the National Action Plan of the National Assessment and Accreditation Council (NAAC), Bangalore, for performance evaluation, assessment and accreditation and quality up gradation of institutions of higher education, the NAAC proposes that every accredited institution should establish an Internal Quality Assurance Cell (IQAC) as a post-accreditation quality sustenance measure. Since quality enhancement is a continuous process, the IQAC will become a part of an institution’s system and work towards realizing the goals of quality enhancement and sustenance. The prime task of the IQAC is to develop a system for conscious, consistent and catalytic improvement in the performance of institutions. The IQAC will make a significant and meaningful contribution in the post-accreditation phase of institutions. During the post-accreditation period, the IQAC will channelise the efforts and measures of an institution towards academic excellence.
The guidelines provided in the following pages will facilitate the institution in the creation and operation of the Internal Quality Assurance Cell (IQAC). The work of the IQAC is the first step towards the internalization and institutionalization of quality enhancement. Its success depends upon the sense of belongingness and participation it can inculcate in all the constituents of the institution. It will not be yet another hierarchical structure or recordkeeping exercise in the institution; it will be a facilitative and participative voluntary system/unit/organ of the institution. The IQAC has the potential to become a vehicle for ushering in quality by working out intervention strategies to remove deficiencies and enhance quality. Quality circles in industries operate on similar lines.
Objective
The Primary aim of the IQAC is to develop a system for conscious, consistent and catalytic action to improve the academic and administrative performance of the institution.
Strategies
IQAC shall evolve mechanisms and procedures for:
- Ensuring timely, efficient and progressive performance of academic, administrative and financial tasks.
- The relevance and quality of academic and research programmes
- Equitable access to and affordability of academic programmes for various sections of society.
- Optimization and integration of modern methods of teaching and learning
- The credibility of evaluation procedures.
- Ensuring the adequacy, maintenance and functioning of the support structure and services.
Functions
Some of the functions expected of the IQAC are
- Development and application of quality benchmarks/parameters for the various academic and administrative activities of the institution.
- Dissemination of information on the various quality paraqmeters of higher education.
- Organization of workshops, seminars on quality related themes and promotion of quality circles.
- Documentation of the various programmes / activities leading to quality improvement.
- Acting as a nodal agency of the institution for quality-related activities.
- Preparation of the Annual Quality Assurance Report (AQAR) to be submitted to NAAC based on the quality parameters.
Benefits
IQAC will facilitate / contribute
- To a heightened level of clarity and focus in institutional functioning towards quality enhancement and facilitate internalization of the quality culture NAAC for Quality and Excellence in Higher Education
- To the enhancement and integration among the various activities of the institution and institutionalize many good practices
- To provide a sound basis for decision making to improve institutional functioning
- To act as a change agent in the institution
- To better internal communication.
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