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College Autonomy


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College Autonomy

  2. 2. Concept of Autonomy <ul><li>The autonomy is defined in terms of freedom to prescribe courses of studies and device methods of teaching and evaluation. </li></ul><ul><li>  Autonomy and freedom (Academic, financial and administrative) should be accompanied by accountability. </li></ul>
  3. 3. Aims of Autonomy <ul><li>Opportunity to the teachers and students to make innovations.  </li></ul><ul><li>Utilize their creative talent. </li></ul><ul><li>Improve the standards of teaching, examination and research and  </li></ul><ul><li>Quickly respond to social needs. </li></ul>
  4. 4. An Autonomous College will take up the responsibility of <ul><li>The academic programmes. </li></ul><ul><li>the content and quality of teaching </li></ul><ul><li>the admission and the assessment of students. </li></ul>
  5. 5. The responsibility of Autonomous College <ul><li>An autonomous College will be fully accountable for the content and quality of education that it imparts.  </li></ul><ul><li>The students would receive greater individual attention on the basis of their needs and aptitude.  </li></ul><ul><li>Autonomy would encourage the students to think clearly, critically and creatively and to express themselves effectively.   </li></ul>
  6. 6. ORIGIN OF AUTONOMY <ul><li>The Kothari Commission (1964 – 1966) considered autonomy a must for intellectual development and had recommended </li></ul><ul><li>Freedom in curriculum design. </li></ul><ul><li>b) Adoption of new teaching – learning methods </li></ul><ul><li>c) Revision of rules for admission. </li></ul><ul><li>d) Implementation of separate evaluation methods. </li></ul><ul><li>e) Introduction of specific programmes. </li></ul>
  7. 7. <ul><li>‘ Our higher education has to be internationally comparable in quality’ </li></ul><ul><li>– Rastogi Report </li></ul><ul><li>  </li></ul>
  8. 8. ‘ Quality institutions need freedom to experiment’ – Hindu, January 13, 1998.
  9. 9. UGC Guidelines for Autonomous Colleges <ul><li>They will have freedom to </li></ul><ul><li>Determine and prescribe its own courses of study and syllabi.  </li></ul><ul><li>Prescribe rules for admission in consonance with the reservation policy of the state government.  </li></ul><ul><li>Evolve methods of assessment of student work, the conduct of examinations and notification of results. </li></ul><ul><li>Use modern tools of educational technology to achieve higher standards and greater creativity. </li></ul>
  10. 10. Accountability of Autonomy <ul><li>Accountability for personal, financial and physical resources in relation to the specific academic objectives and overall national development. </li></ul>
  11. 11. External accountability may include <ul><ul><li>Analysis of contents of the courses. </li></ul></ul><ul><ul><li>Course options. </li></ul></ul><ul><ul><li>Co-curricular and extra-curricular activities. </li></ul></ul><ul><ul><li>Performance of students. </li></ul></ul><ul><ul><li>Students’ employment. </li></ul></ul><ul><ul><li>Contribution to generation of knowledge and </li></ul></ul><ul><ul><li>Teachers’ contribution to extension etc.   </li></ul></ul>
  12. 12. Internal accountability may include <ul><li>   Resource acquisition. </li></ul><ul><li>  Efficiency index. </li></ul><ul><li>  Average work load. </li></ul><ul><li>Average time distribution between lectures, tutorials / practicals. </li></ul><ul><li>  Group discussions. </li></ul><ul><li>  Project work. </li></ul><ul><li>Teaching aids used. </li></ul><ul><li>Programmes and activities planned and implemented. </li></ul><ul><li>Professional development of teachers. </li></ul><ul><li>Utilization of infrastructural facilities. </li></ul><ul><li>Number of books / journals in the library. </li></ul><ul><li>   </li></ul>
  13. 13. Academic Autonomy <ul><li>Institution </li></ul><ul><li>Planning. </li></ul><ul><li>Implementing. </li></ul><ul><li>Innovating. </li></ul><ul><li>Recycling the educational programmes. </li></ul><ul><li>Faculty </li></ul><ul><li>Freedom to propose, </li></ul><ul><li>Develop </li></ul><ul><li>Validate </li></ul><ul><li>Implement and Evaluation </li></ul>Academic Accountability Departments Research Centres Cells / Committees Curriculum Teaching Evaluation
  14. 14. Improper autonomy Improper Programmes Improper implementation Improper evaluation Incompetent products
  15. 15. Summary <ul><li>The concept of autonomy was meant to promote academic independence as well as excellence. </li></ul><ul><li>It also encouraged the introduction of innovations in order to improve standards of education. </li></ul><ul><li>  Quality assurance and higher academic standards. </li></ul><ul><li>Being an examination oriented system, teaching is to a certain extent subordinated to examinations. </li></ul><ul><li>  Testing and evaluation must help towards assessing several dimensions of the learner. </li></ul>
  16. 16. Role of the Teacher – The 3 C’s <ul><li>  Commitment: Personal commitment of the teacher to his skills and emotional commitment of working together as a team. </li></ul><ul><li>Competence: Always exploring new areas as there is scope for creativity. </li></ul><ul><li>  Compassion: Looking at the students through the eyes of God.   </li></ul>
  17. 17. Curriculum Designing <ul><li>  Meaning </li></ul><ul><li>Curriculum is the sum total of experiences that the student receives through a variety of activities in the College. </li></ul><ul><li>in the classroom, library, laboratory, playground, in informational contacts between teachers and students etc. </li></ul><ul><li>Curriculum = Syllabus = Courses of studies </li></ul>
  18. 18. Nature of curriculum <ul><li>1.  Curriculum exists only in the experience of the students. </li></ul><ul><li>2.   Curriculum includes more than the content to be learnt. </li></ul><ul><li>3. The College curriculum is an enterprise in guiding and living. </li></ul><ul><li>4.The curriculum is a specialized learning environment with a focus on the interests and abilities of students towards effective participation in the life of the community and nation. </li></ul>
  19. 19. Approach Need – based system approach (based on collective thinking of faculty members) <ul><li>Need Assessment </li></ul><ul><li>Present/future needs </li></ul><ul><li>User needs </li></ul><ul><li>Social needs </li></ul><ul><li>local, national, global </li></ul><ul><li>Identification of objectives </li></ul><ul><li>Based on needs. </li></ul><ul><li>Perception of future society and individual. </li></ul><ul><li>Individual needs </li></ul><ul><li>Knowledge development. </li></ul><ul><li>Skill development. </li></ul><ul><li>Attitude/character ethics development. </li></ul><ul><li>Process to achieve objectives </li></ul><ul><li>The philosophy of the Institution </li></ul><ul><li>Training Strategies </li></ul><ul><li>Teaching methods </li></ul>Execution Review
  20. 20. <ul><li>Knowledge development (Broad-based) </li></ul><ul><ul><ul><li>The content (Courses and Syllabi) </li></ul></ul></ul><ul><ul><ul><li>Instruction </li></ul></ul></ul><ul><ul><ul><li>Visits </li></ul></ul></ul><ul><ul><ul><li>Resource development (Human and material) </li></ul></ul></ul><ul><ul><ul><li>Exchange programmes </li></ul></ul></ul><ul><li>Skill development </li></ul><ul><ul><ul><li>  Instruction methods </li></ul></ul></ul><ul><ul><ul><li>In-house training </li></ul></ul></ul><ul><ul><ul><li>Placement </li></ul></ul></ul><ul><ul><ul><li>Evaluation methods </li></ul></ul></ul><ul><ul><ul><li>Co-curricular activities </li></ul></ul></ul>
  21. 21. <ul><li>Character ethics development </li></ul><ul><ul><ul><ul><li> Teaching / learning methods </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Co-curricular activities </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Well designed academic system </li></ul></ul></ul></ul><ul><li>  </li></ul>
  22. 22. Need For Redesigning Of Courses / System <ul><li>Assumptions of the present system </li></ul><ul><li>1.  The present curriculum does not meet the legitimate aspirations of the students and the society. </li></ul><ul><li>2. There exists very little flexibility in the academic programme (choice and time limit). </li></ul><ul><li>3. The courses are devoid of practical and immediate value to the student and does not prepare him for employment. </li></ul><ul><li>4. The present curriculum design lacks multidisciplinary approach. </li></ul><ul><li>5. The present system does not encourage sufficient quantum of initiative for institutional industry interaction. </li></ul>
  23. 23. <ul><li>Issues </li></ul><ul><ul><li>Reduction of language load (restyling the language instruction for effective communication). </li></ul></ul><ul><ul><li>Scope for flexibility in course combination (cafeteria model). </li></ul></ul><ul><ul><li>Vertical integration between school level and college course contents. </li></ul></ul><ul><ul><li>Unitary / broad-based syllabi. </li></ul></ul><ul><ul><li>Restructuring of Question paper pattern – to elicit creativity. </li></ul></ul><ul><ul><li>Better and efficient utilization of available infrastructure. </li></ul></ul>
  24. 24. <ul><li>How to update the curriculum? </li></ul><ul><ul><li>Need based. </li></ul></ul><ul><ul><li>Socially relevant. </li></ul></ul><ul><ul><li>Promote creativity in students. </li></ul></ul><ul><ul><li>Job / Career Oriented. </li></ul></ul><ul><ul><li>Research – based. </li></ul></ul><ul><ul><li>Value / ethic based. </li></ul></ul>
  25. 25. Teaching Methods   <ul><li>Collaborative teaching </li></ul><ul><li>Team teaching </li></ul><ul><li>Formal lectures </li></ul><ul><li>On the spot study </li></ul><ul><li>Project work </li></ul><ul><li>Demonstrative experiments </li></ul><ul><li>Group discussions </li></ul><ul><li>Guided library work </li></ul><ul><li>Research seminars </li></ul>
  26. 26. Instructional Materials <ul><li>1.Books and journals. </li></ul><ul><li>2.Booklets. </li></ul><ul><li>3.Course handouts. </li></ul><ul><li>4.Maps, charts, diagrams, models. </li></ul><ul><li>5.Audio – visual aids: slides, transparencies OHPs, LCDs, VCRs, DVDs. </li></ul><ul><li>6.Live and preserved specimens. </li></ul><ul><li>7.Demonstration kits. </li></ul><ul><li>8.Software for teaching. </li></ul>
  27. 27. Evaluation <ul><ul><li>Continuous assessment and innovative methods of evaluation (objective questioning, assignments, seminars, viva, quizzes). </li></ul></ul><ul><ul><li>Course teacher evaluation. </li></ul></ul><ul><ul><li>Question setting by external examiners. </li></ul></ul><ul><ul><li>Freedom to change the question paper pattern. </li></ul></ul><ul><ul><li>Double valuation of end semester exams. </li></ul></ul><ul><ul><li>Provision for revaluation and retotalling. </li></ul></ul><ul><ul><li>Adhering to transparency in evaluation. </li></ul></ul><ul><ul><li>Supplementary end semester exams. </li></ul></ul><ul><ul><li>Improvement of CIA. </li></ul></ul><ul><ul><li>Project and Viva Voce. </li></ul></ul><ul><ul><li>On the spot study reports. </li></ul></ul><ul><ul><li>Oral examinations for languages. </li></ul></ul><ul><ul><li>Periodical Review of assessment methods. </li></ul></ul>
  28. 28. GOALS OF AUTONOMY Third Stage Second Stage First Stage Long-term goals Short-term goals <ul><li>- Educational innovations. </li></ul><ul><li>Designing curriculums. </li></ul><ul><li>Own courses of study. </li></ul><ul><li>Application / Practical oriented courses. </li></ul><ul><li>Innovative teaching – learning methods. </li></ul><ul><li>Innovative evaluation methods. </li></ul><ul><li>Industry link. </li></ul><ul><li>- Updating syllabi. </li></ul><ul><li>Enhancement of faculty skills. </li></ul><ul><li>Research and services of value to the industry and society. </li></ul><ul><li>-Interdisciplinary courses. </li></ul><ul><li>Enhancement of curricular, </li></ul><ul><li>Co-curricular and extra-curricular skills. </li></ul><ul><li>Compulsory life / job oriented courses. </li></ul><ul><li>Internal / national interaction. </li></ul>
  30. 30. Objectives of credit system <ul><li>To provide mobility and Flexibility for Students within and out the parent department </li></ul><ul><li>To provide broad based education </li></ul><ul><li>To help students learn at this own pace </li></ul><ul><li>To provide students scope for acquiring extra credits </li></ul><ul><li>To impart more job oriented skills to students and </li></ul><ul><li>To make may course multi - disciplinary in approach </li></ul>
  31. 31. What is a credit? <ul><li>Credit refers to the weightage given to a course in relation to the hours assigned for it. </li></ul><ul><li>Generally one hour per week has one credit. </li></ul><ul><li>There could be some flexibility because of the practicals, field visits and tutorials comprising a Course. </li></ul><ul><li>The Credit cannot be greater that the hours, giving high number of hours and credits for any individual paper must be avoided. </li></ul><ul><li>There should be some logic in the allotment of hours and credits. </li></ul><ul><li>Credits for STAND and Service Organisations are symbolic. The Credits in there, in no way match the Hours spent </li></ul>
  32. 32. General Objectives of UG Courses <ul><li>1. To develop language skills </li></ul><ul><li>2. To impart an relevant, ethical and socially harmonious value education, which would mould both character and personality development. </li></ul><ul><li>3. To broaden the outlook of the students by interdisciplinary approach </li></ul><ul><li>4. To offer student-oriented and employment-relevant applied courses </li></ul><ul><li>5. To offer functional computer skill linked to the discipline of study. </li></ul><ul><li>6. To prepare students for various competitive examinations. </li></ul>
  33. 33. Course Structure : UG Courses <ul><li>7- Tier Course structure. </li></ul><ul><li>1. Languages and Foundation courses </li></ul><ul><li>2. Core courses </li></ul><ul><li>3. Core special courses </li></ul><ul><li>4. Core applied courses </li></ul><ul><li>5. Core supportive courses. </li></ul><ul><li>6. Extra departmental courses and extra credit </li></ul><ul><li>7. Outreach programmes and participation courses inservice organisations. </li></ul>
  34. 34. Merits-1 <ul><li>1.'Credits' is the language understood by institutions worldwide. Roughly '80-120' credits are used to denominate an undergraduate course worldwide. Therefore it is imperative that we also follow the same pattern so as to enable our students to move horizontally and vertically within the country and without. </li></ul><ul><li>2.  CBCS will enable the students to acquire knowledge in more than one major if the students select their courses diligently. By adding sufficient credits in other disciplines, additional degrees become possible with little extra time spent by the students. </li></ul>
  35. 35. Merits-2 <ul><li>3.Flexibility given to the students might improve their interest in studies. They might show more keenness in the pursuit of studies meaningfully. </li></ul><ul><li>4.CBCS is likely to alter the existing mind set of academicians, propelling them into radically change curriculum designing, teaching methodology and evaluation techniques. </li></ul>
  36. 36. Merits-3 <ul><li>5. The quality of education offered under Choice Based Credit System may be comparable to overseas graduate programmes. </li></ul><ul><li>6. Team teaching will be possible with the credit system </li></ul><ul><li>7. There is also a possibility for a motivated student to secure more credits. There is a choice of subjects available </li></ul><ul><li>9. There is guest lecturers, audited courses, flexibility to choose other papers, from other disciplines and even practicals in literature classes. </li></ul><ul><li>10.This is democracy in classroom interaction which will provide the student-friendly atmosphere. </li></ul><ul><li>11.This curriculum will prepare the learner to be involved in social problems. </li></ul>
  37. 37. Difficulties <ul><li>1.Existing workload and Appointment norms will hamper and initiative drastically. </li></ul><ul><li>2. Resistance to change on the part of administrators and academicians to experiment with new changes. </li></ul><ul><li>3. A meticulous planning and a radical curriculum designing is required. Cosmetic changes will not serve the purpose. </li></ul><ul><li>4. Substantial financial outlay for implementation and if necessary for appointment of teachers is required. </li></ul>
  38. 38. About the presenter <ul><li>Dr.B.Victor is a highly experienced postgraduate biology teacher, recently retired from the reputed educational institution St. Xavier’ s College, Palayamkottai, India-627001. </li></ul><ul><li>He was the dean of sciences and assistant controller of examinations. </li></ul><ul><li>He has more than 32 years of teaching and research experience </li></ul><ul><li>He has taught a diversity of courses ranging from Send your comments to : pre- university to post graduate classes. </li></ul><ul><li>[email_address] </li></ul>
  39. 39. Thank you