Colleges in India

1 VisionTo make quality the defining element of higher education in India through a combinationof self and external quality evaluation, promotion and sustenance To arrange for periodic assessment and accreditation of institutions of higher educationor units thereof, or specific academic programmes or projects; To stimulate the academic environment for promotion of quality of teaching-learningand research in higher education institutions; To encourage self-evaluation, accountability, autonomy and innovations in highereducation; To undertake quality-related research studies, consultancy and training programmes,and To collaborate with other stakeholders of higher education for quality evaluation,promotion and FrameworkTo promote the following core values among the HEIs of the country : Contributing to National Development Fostering Global Competencies among Students Inculcating a Value System in Students Promoting the Use of Technology Quest for ExcellenceNAACS eries onGreat Institutions ofHigher LearningAccredited Colleges in India (Volume I, 2002-2004).

2 B~y N L n u tu u E t E zT N s NATIONAL ASSESSMENT AND ACCREDITATION COUNCILAn Autonomous Institution of the University Grants Commission2/4, Dr. Rajkumar Road, Box No. 1075, Rajajinagar, Bangalore - 560 010. INDIAS eries onGreat Institutions ofHigher LearningAccredited Colleges in India (Volume I, 2002-2004) NAAC, February 2005 Price : Rs. 225 Published by:National Assessment and Accreditation Council2/4, Road, Rajajinagar, Bangalore - 560 010, Karnataka, 1II Assessment Reports of A+ Grade Colleges1. college , Khanna, 72 Auxilium college , Gandhi Nagar, Vellore, Tamil 163 BBK DAV college for Women Amritsar, 254 Doaba college , Jalandhar, 385 Dr. Ambedkar college , Deekshabhoomi, Nagpur, 486 Smt. Surajba college of Education, Mumbai, 597 Government Mohindra college , Patiala, 698 Govt. Arts and Commerce Autonomous Collegefor women, Jabalpur, Madhya 769 Hans Raj Mahila Maha Vidyalaya, Jalandhar, 8610 ILS Law college , Pune, 10111 Kanya Maha Vidyalaya, Jalandhar, 11212 Lyallpur Khalsa college , Jalandhar, 12113 Lyallpur Khalsa college for Women, Jalandhar, 13414 Madras Christian college ,(Autonomous), Tambaram, 13915 Marathwada college of Education, Aurangabad, 15016 Bombay Teachers Training college , Mumbai, 15417 Padmashri Vikhe Patil ( ) college ofArts, Science & Commerce, Pravaranagar, 16118 Seva Sadan s college of Education, Ulhasnagar, Thane, 17019 Mandali s Podar college of Commerce andEconomics, Matunga, Mumbai, 17620 Sohan Lal DAV college of Education, Ambala, 18721 s Arts, Science and Commerce college , Mysore, 19922 St.

3 Xavier s Institute of Education, Mumbai, 210 III AnnexureColleges Accredited by NAAC A+ 220 Great Institutions of Higher Learning Accredited Colleges in IndiaNAAC for Quality and Excellence in Higher Education1 IntroductionThis volume is the outcome of the effort of NAAC to present a select group of Colleges , among thoseassessed and accredited recently, as effective performers. In another volume published earlier thisyear (2004), exemplary academic practices of a larger group of best institutions were highlighted underthe rubric, Best practices . These efforts are made not to pedastalize some institutions to the exclusionof others. That would be judgmental and discriminatory. Rather NAAC seeks to emphasize the philosophyof corporate endeavour for corporate excellence and to promote the inclusive culture of mutual supportin the furtherance of a common cause. In a country like ours, where education is a large enterprise, wemay advisedly resort to an enlightened economy of learning from one another.

4 Without losing its ownidentity and uniqueness in particular directions of development, an institution will only be richer byemulating or creatively adapting a Best Practice of another. It is in this sense institutions which createopportunities for such mutual sharing may be looked upon as models , rather than prescriptive Colleges included in this volume were assessed between 2002 and 2004 and they were accreditedwith A or A + grade. Those assessed earlier under a different system of accreditation are preparingfor reaccreditation. They will be included in subsequent volumes after their accreditation results areannounced. The assessment reports are reproduced here in the hope that the strengths highlighted inthem may trigger and motivate others to make them their own. Or, on the contrary, the areas ofinadequacy pointed out therein may caution others to circumvent use of the term great to refer to the institutions presented here is the result of a happycoincidence.

5 They legitimately attract the title because of (their) extreme good quality (as the dictionarydefines the term, great ). However, the honourable President of India , Abdul Kalam made thefollowing suggestion to NAAC when he spoke at the conclusion of NAAC s decennial celebrations onNovember 5, 2004 at Bangalore.. For each criterion of evaluation (set down by NAAC) there is a college or a universitywhose practices are the best and would stand out as a symbol of these practices.. Thisexperience would lead to the evolution of a book of experience with the title Great institutionsof Higher Learning ( Suggestions to NAAC in the address by the honourable President)Earlier in the address he identified the distinguishing mark of such institutions as that of capacitybuilding for research, innovation, use of high technology, creativity in knowledge transfer and entrepreneurialand moral leadership.

6 NAAC s own criteria anticipate the President s succinct Institutions of Higher Learning Accredited Colleges in IndiaNAAC for Quality and Excellence in Higher Education2 The institutions presented here have distinguished themselves as performing Colleges for learnerdevelopment; enhancement of social access to higher education; nation building through extensionprogrammes for community development; advancement of research; and promotion of collaboration withnational and overseas agencies. They have been agents to reach a large body of youth in the countrywho are shaped in the most impressionable age to develop sensitivity to quality in intellectual attainment;to assume roles as responsible citizens and leaders to determine the destiny of the country; and to acquirea cultural identity and values, which bridge tradition and modernity. Most of them have made availableto learners benefits of modern technology at moderate cost.

7 Those who have passed out of them haveprovided effective leadership to the nation and the rest of the world in several spheres of activity besidesconstituting the largest body of enlightened workforce in the country. A few of their significantachievements are mentioned of the institutions have widened access to higher education for the economically poor andthe underprivileged. Located in rural and semi-urban areas, many of them have been rendering significantservice by making available to the youth of these regions a wide range of curricular options. They aretailored to meet specific needs of employment as well as social development. A few of them have acomprehensive network of neighbourhood services by means of inputs for agricultural and farmdevelopment, empowerment of women and development of skills of leadership among rural youth. Therange of course options was never perhaps so wide as now.

8 They cover all avenues of development fromchild care to care of the aged, from rural development to science and technology, and from vocationalinterests to heritage preservation. Some of the institutions included in the volume offer hundreds ofcourses and course of the women s Colleges included here encourage one to believe that women have carved forthemselves a niche and won an identity through education. Their vision to define the future of Indianwomanhood as a dynamic and vibrant personality second to none in intellectual pursuit and social gracesis revolutionary. The programmes designed by these Colleges for empowering women and the outstandingachievements realized through them, are miraculous indeed. Women trained by these Colleges haveexcelled in sports winning laurels in the international olympic competitions. They offer an incomparablearray of courses which foster uniquely feminine competencies in art and design; and in culinary interestsand performing arts.

9 Women have risen to eminence also in marital arts and defence services. If thecolleges could achieve these and more, the progress of women, and the goals of perfection they areconfident to reach, may be unique in the of the Colleges are outstanding achievers in academics. Learner-centred pedagogy and ICT-oriented teaching-learning have given them the unique benefit of moving towards global parity in demands and difficulties of one of the largest educational enterprises notwithstanding, they haveGreat Institutions of Higher Learning Accredited Colleges in IndiaNAAC for Quality and Excellence in Higher Education3succeeded in making the common youth of today see the dawn of opportunity to excel the rest on equalterms. Such advancement of pedagogy has given some of these Colleges the opportunity to excel inresearch. The quantum and quality of research are recognized for their worth.

10 They have, therefore,promoted collaboration with some of the outstanding centres of higher learning in the world. This is oneof the reasons for a large number of overseas students seeking their educational services. At least onecollege has been offering periodic study programmes on its campus to students of leading universitiesin the during the past 23 years. The awards and honours won for outstanding research, the largenumber of overseas fellowships enjoyed by their faculty and the consultancies they offer to agencies inlandand abroad attest the truth that pedagogy and research are complementary. And these institutions areloud testimonies of of the unique achievements of some of the Colleges is the institutionalisation of extensionactivities. While they continue to excel in service programmes which are sporadic, they have networkedneighbourhood services and built a nexus between academics and extension.