The document is a manual providing guidelines for implementing curriculum and assessing student progress for technical education programs in Maharashtra, India. It was created by committees comprised of educators from polytechnic institutions and revised over time to standardize curriculum delivery and ensure students meet intended learning outcomes. The manual describes norms for continuous assessment of students to provide feedback to teachers and help institutions effectively manage resources.
This PPT Covers Pharmacy Act –1948: Objectives, Definitions, Pharmacy Council of India; its
constitution and functions, Education Regulations, State and Joint state pharmacy
councils; constitution and functions, Registration of Pharmacists, Offences and Penalties
The legislature is the organ of government that makes and changes laws. It is composed of representatives elected by the people. The Constitution of Nepal provides for a dual legislature with federal and provincial bodies. The federal legislature is bicameral, consisting of the House of Representatives with 275 members elected through first-past-the-post and proportional representation systems, and the National Assembly with 59 permanent members elected indirectly. The provincial legislature consists of members elected through first-past-the-post and proportional representation. The key functions of the legislature are to make laws, amend the constitution, pass budgets, and provide oversight of the executive branch.
This document is a report from an industrial visit by Bhavik C. Patel and other students to CDAC and Amdocs in Pune from March 10-15, 2014. The report provides a daily summary of presentations and demonstrations they attended covering topics like big data, machine to machine communication, cybercrime laws, system on chip design, automotive embedded systems, graphics technologies, artificial intelligence, and high performance computing systems like PARAM Yuva 2. The visit provided students valuable insights into various industries and research opportunities in information technology.
The document discusses various modern extraction methods used to isolate active constituents from plants. It describes extraction as removing constituents using solvents, with the goal of separating medicinally active portions from inactive components. Several solvent extraction techniques are outlined, including maceration, percolation, Soxhlet extraction, and ultrasound extraction. Key factors in solvent selection and achieving an efficient extraction are also summarized.
The document provides an overview of the Right to Information Act 2005 in India. It discusses that the Act provides citizens with a legal framework to access information held by public authorities, promoting transparency. It defines public authorities and the types of information covered. Exemptions to disclosure are listed. The procedures for filing information requests and associated timelines and fees are outlined. Penalties for non-compliance are also summarized.
method to separate compounds based on their relative solubilities in two different immiscible liquids, usually water and an organic solvent. It is an extraction of a substance from one liquid into another liquid phase.
This PPT Covers Pharmacy Act –1948: Objectives, Definitions, Pharmacy Council of India; its
constitution and functions, Education Regulations, State and Joint state pharmacy
councils; constitution and functions, Registration of Pharmacists, Offences and Penalties
The legislature is the organ of government that makes and changes laws. It is composed of representatives elected by the people. The Constitution of Nepal provides for a dual legislature with federal and provincial bodies. The federal legislature is bicameral, consisting of the House of Representatives with 275 members elected through first-past-the-post and proportional representation systems, and the National Assembly with 59 permanent members elected indirectly. The provincial legislature consists of members elected through first-past-the-post and proportional representation. The key functions of the legislature are to make laws, amend the constitution, pass budgets, and provide oversight of the executive branch.
This document is a report from an industrial visit by Bhavik C. Patel and other students to CDAC and Amdocs in Pune from March 10-15, 2014. The report provides a daily summary of presentations and demonstrations they attended covering topics like big data, machine to machine communication, cybercrime laws, system on chip design, automotive embedded systems, graphics technologies, artificial intelligence, and high performance computing systems like PARAM Yuva 2. The visit provided students valuable insights into various industries and research opportunities in information technology.
The document discusses various modern extraction methods used to isolate active constituents from plants. It describes extraction as removing constituents using solvents, with the goal of separating medicinally active portions from inactive components. Several solvent extraction techniques are outlined, including maceration, percolation, Soxhlet extraction, and ultrasound extraction. Key factors in solvent selection and achieving an efficient extraction are also summarized.
The document provides an overview of the Right to Information Act 2005 in India. It discusses that the Act provides citizens with a legal framework to access information held by public authorities, promoting transparency. It defines public authorities and the types of information covered. Exemptions to disclosure are listed. The procedures for filing information requests and associated timelines and fees are outlined. Penalties for non-compliance are also summarized.
method to separate compounds based on their relative solubilities in two different immiscible liquids, usually water and an organic solvent. It is an extraction of a substance from one liquid into another liquid phase.
Extraction is defined as a process that involves separating active plant or animal components from inactive ones using selective solvents. There are several extraction processes, including infusion, maceration, digestion, decoction, continuous hot extraction, solvent-solvent precipitation, and liquid-liquid extraction. Caffeine is extracted from coffee seeds through infusion by steeping the seeds in water. The caffeine can then be isolated from the tea solution through a multi-step process involving extraction with methylene chloride followed by evaporation of the solvent.
Vinca, also known as Catharanthus roseus, is a plant native to Madagascar that is cultivated in tropical and subtropical regions for its anticancer alkaloids vinblastine and vincristine. The plant is perennial and cultivated by direct sowing or in nurseries. It has glossy green leaves and red, pink, or white flowers. Microscopy shows dorsiventral leaf structure with palisade parenchyma below the upper epidermis. The plant contains over 90 alkaloids, notably the dimer alkaloids vinblastine and vincristine which are used to treat cancers like Hodgkin's lymphoma and leukemia. Extracts and alkaloids from v
The Council of States, also known as the Rajya Sabha, represents the interests of India's 29 states and 6 union territories. Representatives are elected by state legislative assemblies based on population size, with a few representatives chosen from union territories as determined by Parliament. Members must be at least 30 years old and cannot hold any government office or be a proclaimed offender. Rajya Sabha members serve 6-year terms with one-third of the members retiring every 2 years. The Vice President of India serves as the ex-officio Chairman of the Rajya Sabha.
The Right to Information Act 2005 provides Indian citizens the right to access information from public authorities. It aims to promote transparency and accountability in government. Key features include:
- Citizens can request information from public authorities in writing or electronically.
- Authorities must respond within 30 days, or 48 hours for information involving life or liberty.
- Certain types of information like cabinet papers and intelligence agency records are exempt.
- Central and State Information Commissions were established to hear appeals for information requests.
The Right to Information Act was enacted in 2005 to replace the previous Freedom of Information Act and provide citizens access to information held by public authorities in India. Key provisions include:
- Citizens can request information from any public authority, which must reply within 30 days.
- Authorities must proactively publish certain information so citizens need minimum recourse to formal requests.
- The objective is to promote transparency and accountability in governance.
The Prevention of Cruelty to Animals Act, 1960, authored by acclaimed dancer and animal lover, Rukmini Devi Arundale, is an Act of the Parliament of India enacted in 1960 to prevent the infliction of unnecessary pain or suffering on animals and to amend the laws relating to the prevention of cruelty to animals.
The Supreme Court of India is the highest court in the country. The President appoints judges after consulting with other judges. Grounds for impeachment of a judge include proved misbehavior or incapacity. The Supreme Court has original, appellate, and advisory jurisdictions. It hears disputes between the central government and states, or between states. Through writ petitions, it can issue orders like habeas corpus, mandamus, prohibition, certiorari, and quo warranto. The Supreme Court is the final appellate authority for both civil and criminal cases. It also has discretionary powers to grant special leave appeals. The court can review its own judgments and punish for contempt.
- Broadcasting is the distribution of audio and video content to a dispersed audience via any audiovisual medium like radio, television, cable, satellite etc.
- There are different types of broadcasting including telephone, radio, television, cable, satellite and webcasting.
- Broadcasts can be live or recorded. Recorded broadcasts allow for corrections and editing while live broadcasts like sports can include replays.
- Broadcasts are distributed through physical media or networks. Radio networks helped establish radio as a national medium in the US.
- The rights to broadcast and telecast are protected under Article 19(1) of the Indian Constitution as freedom of speech and expression. The Copyright Act of 1957 also protects broadcast reproduction rights. However
This document defines key terms related to herbal medicines and describes herbal materials, preparations, and products. It defines an herb as a plant used for medicinal purposes. Herbal medicines use plants to treat or prevent illness. Herbal medicinal products contain exclusively herbal substances or preparations as the active ingredient. Herbal preparations, such as extracts or tinctures, are the basis for finished herbal products and are produced through various extraction or processing methods. Finished herbal products consist of one or more herbal preparations from one or more plant sources, with or without additional excipients. The document also discusses good agricultural practices for cultivating medicinal plants, including organic farming and pest management techniques.
This document provides an overview of the mint species Mentha piperita, or peppermint. It discusses the plant's taxonomy, description, cultivation, chemical composition, pharmacological effects, and uses. Peppermint is native to Europe and used widely in flavoring, fragrance, medicine, and pharmaceutical products. It contains high levels of menthol and other compounds that give it antimicrobial, anti-inflammatory, and antioxidant properties useful for treating conditions like irritable bowel syndrome, headaches, and nausea. Peppermint oil and tea are among the most common products derived from the plant.
Isolation, Identification and Analysis of PhytoconstituentsDr. Siddhi Upadhyay
1) The document discusses the isolation, extraction and identification of various phytoconstituents like terpenoids, glycosides, alkaloids and resins.
2) Extraction methods like solvent extraction, fractional crystallization and chromatography are described for menthol, citral, artemisin, glycyrrhetinic acid, rutin, atropine, quinine, reserpine, caffeine and podophyllotoxin.
3) Identification tests include chemical tests and thin layer chromatography. Rf values are provided for comparison with reference standards.
Capacity Building Programme on Geographical Indications & Design Registration for Textile Engineers organized by Rajiv Gandhi School of Intellectual Property Law IIT Kharagpur
Drugs and Magic Remedies (Objectionable Advertisements), 1954 Act,1954 Sagar Savale
An Act to control the advertisement of drugs in certain cases, to prohibit the advertisement for certain purposes of remedies alleged to possess magic qualities and to provide for matters connected therewith. This act is not unconstitutional, because it does not interferes with private business and also it does not impose unreasonable restrictions.
This document summarizes the production, estimation, and utilization of three phytochemicals: taxol, vincristine, and vinblastine. Taxol is extracted from the bark of Pacific Yew trees through a multi-step process involving methanol extraction and partitioning with carbon tetrachloride and water. It is estimated using HPTLC and HPLC and used to treat several types of cancer. Vincristine and vinblastine are produced through plant tissue culture of Catharanthus roseus. Their crude extracts are obtained through ethyl acetate extraction and partitioning from culture filtrates. They are estimated using TLC and HPLC and used in chemotherapy for leukemia, as immunosuppressants, and for Hodgkin
The Lok Sabha is the lower house of India's bicameral parliament. It has a maximum of 552 members, most of whom are elected by universal adult suffrage for five-year terms. The Lok Sabha meets in New Delhi and holds sessions three times per year. Key powers of the Lok Sabha include passing budgets and motions of no confidence against the government. While similar in some powers, the Lok Sabha is considered more powerful than the upper house Rajya Sabha as it is responsible for forming the government.
This document provides an overview of the Drugs and Cosmetics Act of 1940 and its rules of 1945 in India. It discusses the history and objectives of the act, key definitions, schedules, provisions around importing and manufacturing drugs, licensing requirements, and offenses and penalties. The act was implemented to regulate the drug industry and ensure safety, quality and standards through licensing and inspection. It covers allopathic, ayurvedic, siddha and unani medicines.
This document provides an introduction to conducting youth parliament programs. It discusses the importance of democracy and parliamentary procedure in India. The key points are:
1) Youth parliament programs aim to train students in democratic skills like debate, public speaking, and group decision making to better participate in civic life.
2) India has a long tradition of democracy dating back to ancient republics and village assemblies. The modern parliamentary system was adopted by the Indian constitution.
3) Familiarizing students with parliamentary procedure through mock sessions helps develop competencies for meaningful citizenship in India's democratic system.
The document discusses patents, which are a grant from governments that provide the exclusive right to make, use, or sell an invention for a limited period of time. Key points include:
- A patent is granted for new and useful inventions like processes, machines, manufactured articles, or improvements. It is not granted for ideas or principles.
- The term of an Indian patent is 20 years to encourage research and development. Patents prevent secret exploitation of inventions and allow patentees to legally enforce their rights against infringers.
- The patent process involves filing an application with a provisional then complete specification within 12 months, examination for novelty, opportunity for opposition, and potential grant and sealing of the patent.
Mahendra Umare is an Associate Professor and Head of the Civil Engineering department at Nagpur Institute of Technology with over 17 years of teaching experience. He is pursuing his PhD in Civil Engineering from RTM Nagpur University. He has expertise in areas like career counseling, institutional development, and the NBA accreditation process. His research interests include general civil engineering, hydraulics, environment management, and water resource development.
This document is the handbook for the Faculty of Engineering and Technology at SRM University for the 2015-2016 academic year. It provides information about the university governance, lists of advisory boards, courses of study, campus facilities, scholarships, rules and regulations, academic calendars, faculty and staff details for the university's different campuses. It includes contact information for important personnel and departments. The handbook aims to provide students with essential information to have a productive academic year.
Extraction is defined as a process that involves separating active plant or animal components from inactive ones using selective solvents. There are several extraction processes, including infusion, maceration, digestion, decoction, continuous hot extraction, solvent-solvent precipitation, and liquid-liquid extraction. Caffeine is extracted from coffee seeds through infusion by steeping the seeds in water. The caffeine can then be isolated from the tea solution through a multi-step process involving extraction with methylene chloride followed by evaporation of the solvent.
Vinca, also known as Catharanthus roseus, is a plant native to Madagascar that is cultivated in tropical and subtropical regions for its anticancer alkaloids vinblastine and vincristine. The plant is perennial and cultivated by direct sowing or in nurseries. It has glossy green leaves and red, pink, or white flowers. Microscopy shows dorsiventral leaf structure with palisade parenchyma below the upper epidermis. The plant contains over 90 alkaloids, notably the dimer alkaloids vinblastine and vincristine which are used to treat cancers like Hodgkin's lymphoma and leukemia. Extracts and alkaloids from v
The Council of States, also known as the Rajya Sabha, represents the interests of India's 29 states and 6 union territories. Representatives are elected by state legislative assemblies based on population size, with a few representatives chosen from union territories as determined by Parliament. Members must be at least 30 years old and cannot hold any government office or be a proclaimed offender. Rajya Sabha members serve 6-year terms with one-third of the members retiring every 2 years. The Vice President of India serves as the ex-officio Chairman of the Rajya Sabha.
The Right to Information Act 2005 provides Indian citizens the right to access information from public authorities. It aims to promote transparency and accountability in government. Key features include:
- Citizens can request information from public authorities in writing or electronically.
- Authorities must respond within 30 days, or 48 hours for information involving life or liberty.
- Certain types of information like cabinet papers and intelligence agency records are exempt.
- Central and State Information Commissions were established to hear appeals for information requests.
The Right to Information Act was enacted in 2005 to replace the previous Freedom of Information Act and provide citizens access to information held by public authorities in India. Key provisions include:
- Citizens can request information from any public authority, which must reply within 30 days.
- Authorities must proactively publish certain information so citizens need minimum recourse to formal requests.
- The objective is to promote transparency and accountability in governance.
The Prevention of Cruelty to Animals Act, 1960, authored by acclaimed dancer and animal lover, Rukmini Devi Arundale, is an Act of the Parliament of India enacted in 1960 to prevent the infliction of unnecessary pain or suffering on animals and to amend the laws relating to the prevention of cruelty to animals.
The Supreme Court of India is the highest court in the country. The President appoints judges after consulting with other judges. Grounds for impeachment of a judge include proved misbehavior or incapacity. The Supreme Court has original, appellate, and advisory jurisdictions. It hears disputes between the central government and states, or between states. Through writ petitions, it can issue orders like habeas corpus, mandamus, prohibition, certiorari, and quo warranto. The Supreme Court is the final appellate authority for both civil and criminal cases. It also has discretionary powers to grant special leave appeals. The court can review its own judgments and punish for contempt.
- Broadcasting is the distribution of audio and video content to a dispersed audience via any audiovisual medium like radio, television, cable, satellite etc.
- There are different types of broadcasting including telephone, radio, television, cable, satellite and webcasting.
- Broadcasts can be live or recorded. Recorded broadcasts allow for corrections and editing while live broadcasts like sports can include replays.
- Broadcasts are distributed through physical media or networks. Radio networks helped establish radio as a national medium in the US.
- The rights to broadcast and telecast are protected under Article 19(1) of the Indian Constitution as freedom of speech and expression. The Copyright Act of 1957 also protects broadcast reproduction rights. However
This document defines key terms related to herbal medicines and describes herbal materials, preparations, and products. It defines an herb as a plant used for medicinal purposes. Herbal medicines use plants to treat or prevent illness. Herbal medicinal products contain exclusively herbal substances or preparations as the active ingredient. Herbal preparations, such as extracts or tinctures, are the basis for finished herbal products and are produced through various extraction or processing methods. Finished herbal products consist of one or more herbal preparations from one or more plant sources, with or without additional excipients. The document also discusses good agricultural practices for cultivating medicinal plants, including organic farming and pest management techniques.
This document provides an overview of the mint species Mentha piperita, or peppermint. It discusses the plant's taxonomy, description, cultivation, chemical composition, pharmacological effects, and uses. Peppermint is native to Europe and used widely in flavoring, fragrance, medicine, and pharmaceutical products. It contains high levels of menthol and other compounds that give it antimicrobial, anti-inflammatory, and antioxidant properties useful for treating conditions like irritable bowel syndrome, headaches, and nausea. Peppermint oil and tea are among the most common products derived from the plant.
Isolation, Identification and Analysis of PhytoconstituentsDr. Siddhi Upadhyay
1) The document discusses the isolation, extraction and identification of various phytoconstituents like terpenoids, glycosides, alkaloids and resins.
2) Extraction methods like solvent extraction, fractional crystallization and chromatography are described for menthol, citral, artemisin, glycyrrhetinic acid, rutin, atropine, quinine, reserpine, caffeine and podophyllotoxin.
3) Identification tests include chemical tests and thin layer chromatography. Rf values are provided for comparison with reference standards.
Capacity Building Programme on Geographical Indications & Design Registration for Textile Engineers organized by Rajiv Gandhi School of Intellectual Property Law IIT Kharagpur
Drugs and Magic Remedies (Objectionable Advertisements), 1954 Act,1954 Sagar Savale
An Act to control the advertisement of drugs in certain cases, to prohibit the advertisement for certain purposes of remedies alleged to possess magic qualities and to provide for matters connected therewith. This act is not unconstitutional, because it does not interferes with private business and also it does not impose unreasonable restrictions.
This document summarizes the production, estimation, and utilization of three phytochemicals: taxol, vincristine, and vinblastine. Taxol is extracted from the bark of Pacific Yew trees through a multi-step process involving methanol extraction and partitioning with carbon tetrachloride and water. It is estimated using HPTLC and HPLC and used to treat several types of cancer. Vincristine and vinblastine are produced through plant tissue culture of Catharanthus roseus. Their crude extracts are obtained through ethyl acetate extraction and partitioning from culture filtrates. They are estimated using TLC and HPLC and used in chemotherapy for leukemia, as immunosuppressants, and for Hodgkin
The Lok Sabha is the lower house of India's bicameral parliament. It has a maximum of 552 members, most of whom are elected by universal adult suffrage for five-year terms. The Lok Sabha meets in New Delhi and holds sessions three times per year. Key powers of the Lok Sabha include passing budgets and motions of no confidence against the government. While similar in some powers, the Lok Sabha is considered more powerful than the upper house Rajya Sabha as it is responsible for forming the government.
This document provides an overview of the Drugs and Cosmetics Act of 1940 and its rules of 1945 in India. It discusses the history and objectives of the act, key definitions, schedules, provisions around importing and manufacturing drugs, licensing requirements, and offenses and penalties. The act was implemented to regulate the drug industry and ensure safety, quality and standards through licensing and inspection. It covers allopathic, ayurvedic, siddha and unani medicines.
This document provides an introduction to conducting youth parliament programs. It discusses the importance of democracy and parliamentary procedure in India. The key points are:
1) Youth parliament programs aim to train students in democratic skills like debate, public speaking, and group decision making to better participate in civic life.
2) India has a long tradition of democracy dating back to ancient republics and village assemblies. The modern parliamentary system was adopted by the Indian constitution.
3) Familiarizing students with parliamentary procedure through mock sessions helps develop competencies for meaningful citizenship in India's democratic system.
The document discusses patents, which are a grant from governments that provide the exclusive right to make, use, or sell an invention for a limited period of time. Key points include:
- A patent is granted for new and useful inventions like processes, machines, manufactured articles, or improvements. It is not granted for ideas or principles.
- The term of an Indian patent is 20 years to encourage research and development. Patents prevent secret exploitation of inventions and allow patentees to legally enforce their rights against infringers.
- The patent process involves filing an application with a provisional then complete specification within 12 months, examination for novelty, opportunity for opposition, and potential grant and sealing of the patent.
Mahendra Umare is an Associate Professor and Head of the Civil Engineering department at Nagpur Institute of Technology with over 17 years of teaching experience. He is pursuing his PhD in Civil Engineering from RTM Nagpur University. He has expertise in areas like career counseling, institutional development, and the NBA accreditation process. His research interests include general civil engineering, hydraulics, environment management, and water resource development.
This document is the handbook for the Faculty of Engineering and Technology at SRM University for the 2015-2016 academic year. It provides information about the university governance, lists of advisory boards, courses of study, campus facilities, scholarships, rules and regulations, academic calendars, faculty and staff details for the university's different campuses. It includes contact information for important personnel and departments. The handbook aims to provide students with essential information to have a productive academic year.
The document provides details of the 3rd International Conference on ISRES'17 organized by Selvam College of Technology in Namakkal, Tamil Nadu, India from March 2-3, 2017. It lists the editors, editorial message, conference chairs, advisory committee members, various committees formed, and the paper titles and IDs that were accepted for presentation at the conference. Over 60 papers on computer science and renewable energy resources topics were accepted for the conference proceedings.
Government polytechnic takhatpur induction pptDev Sahu
This document welcomes the 2018-21 batch to Government Polytechnic Takhatpur. It provides information about the college such as it was established in 1998, it is AICTE approved, and affiliated with Chhattisgarh Swami Vivekananda Technical University. It outlines the college's goals of graduating talented engineers and conducting research. It also lists the degree programs offered, faculty members, and lab facilities. Expectations are outlined for student performance, attendance, and behavior. Successful past students who obtained jobs or became university toppers are mentioned. Tips are provided to students about maintaining discipline, punctuality, respecting others, and keeping a positive attitude.
The document lists innovative practices being used in technical education institutions in India. It groups the practices into three categories:
1) Best Practices - Includes practices like benchmarking syllabus to leading institutions, academic audits, total quality management commitment, and securing ISO certification.
2) Progressive Practices - Involves practices such as identifying student deficiencies, periodic seminars by experts, and providing educational aids.
3) Other Practices - Contains uniforms for students, communication of student progress to parents, and compiling past exam questions.
The document aims to share these practices so other technical institutions can learn from these examples.
This document provides a curriculum vitae for Dr. S.B. Mallur. It outlines his objective of serving others through technical knowledge and experience gained over 22 years in academia. It lists his teaching skills and experience, as well as achievements such as presenting research papers internationally. It then provides details of his personal and professional profile, including education qualifications and over 20 years of teaching experience in mechanical engineering.
This document lists recipients of various awards given out by MTC Global for excellence in academics, corporate work, teaching, and special categories. A total of 57 individuals and organizations received awards in categories such as lifetime achievement, education, engineering, management, teaching, technology, healthcare, and contribution to MTFI (Music, Theater, and Fine Arts Institute). The awards recognized outstanding work, leadership, innovation, and social service in fields related to education, business, and community service.
This document provides an overview of the achievements and activities of the Department of Chemical Engineering at the Institute of Chemical Technology for the academic year 2018-2019. It details that the faculty published over 200 papers and books, received various awards, and that students won prizes and placements. It also provides brief profiles for several professors, outlining their areas of research, publications, theses supervised, and professional activities.
This document outlines the two-year curriculum for the Fitter craft program under the Craftsmen Training Scheme (CTS) at NSQF Level 5. The curriculum aims to train candidates in professional skills, professional knowledge, engineering drawing, workshop science and calculation, and employability skills. In the first year, trainees learn basic fitting skills like sawing, filing, drilling, measurement, with an accuracy of ±0.25mm. In the second year, they learn advanced skills like reaming, tapping, grinding, fitting with increased accuracy up to ±0.04mm and 30 minutes of arc. The training develops skills from basic to complex levels and integrates theory and practical learning.
The document is a resume for Prof. Rakesh Kumar, who is a full professor of physics and coordinator of the Nanotechnology Program at Ch. Charan Singh University in Meerut, India. He has over 25 years of experience in research and teaching in areas related to microelectronics processing, nanotechnology, thin film technology, and photonic materials. He currently supervises PhD students and teaches courses in these fields.
This document provides a summary of the educational qualifications and professional experience of Dr. Jyotirmaya Satpathy. It outlines his educational background which includes multiple post-doctoral degrees, PhDs, and masters degrees. It also lists over 30 academic responsibilities he has held, including various teaching positions. Finally, it outlines over 35 awards, honors, and other achievements.
This document provides a biography and credentials for Dr. Jyotirmaya Satpathy. It outlines his educational background, including multiple post-doctoral degrees, areas of research in fields like neuroscience and management. It also lists his professional roles, such as positions held at various universities teaching subjects like human resources management. Finally, it details his academic responsibilities like instructing at military academies in India and administrative roles at research institutions.
Tanushree Mitra is seeking a career in molecular techniques where she can use her skills in bioinformatics, genetics, and laboratory techniques. She has a M.Sc. in Botany and Forestry from Vidyasagar University and has worked on projects involving genomic DNA extraction, PCR, and sequencing. Her most recent project from 2014 involved studying drug sensitivity in humans. She is proficient in Windows, bioinformatics tools, and laboratory techniques like gel electrophoresis.
Dynamics and Dimensions Pertaining to the Purchase of Capital GoodsAnupam Kumar
This paper tries to explore the nuances of the purchase process of modular office equipments and tries to draw a distinction from all the other types of business to business sales/purchase processes. This is an exploratory study and the paper is based on the scientific observations been made by the author over his past 10 years of work experience with the modular office equipment industry in India. The detail gaps have been filled with the help of depth interviews with sales team members of modular office equipment manufacturers and architects from Delhi NCR. The paper explains that most businesses are largely dependent on their partner organizations, like the project management consultants, the architects and even to their vendors themselves, for adoption of a formal purchase process, citing the lack of knowledge and understanding as the basic reason for such a behavior. This paper tries to imply that all types of businesses, whether established or emerging, are adopting the use of partner organizations for their modular office equipment purchase decisions. It further likes to encourage researchers to explore a similar phenomenon in the human resource recruitment processes through campus placements or recruitment agencies. This paper tries to explain the increasing trend of outsourcing in the purchase processes by organizations to their partner organizations.
This curriculum vitae summarizes the qualifications and experience of Ashish Siddharth Sahare. He has completed a B.E. in Electronics and Telecommunication from Dnyanganga College of Engineering and Research in Pune and is currently pursuing an M.Tech degree from Veermata Jijabai Technological Institute in Mumbai. His academic qualifications include good marks in SSC and HSC exams. He has work experience in internships and as a laboratory assistant. He is skilled in embedded systems, programming, and software tools. His M.Tech project involves the design of a guided wave radar for precise level measurement.
Anup Sharma is seeking a career opportunity where he can utilize and develop his knowledge and talents. He has studied electronics and telecommunication engineering and is currently pursuing his bachelor's degree. He has experience with programming languages like Java, Matlab and Verilog. Additionally, he has participated in various projects related to parallel computing, hydroelectric power simulation, and smart hearing aids. Anup also has experience in teaching chemistry and has won prizes for his participation in college cultural and technical events.
Dr. Sandeep Tiwari is a professor of mechanical and automation engineering with over 20 years of experience in academia and industry. He holds a PhD in mechanical engineering and has held various leadership roles, including director, at several engineering institutes in India. His research focuses on environmentally conscious machining processes and he has published work in several national and international journals.
This document is a resume for Diwanshu Mahajan providing contact information, education history, work experience, achievements, interests, responsibilities, and references. It summarizes that Diwanshu received a B.Tech in Civil Engineering from Jawaharlal Nehru Government Engineering College Sundernagar and has work experience in rainwater harvesting and solid waste management projects. It also lists academic honors, hobbies, leadership roles, and references.
This document contains the resume of Mauria Shrughan S. It summarizes his objective, academic qualifications, software skills, projects, training, and work experience. His objective is to work in a learning and challenging environment to contribute positively to organizational and personal growth. Academically, he has a B.E. in Mechanical Engineering, a Diploma in Mechanical Engineering, and secondary education qualifications. His software skills include AutoCAD and MS Office. His projects include a manually operated sheet grooving machine and a Stirling engine. He has received training in CNC machine operation and worked in various roles for different companies to gain experience.
IICET 2015 - i-manager's International Conference on Engineering and Technolo...imanconference
The purpose of IICET 2015 is to provide a platform for researchers, engineers, academics and industrial professionals to present their recent research work and to explore future trends in various areas of engineering and technology and enrich their insight on in-depth research in the field of Engineering. IICET 2015 will feature Keynote lectures by eminent Academics and various technical sessions with paper presentations.
IICET 2015 is organized by i-manager Publications (www.imanagerpublications.com) which has made its marked milestone of a triumphant decade in Academic Publishing. All articles will undergo a rigorous review process by the Technical committees. Proceedings of the Conference will be submitted for possible inclusion into IEEE Xplore as well as other Abstracting and Indexing (A&I) databases. Extended version of selected papers will be published in i-manager’s Journals. i-manager’s Journals are listed in ProQuest, EBSCO, Index Copernicus, Ulrich Directories, Cabell’s Directories, Google Scholar, Indian Citation Index, Global Impact Factor, Cite Factor etc.
A vision statement outlines where an organization aims to go in the future based on its current position, serving as a central goal. The vision provides focus for the organization's mission to achieve its overall purpose as outlined in the mission statement, which describes the reason for the organization's existence and guides decision-making and strategies to fulfill its mission. A vision looks to the future while the mission focuses on the present.
The document contains 10 puzzles with solutions. Puzzle 1 involves naming a family member. Puzzle 2 is a math problem involving a 4-digit number. Puzzle 3 is an age word problem about a man and his wife. Puzzle 4 involves deducing the identity of a surgeon from clues. Puzzle 5 involves rearranging matchsticks. Puzzle 6 cuts up the Greek letter Pi into pieces. Puzzle 7 counts triangles in a figure. Puzzle 8 rearranges matchsticks to form squares. Puzzle 9 finds a 10-digit number with specified digits. Puzzle 10 identifies a unique number. The final puzzle is about a snail climbing out of a pit over multiple days.
This document summarizes a study on the attitudes of students in English and vernacular medium secondary schools in India. 360 students from 9 schools participated in the study, with 180 from English medium schools and 180 from vernacular medium schools. Questionnaires and interviews were used to collect data on students' attitudes towards themselves, peers, and teachers. Results showed students from English medium schools had more positive attitudes towards themselves compared to vernacular medium students. Girls from English medium schools had the most positive attitudes, while girls from vernacular medium schools had the least positive. The study aims to understand how the medium of instruction impacts student attitudes.
This document contains laboratory planning sheets for two courses - Electronics & Telecommunication and Electrical Engineering. It outlines 13 communication skills activities to be completed over the academic year 2014-2015. For each activity, it lists the planned dates of performance for different batches of students and the supervising faculty member, Mr. Anil Bachate. The activities include topics like communication cycles, role play, letter writing, and report writing. Dates are scheduled separately for three batches to allow for all students to complete the required activities.
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Scheme g second semester_ej_et_en_ev_ex_is_ic_iu_de_mu_ie_ed_eiAnil Bachate
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1. MANUAL FOR CURRICULUM
IMPLEMENTATION AND
ASSESSMENT NORMS
(CIAAN 2011)
MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION. MUMBAI
For Engineering and Technology Full time One to Five year duration Courses
(with effect from 2011-12)
3. In order to ensure the uniformity in the curriculum implementation CIAAN -2001 was developed by
following committee.
Chairman, Maharashtra State Board of Technical
Project Organiser
Education, Mumbai
Mr. M. A. Mulay, Controller of Examinations, Maharashtra State
Project Officer
Board of Technical Education, Mumbai
Mr. B. D. Kale, Asst. Secretary, Maharashtra State Board of
Project Co-ordinator
Technical Education, Mumbai
Expert Guidance Dr.R.S.Mahashabde, Coordinator, T.T.T.I. Extension Centre, Pune
Project Institute Government Polytechnic, Aurangabad
Project Leader Dr. A. R. Thete, HOD Civil, Govt. Polytechnic, Aurangabad
Dr. A. R.Thete, HOD Civil, Autonomy and curriculum
Development, Govt. Polytechnic, Aurangabad.
Authors
Prof. M. A. Mulay, Controller of Examinations, Maharashtra State
Board of Technical Education, Mumbai.
Project Group Members: 1. Prof. G. R.Sangawai, LAPM, G.P.Aurangabad
2. Prof. S.P.Shiralkar, LME, G.P.Aurangabad
3. Prof. L.S.Patil, LEE, G.P.Aurangabad
4. Prof. A.A.Bhole, LEE, G.P.Aurangabad
5. Prof. S.S.Ragte, LCE, G.P.Aurangabad
6. Prof. S.T.Bidgar, HAPM, G.P.Osmanabad
7. Prof. G.N.Balsaraf, Lect, Phy, G.P.Beed
8. Prof. Y.N.Shaikh, LCE, P.L.G.P.Latur
9. Prof. S. M. Nilangekar, Asst. Secretary, RBTE, Aurangabad.
Page 1 of 59
4. First revision of CIAAN -2001 was done in the year 2004. Following committee revised it
Sr. No Committee Member Designation
Shri. S. M. S. Shashidhara, Head of Civil Engg. Dept. Govt.
1 Convenor
Polytechnic, Ahmednagar
Shri. S. S. Tamhane, Training & Placement Officer, Govt.
2 Member
Residential women's Poly., Yavatmal
Shri. R. N. Shikari, Head of Electronics Dept., Govt.
3 Member
Residential women's Poly., Latur
4 Shri. Mahajan, Smt. Venuai Chavan Poly, Pune Member
Shri. P. N. Tandon, Vice Principal' Bharati Vidyapeeth's Instt.
5 Member
of Technology, Navi Mumbai
Dr. A. R. Thete. Assis. Director of Technical Education,
6 Member
Regional Office, Aurangabad
Shri. M. D. Shivankar, Dy. Secretary, M. S. Board of
7 Member Secretary
Technical Education, Regional Office, Aurangabad
Second revision : CIAAN -2004 Further revised in the year 2008-2009
Third Revision: CIAAN is further revised by the following Committee in the year 2011-12
Sr. No Committee Member Designation
1 Shri. V. R. Rao, Principal, Cusro Wdia Instt. of Tech. Pune Convenor
Shri. D. M. Gaikwad, Training & Placement Officer, Govt.
2 Member
Poly., Nashik
Shri. S. N. Mahajan, Head of Mechanical Dept., V. B. V.
3 Member
Poly., Vasai
Shri. B. B. Kulkarni, Lecturer in Mech. Engg. Dept. Govt.
4 Polytechnic, Ratnagiri Member
Shri. S. P. Yavalkar, Dy. Secretary, M. S. Board of Technical
5 Member Secretary
Education, Mumbai
Page 2 of 59
5. New Norms for academic Monitoring for Engineering Diploma courses are revised by the
following committee in the year 2011-12
Sr. No Committee Member Designation
Shri. D. P. Nathe, Principal, Government Polytechnic,
1 Chairman
Mumbai
Shri. N. K. Mahajan, HOD, Sau. Venutai Chavan Polytechnic,
2 Member
Pune
Shri. N. G. Nikam, Principal, P. D. V. V. Patil Institute of
3 Member
Technology and Engineering Pravranagar, Dist-Ahmednagar
Shri. P. W. Charde, Principal, Shri. Datta Meghe Polytechni,
4 Member
Nagpur
Shri. S. P. Yavalkar, Dy. Secretary, M. S. Board of Technical
5 Member Secretary
Education, Mumbai
New Norms for academic Monitoring for Pharmacy Diploma courses are revised by the following
committee in the year 2011-12
Sr. No Committee Member Designation
Dr. M. N. Qureshi, Principal, Institute of Pharmacy
1 Chairman
Malegaon, Nashik
Dr. C. V. Achara, Principal, K. M. Kundnani Pharmacy
2 Member
Polytechnic, Ulhasnagar
Shri. N. R. Dighade, Principal, Advocate V. R. Manohar
3 Institute of Diploma in Pharmacy, Wanadogari Hongna Road, Member
Nagpur
4 Shri. H. M. Washimkar, Shinhagad College of Pharmacy Member
Shri. V. D. Vaidya, Dy. Secretary, M. S. Board of Technical
5 Member Secretary
Education, Mumbai
Page 3 of 59
6. FOREWORD
The Maharashtra State Board of Technical Education has adopted the policy of
designing the curriculum based on the scientific principles since 1995. As a part of
curriculum implementation, the student assessment norms have been implemented. These
norms are now known as Assessment Norms 96. Next revision of curriculum was done
through various identified institutions (Design Centres) from 2001-02. The new curriculum
mainly focuses on professional and generic skill development in students and meeting the
desired quality of teaching, learning and management. This needs redesign of whole
education process and to plan the activities at various levels such as institution, department,
and teacher level on regular basis. The Heads of Institutions are required to perform various
functions to manage the change along with their routine activities.
The Curriculum Implementation and Assessment Norms (CIAAN) are prepared for
ensuring the effective curriculum implementation. The word curriculum implementation
shall not be taken in an isolated manner but as an integral part of curriculum development
process at institutional level. The efforts taken by the project team towards preparing this
document are appreciated. The norms are focussed on the progressive assessment of the
student. However, this also provides feed back at regular intervals to the teachers. This will
also be helpful to the institutions to manage the resources effectively and efficiently.
It is expected that this will bring uniformity in the curriculum implementation and
student assessment to meet the objectives.
(Dr. P. M. Khodke)
Director
MSBTE, Mumbai
Page 4 of 59
7. INDEX
Part Sub Section Description Page No.
FOREWORD 4
INDEX 5
PART- A PHILOSOPHY 7
1.0 Introduction 8
2.0 Philosophy of Curriculum Design 8
2.1 Curriculum development strategies 9
2.1.1 Learning resource development 10
3.0 Curriculum Implementation & Assessment Norms 12
3.1 Approach for Curriculum Implementation 12
3.2 Norms and Strategies 14
3.2.1 Norms for Curriculum Implementation Process 14
3.2.2 Strategies for Curriculum Implementation 14
3.2.2.1 State level: 14
3.2.2.2 Institute level: 14
3.2.2.3 Departmental level: 14
3.2.2.4 Individual (teacher) level: 15
3.3 Mechanism for Curriculum Implementation 15
3.3.1 Institute level Curriculum Implementation Unit 16
3.3.1.1 Structure of ICIU 16
3.3.1.2 Roles and Responsibilities of ICIU 16
3.3.1.3 Terms of Reference 16
Roles and responsibilities of Principal / Management
3.3.1.4 16
Representative
3.3.1.5 Roles and responsibilities of Academic Co-ordinator 17
4.0 Monitoring Curriculum Implementation 20
4.1 Committees for Monitoring Curriculum Implementation 20
4.1.1 Regional Review Committee (RRC) 20
4.1.2 Roles of Regional Review Committee (RRC) 20
4.1.3 Structure of EAMC and IAMC 20
4.2 Norms for Monitoring 21
4.2.1 Strategies of Monitoring 21
5.0 Students Assessment 22
5.1 Philosophy of Assessment 22
Page 5 of 59
8. 5.1.1 Norms for Class Test (Sessional Work) 22
5.1.2 Norms for Term Work / Sessional Work Assessment 22
Norms for assessment of practical / oral (viva-voce)
5.2 24
examination:
PART- B Annexure - I 25
Annexure - II 34
PART- C PROFORMAS 41
Teaching Plan (D1) 42
Laboratory Plan (D2) 43
Students Progressive Assessment for Term Work (D3) 44
Final Assessment for Term Work (TW) & Skill Test (D4) 45
Final Assessment for Oral / Practical / Online Exam (External
46
/ Internal) (D5)
Sessional Marks Statement (D6) 47
Final Assessment of Inplant Training (D7) 48
Analysis of Term End Examination Result (D8) 49
Analysis of Class Test / Skill Test (D9) 50
Plan for Industrial Visit / Vacation Training / Inplant Training
51
(D10)
Plan for Expert Lectures (D11) 52
Placement Records (D12) 53
Staff Trainings Planning / Completed Records (D13) 54
Development Plan for Infrastructure / Laboratory / Teaching
55
Aids (D14)
Students Participation in Project / Paper Presentation / Quiz
56
Competition / Co Curricular Activities (D15)
Faculty Profile (D16) 57
Students Feedback (D17) 58
List of Equipment's (Laboratory Wise) (D18) 59
Page 6 of 59
10. 1.0 Introduction:
Curriculum is the total plan of intent designed and implemented with predetermined goals.
The scientific based curriculum designed by MSBTE covers these aspects in its curriculum
documents. The quality of diploma pass outs as expected by the industries is reflected in the
form of knowledge, skills, abilities and attitudes acquired by the students. While designing
the curriculum for diploma programme, such knowledge and skills to be developed in
students have been identified. The teaching - learning process adopted provides a key to
development of knowledge, skills and attitudes amongst the students. Providing
opportunities to the students in acquiring the desired skills is the key factor in implementing
the curriculum. To ensure effective implementation of the curriculum, there is a need of
establishing a mechanism at the state level and institute level. Proper monitoring through
internal and external committees is expected to provide guidance and support in improving
the implementation.
The purpose of the students’ assessment is to guide them in improving their performance.
This assessment has to be based on appropriate criteria as applicable to different subjects.
This section elaborates the philosophy adopted in Curriculum Design, the mechanism for
curriculum implementation and approach for assessment of student s’ performance.
2.0 Philosophy of Curriculum Design
The MSBTE conducted the survey of Industries in the Maharshtra State. The industries
covered were small, medium and large. The data was collected through a well-designed
questionnaire and interviews with selected industry personnel. The data was analysed
systematically to arrive at the expectations mainly of medium scale industries.
Fig 1 shows a schematic approach to curriculum development
The Curriculum Document explicitly describes technical skills, social skills and the attitudes
to be developed in students. While designing the contents of each subject, the principles
under the theories of learning have been used. The link diagram and the graphical structure
is provided for each subject helps the students’ to learn systematically and also help the
teachers to use different strategies for teaching (For details refer to Curriculum Document).
The major important points to note for users of curriculum (as described in curriculum
document of MSBTE.) are -
• Job Description and role of technician.
• Curriculum objectives drawn from job analysis.
• Personal Development Domain.
• Social Development.
• Life Long Learner.
• Industry related professional role.
• Curriculum areas to develop / achieve curriculum objectives.
• Graphical structure of the subject area.
Page 8 of 59
11. • Teaching – learning process at curriculum level and
• Approach to student evaluation.
The revised curricula for all disciplines contain major thrust areas like use of information
technology and development of generic skills. The highlights of the revised curriculum are
summarised below.
• For each discipline a core team was formed to revise the curriculum.
• Analysis of the present curriculum has been done through the questionnaire responded by
concerned teachers. In order to assess the present needs of industries, search conferences
were organised. Series of discussions were held with the representatives of Industries.
• To develop the desired abilities in students, as expressed by industries, focus has been
given on developing generic skills.
• The curriculum of generic skills has been designed from whole to part.
- The first year focuses on personal development.
- Contents of second year gives stress on social skills
- The third year gives emphasis on developing professional skills through project
management
• Specific periods (lectures / practicals) have been allocated in the curriculum for generic
skills
• In order to prepare the students for using advanced technologies, the subject of
information technology has been introduced.
• Integration of generic skills and information technology in various subjects is anticipated.
• The revised curriculum, while implementing expects the shift from teaching to learning.
2.1 Curriculum Development Strategies
In view of predetermined goals derived from the curriculum design on scientific basis, the
Board has decided to adopt following strategies to develop the curriculum.
1. To conduct industry survey to find out role of diploma holder due to recent
advertisements in technology and changing needs of Industry & Society.
2. To conduct search conference for identifying specific area for which skilled manpower is
required.
3. Curriculum is developed / revised through identified project institute with experienced
faculty and under guidance of education consultants.
4. In order to develop the curriculum on sound principles of education the faculty is trained
in the following areas -
- Systems Thinking
Page 9 of 59
12. - Theories of learning
- Theories of knowledge, Principles of education Technology.
- Content Detailing of subject
- Development of Teachers Guide & Sample Question Paper
- Effective implementation of Curriculum
2.2.1 Learning Resource Development
By adopting principles of education technology following learning resource material
have been developed systematically.
- More than 90 Laboratory Manuals for Engineering & Technology courses are developed
as well as 09 Lab manuals for diploma in Pharmacy courses are developed along with
Hand Book and Assignment Book on Development of Life Skills.
- Four Lab Manuals for Short Term Diploma Courses Diploma in Dress Designing and
Manufacturing (DM) are also developed.
Page 10 of 59
13. Select curriculum Areas
Conduct
Job/Market Classify curriculum areas into Prepare
survey disciplinary and non-disciplinary instructional
subjects materials
List job
opportuni Determine contents of each
ties curriculum area
Assess
entering Write the approach to each
Write behaviour subject
activities
under job
opportunity
Workout time required to
study Try the
Curriculum
Analyze Consider constraints for course
the duration and work out effective
activities time available for study
Determine
aims and Time required/ Effective
objectives of No time available for study
educational
programme
Yes
List constraints of educational
programmes
Carryout horizontal and vertical
organisation of curriculum areas
Evaluate the
performance of
Evolve teaching and evaluation curriculum
scheme
Evolve staffing pattern, laboratory
facilities and equipment etc.
Analyse the feedback
Page 11 of 59
Fig.1 A SCHEMATIC APPROACH TO CURRICULUM DEVELOPMENT
14. 3.0 CURRICULUM IMPLEMENTATION & ASSESSMENT NORMS:
(in pursuant to clause 22 of Maharashtra Act XXXVIII of 1997)
3.1 Approach for Curriculum Implementation
The MSBTE has designed its curriculum by adopting Systems Approach. The same
approach has been considered while considering Curriculum Implementation as Project.
(Refer Fig. 2) The salient features from the diagram are as follows.
The customer of the system is industry and community that requires competent technical
manpower. In order to produce the desired output, curriculum implementation process
should be well planned and executed. The diagram shows sequential learning process,
from state level planning to students’ meaningful learning. To carry out the educational
processes, the enabling processes have been identified as shown in the diagram. To
ensure effective curriculum implementation, the management structure has been
proposed under the control of MSBTE such as RBTE, RCC, ICIU, EAMC and IAMC.
The mechanism proposed will ensure the quality of the processes. This will be achieved
through the monitoring carried out by EAMC and IAMC. The diagram shows the
output of this process. In order to ensure improvement in Teaching - learning process
and quality of output, the systems approach is most appropriate.
Page 12 of 59
15. Regulating Agencies like MHRD, AICTE etc
Academic Committee
6) MSBTE
RBTE RRC
GP AP GAP SFP SFP
2) Output
3) Signal Input 1) Customers.
ICIU EAMC IAMC
External
Suppliers of • Industries
Input 4) Process • Community
A) Educational processes
• Parents / Students
LRDC / Students
Student SP CD Competent
IP LRUC ID Learning Diploma Pass
Internal
Schools • Management
Out • Faculty
Expert • Staff
IAMC
Organisations
Curriculum Curriculum Following Competitors
implementation monitoring assessment norms Report and
Institutes not affiliated to
recommendation MSBTE and recognized
Abbreviations used universities of
B) Enabling processes
SP – State Planning. Maharashtra.
IP – Institutional Planning. 5) Resources Inputs
CD – Curriculum Development.
EAMC Physical Human Information Finance Time Energy
ID – Instructional Design.
LRDC –Learning Resources Development Canter
LRUC – Learning Resource Utilization Canter.
GP – Govt. Polytechnics
AP – Autonomous Polytechnics
GAP – Govt. Aided Polytechnics Supra System
SFP – Self Financing Polytechnics
RRC- Regional Review Committee
ICIU - Institute level curriculum implementation Unit
EAMC - External monitoring committee FIG. 2 GENERAL SYSTEMS APPROACH FOR
IAMC - Internal monitoring committee
CURRICULUM IMPLEMENTATION
Page 13 of 59
16. 3.2 Norms and Strategies
3.2.1 Norms For Curriculum Implementation Process
3.2.1.1 Establish ICIU in the institute and identify the faculty for the same.
3.2.1.2 Prepare the curriculum implementation plan for the institute as a whole.
Schedule of activities under the plan should be communicated to all the
departments and also to the students' wherever applicable.
3.2.1.3 Each department should prepare session plan of curriculum implementation.
3.2.1.4 Each teacher has to develop his/her instructional plan for lectures, practicals and
allied activities related to teaching.
3.2.1.5 Department has to maintain the record in the prescribed Proforma to facilitate
the internal and external monitoring.
3.2.1.6 The students' attendance shall be maintained as per the Government Resolution
and informed to parents from time to time.
3.2.1.7 The performance of the students shall be displayed on the notice board after
each progressive evaluation.
3.2.1.8 The teacher should make use of advanced teaching methods such as CAI
packages,self-developed power point presentations, Flash presentations,
readymade presentation Internet etc. Preferably avoid dictation of notes.
However circulation of printed notes will be appreciated.
3.2.1.9 The focus in implementation should shift from Teaching to Learning.
3.2.2 Strategies for curriculum implementation:
3.2.2.1 State Level:
1. Academic committees of MSBTE through Expert committees will formulate the
policies and guidelines and communicate the same to the institutions.
3.2.2.2 Institute Level:
1. Principal through ICIU shall develop the plan of implementation for all the disciplines
and follow uniform procedures as Directed by MSBTE time to time.
2. Principal through ICIU will analyse the feedback given by IAMC and EAMC and take
remedial measures.
3. Principal shall arrange training programmes for faculty and staff so that curriculum
implementation is effective.
3.2.2.3 Departmental Level:
1. Head of the Department shall prepare session plan of implementation and take review
of the progress once in month.
2. Head of the Department shall ensure that the faculty prepares plans for classroom and
laboratory instructions.
3. Head of the department shall maintain all the records of implementation and
assessment.
4. Head of the Department shall analyse the performance of students in respect of class
test, skill test and term end examinations. Suitable actions for improving the overall
performance shall be taken by the department.
Page 14 of 59
17. 3.2.2.4 Individual (Teacher) Level:
1. The subject teacher- regular /Adhoc / contract / visiting shall prepare the session plan
for class room sessions and practical sessions
2. The subject teacher shall select appropriate methods of instructions to ensure
meaningful learning.
3. The subject teacher shall follow the philosophy of Curriculum Design and implement
it in the same spirit. It is expected that there will be shift from teaching to learning of
students.
4. The Lesson plan forms an important tool for delivering the contents during teaching
learning process. Hence every teacher is expected to appreciate this concept and
accordingly prepare lesson plan for a given subject and implement.
5. The subject teacher shall use the self-feedback from the concerned proforma for
improving instructional methods and self-development.
3.3 Mechanism For Curriculum Implementation
Fig. 3 Shows the structure of curriculum implementation mechanism
The salient features of the mechanism are as following –
Academic committee will be responsible for formulating the policies, providing the resource
support and guidance to the institutions, carry out the research and suggest the remedial
measures in solving the problems
1. Institution Curriculum Implementation Unit (ICIU) shall be set-up in every
polytechnic. This unit will be responsible for institutional planning, monitoring
curriculum implementation and to maintain the records.
2. External Academic Monitoring Committee(EAMC) - In order to ensure proper
implementation of the curriculum, a committee will be formed. The members of the
committee will be from other institutions.
3. Internal Academic Monitoring Committee(IAMC) - The ex-officio members of the
ICIU will form the committee for internal monitoring. This committee is expected to
follow the guidelines provided by Academic Committee through MSBTE and ensure
its implementation for all the departments in the institute.
Page 15 of 59
18. Board
Academic Committee
MSBTE
Poor /Appreciation
RBTE RRC
EAMC IAMC
Any other
case &
remedial
ICIU measures
Diploma Institute
Fig. 3 Structure of Curriculum Implementation Mechanism
1. RRC : Regional Review Committee.
2. EAMC : External Academic Monitoring Committee.
3. ICIU : Institute Level implementation Unit.
4. IAMC : Internal Academic Monitoring Committee.
3.3.1 INSTITUTE LEVEL CURRICULUM IMPLEMENTATION UNIT (ICIU)
3.3.1.1 Structure of ICIU
The organisational structure of ICIU will comprise of the following officials -
1. Principal / Management representative* Ex-officio Chairman
2. H.O.D. One from each Deptt. Ex-officio.
3. Representative from institutes teaching staff Member - 2 (To be nominated by the principal)
4. HOD / Sr. lecturer (identified) as Ex-officio
Academic Co-ordinator Member Secretary -1
5. Student representative Members -2
Page 16 of 59
19. (One female and one male to be nominated by the principal)
6. Parents representative Member -1
(To be nominated by the principal)
Note - * For Govt. / Govt. aided Institution the Principal of the Institution shall be Chairman of
ICIU and for Unaided Institutions the Management Representative shall be the Chairman of
ICIU and Principal shall then be an additional Ex-officio member of ICIU.
3.3.1.2 Roles and Responsibilities of ICIU
1. Study Curriculum development process and prepare curriculum implementation plan
at institute level
2. Identify the resource gaps at institute level and develop plan to make up the
deficiencies.
3. Plan for Academic Calendar of the institute taking into consideration the calendar
from MSBTE
4. Guide the departments regarding the philosophy of curriculum design and its
implementation.
5. Ensure uniform implementation of MSBTE norms for student assessment
6. Analyse the reports of internal and external monitoring committees and take remedial
action
7. Maintain the records of all activities in the prescribed proformas
3.3.1.3 Terms of Reference
1. Ex-officio members are permanent members
2. All external members will be by rotation
3. The term of external members shall be for minimum 1 year and maximum 3 years
4. ICIU will meet at least once in 6 months
5. Academic co-ordinator will prepare the agenda, maintain the minutes of the meeting
and prepare the action taken report.
6. Minimum quorum shall be half the number of members +1
3.3.1.4 Roles and Responsibilities of Principal / Management Representative.
The institute is responsible to ensure effective implementation of curriculum. The
MSBTE has decided to establish ICIU in each institute that will help the Principal to
focus on academic activities in line with the philosophy adopted by MSBTE. The
principal of the institute will be the chairman of ICIU where there is no representative of
management. In this context the roles of the principal, as chairman, ICIU are as follows;
1. Establish a separate cell in the Institute to plan, implement and monitor the progress
of curriculum implementation.
2. Provide infrastructure facilities to the identified Academic Co-ordinator such as
space, computer and one clerical staff.
3. Conduct meetings of the heads of Department and teacher to ensure smooth
functioning of ICIU.
4. Provide guidance to support the Academic co-ordinator.
Page 17 of 59
20. Note: In the cases of Unaided institutes where the management representative will act
as the Chairman of ICIU, the Principal will assist the Chairman in functioning of ICIU
3.3.1.5 Roles and Responsibilities of Academic Co-Ordinator
It is desirable to have uniform policy and procedures for all the departments in the
institute while implementing the curriculum. Academic co-ordinator is a key person to
decide and adopt uniform procedures. The roles of academic co-ordinator are listed
below -
1. Get acquainted with the philosophy of curriculum implementation and develop
insight regarding theories of learning, systems thinking and theories of knowledge.
2. Arrange the meeting of all teachers to elaborate the philosophy and the approach of
curriculum implementation. Initially more guidance may, be provided to the
teachers who are implementing laboratory manuals, using CAI packages and
arranging the activities for developing generic skills
3. Study and explain the different proformas developed and prescribed by MSBTE
4. Maintain the record of all the activities in ICIU
5. Identify the problems occurring regarding curriculum implementation
6. Formulate the remedial measures through discussion with principal and HOD
7. Identify the common resources required for implementing the curriculum and
facilitate the same in consultation with Heads of the Department and Principal.
8. Arrange the meetings of ICIU and maintain its record.
9. Provide facilities to EAMC.
10 Identify needs of training for supporting staff and teachers and communicate it to
MSBTE. Additional training be organised locally as per needs.
11 Encourage the teachers to contribute in various projects undertaken by MSBTE e.g.
Learning resource development print and non-print.
Page 18 of 59
21. ICIU
CHAIRMAN (Ex-officio)
(PRINCIPAL / REPRESENTATIVE OF
MANAGEMENT)
ACADEMIC CO-ORDINATOR
MEMBER SECRETARY (Ex-
officio)
EXTERNAL MEMBERS EX OFFICIO MEMBERS
STUDENTS REPRESENTATIVE
GIRL -1 HEADS OF DEPTTS. ALL
BOY -1
REPRESENTATIVES
PARENTS REPRESENTATIVE - 1
OF FACULTY -2
ICIU
ACADEMIC
CO-ORDINATOR
IAMC
Fig. 5 Graphical structure of ICIU
Page 19 of 59
22. 4.0 Committees for Monitoring Curriculum Implementation:
4.1 Regional Review Committee (RRC)
4.1.1 Structure of RRC
The organizational structure for RRC will comprised of following officials
1. Jt. Director of Respective Region - Ex-officio Chairman
2. Dy. Secretary RBTE - Ex-officio Member Secretary
3. Representative From institute - Principal from AICTE Institute - 01
Principal from Non AICTE Institute - 01
Principal from Pharmacy Institute - 01
4.1.2 Roles of Regional Review Committee (RRC):-
1. Discuss the report received by EAMC and verify that the monitoring is done as per the
norms decided by MSBTE time to time. (At present Annex-I)
2. Suggest remedial measures to the institutes.
3. Give recommendations to the MSBTE regarding Institutes to be de-affiliated.
4. Give recommendations to the MSBTE regarding institute to be given letter of appreciation.
4.1.3 Structure of EAMC and IAMC
Structure of EAMC:
(Note: Five institutes for each EAMC)
1 Principal of Identified Institute : Chairman
2 Head of department / Sr. Lecturer : Members 2
(One of the Head of department /
Sr.Lecturer shall act as Member Secretary)
3 Academic co-ordinator to be identified
by RBTE : MSBTE Representative
Structure of IAMC: (A committee of at least three members will monitor one
department)
1. Principal / Management representative Chairman and Ex-officio-1
2. Heads of department (As per the nos. of programmes)
3. Representative from faculty Members -2
4. Academic Co-ordinator.
Page 20 of 59
23. (Identified HOD / Sr. Lecturer) Member -1
4.2 Norms for Monitoring:-
1. IAMC and EAMC shall follow the criteria and sub criteria wise marking system given in
Annexure-I. They shall also follow the guidelines given in Annexure -II
2. IAMC shall carryout monitoring once in is semester prior to visit of EAMC.
3. External Academic Monitoring of institutes below 5 yrs. will be conducted twice in a year.
i.e. in both semester.
4. External Academic Monitoring of institute above 5 yrs. will be conducted once in year. i.e.
in second semester.
5. RBTE through RRC will review the reports submitted by EAMC and will convey the
remarks, suggestion for improvement to the institutes. RRC shall recommend to the
MSBTE, the nature of action to be taken on the institutes.
6. MSBTE will take action based on the recommendation of RRC.
4.2.1 Strategies of Monitoring:-
1. Institute shall fill their information in the online monitoring software developed by MSBTE
and may be revised time to time.
2. EAMC shall view the institute wise and department wise information filled by the institute
and shall give the remarks in the online software.
3. EAMC shall give the rating as per the findings using the marking systems given in
annexure-I which is also available online.
4. EAMC shall confirm the rating given to institute in online software.
5. During the visit EAMC member shall observe the working in laboratory and discuss the
students any relevant issue.
6. Members of EAMC shall provide guidance to the faculty in improving the process.
Page 21 of 59
24. 5.0 Students Assessment
5.1 Philosophy of Assessment
The objectives mentioned in the curriculum document are to be achieved through proper
implementation of the curriculum. During implementing the curriculum, various methods of
instructions are used to accomplish learning outcomes. The achievement of students' learning
is measured through well-defined assessment whose purpose is to assess and provide feedback
on student learning so that the student can improve his performance. The continuous feedback
will be useful to the learner and also to the teacher so that he (teacher) can change the
methodology to ensure learning of students.
5.1.1 Assessment Norms:
The various heads of examination scheme are theory, practical, term work, oral, project and
sessional. Theory examination is conducted at the end of academic year. Norms for
assessment of Theory Subjects have already been circulated (refer document “Norms for
Assessment of Answer books to be followed by Regional Assessment Centres”). In this
section norm for term work, practicals, oral and sessional (Class Test) are given.
5.1.1.1 Norms for Class Test: (Sessional Work)
1) Sessional marks to be communicated to MSBTE shall be as per teaching Examination
scheme.
2) For each subject two class tests shall be conducted as per teaching examination scheme
and MSBTE schedule.
3) No extra class tests shall be conducted for candidates remaining absent on account of
any reason.
4) Class test shall be of one hour for three hours duration term end examination paper and
one and quarter hour for four hours duration term end examination paper and test
question paper shall be as per MSBTE pattern.
5) Subject teacher has a liberty to decide the nature of question paper for class test but
question paper shall contain at least 40 % application level questions to assure level of
learning attained by the student / or it should be as per MSBTE specimen class test
paper.
6) Marks obtained by candidate in each test should be displayed within 10 days on notice
board.
7) Answer books of class tests shall be shown to students for feedback so as to make
improvement.
8) The Answer books of Class Tests shall be preserved till the declaration of two
consecutive examination results and shall be produced before EAMC.
5.1.1.2 Norms for Term Work / Sessional Work Assessment:
a. Term work assessment by internal examiner.
Marks given by subject teacher for each experiment / assignment / Sheet / Job /
Project on continuous assessment basis shall be added and converted to final marks
as per teaching examination scheme and sent to MSBTE.
b. Term work assessment by external examiner.
Page 22 of 59
25. The teamwork marks assign shall be divided in to two components. The first
components shall be marks obtaining skill test or 30 marks and second components
shall be actual assessment made by the external examiner out of 70 marks. The total
100 marks shall be converted as per teaching examination scheme and sent to
MSBTE.
Part I - Skill test
a. Subject teacher shall conduct one Skill tests for each subject for which term end
examination is prescribed under the head of oral / Practical and/ or external term work
examination.
b. Skill test will be of two hours duration and shall be conducted in regular timetable;
test shall carry 30 marks. These tests shall be arranged after completion of 80 %
(Approximately) practical portion.
c. Assessment of skill test should be performance oriented.
d. Marks of skill test shall be added to form marks out of 30. These marks shall form first
component of term end external oral practical examination and external term work
examination.
e. In skill test candidate shall be assessed on following parameters.
1) Planning for assignment and Recalling previous knowledge.
2) Observation and measurements.
3) Interpretation and Judgment.
4) Application and calculations.
5) Communication (Oral).
Note : Theoretical questions shall be set for 20 marks to assess above point no. 1 to 4 and
oral should be conducted for 10 marks to assess point no. 5
Part II - Continuous assessment (Experiment / Assignment / Sheet / job / Project activity
etc.)
1. Candidate shall be assessed continuously for his sincerity, punctuality, and discipline along with the
understanding of facts, principles, theories and application.
2. Term Work and presentation for each practical made by candidates shall be assessed on following
parameters.
C: Cognitive – Content Knowledge, Understanding, Retention parameters of the experiment
etc. Weight age 4 marks, 2-3 related questions to be asked.
P: Psychomotors Skills – To draw, To fit, To perform etc. Weightage 4 marks. Observe hands
on skills performance & ask questions.
A: Affective Domain – Such as punctuality, Timely submissions, Neatness etc, weightage 2
marks.
1. Each practical should be assessed for maximum of 10 marks
4. Total marks of practical work are calculated at the end of the term and converted to a base as per
teaching Examination Scheme.
5. Marks obtained (out of 30) by candidate in skill tests will be added in the marks given by the
external examiner (out of 70). Thus the total marks obtained in that particular head will become
Page 23 of 59
26. out of 100. These marks out of 100 shall then be converted to the marks assigned for that subject
as mentioned in teaching – examination scheme and this figure obtained after conversion shall be
written in the mark-sheet.
6. Record of continuous assessment of candidates should be maintained by lecturer in charge and kept
in the custody of Head of the Department after completion of the term.
7. Marks obtained by candidate after assessment of each practical work and skill test shall be shown to
candidate for improvement in subsequent practical.
8. Term work marks shall not be kept confidential. Marks obtained by candidate in term work after
continuous assessment shall be displayed on notice board and true marks are sent to MSBTE.
5.2 Norms for Assessment of Practical / Oral (Viva-Voce) / Online /
Project / Inplant Training Examination:
1) Preferably One and maximum two candidates should be assessed for oral examination
at a time.
A In practical examination, marks should be given to skills exhibited by candidate for
performing practical.
B The practical or oral examination marks shall be divided in two components. The
first component shall be the marks out of 30 obtained in skill test conducted by the
subject teacher and the second component shall be from the actual performance in
the practical or oral examination out of 70. The total 100 marks shall be converted
as per Teaching Examination Scheme and sent to MSBTE.
C In case of practical examination student shall be given an assignment (practical
problem / job) based on the practical conducted as per curriculum, he / She has to
analyse the problem / job and apply a specific skill to solve the problem or to
complete the job. In case of oral examination the questions should be based on –
i. Conceptual understanding of the subject
ii. Selection of equipment/procedure
iii. Decision making in a given situation / experiences
iv. Applications of principles and procedures.
2) Concerned Proforma should be sealed after the examination by putting signature of
internal and external examiners and it should be kept in the custody of Head of the
Institute / Principal.
3) Attendance record and record of continuous assessment of candidate should be
maintained in the format and after the end of the term concerned subject teacher should
submit the same to the Head of the Department. The Head of the Department should
keep the proformas in safe custody and should produce the same as and when required
for reference
Page 24 of 59
28. w.e.f 2011-12
Annexure -I
Criteria for Academic Monitoring for AICTE and pharmacy diploma courses
Total Institute Level Department level
Sr.
Criteria No. of No. of No. of
No. Weightage Weightage Weightage
Categories Categories Categories
Governance,
Policy Making
1 & 16 40 13 18 03 22
Infrastructure
Criteria
Administrative
2 07 10 07 10 00 00
Criteria
Academic
3 28 140 08 34 20 106
Criteria
Socio
4 Economic 06 10 05 07 01 03
Criteria
Total 57 200 33 69 24 131
Gradation of Institutes based on the marks obtained in the Academic monitoring
Grade Weightage Obtained Remarks
A 70% and More Excellent (Issue Letter of Appreciation)
B 60% to 69% Good
C 50% to 59% Satisfactory
D 40% to 49% Issue Warning
E 40% & Less than 40 Poor (Show Cause Notice)
Page 26 of 59
29. w.e.f 2011-12
Annexure -I
Criteria for Academic Monitoring AICTE and pharmacy diploma courses
Sub-Category wise
Total Institute Level Dept Level
No. of No. of No. of
Sn Criteria & Sub-criteria categories categories categories
Weightage Weightage Weightage
& Sub- & Sub- & Sub-
categories categories categories
Governance, Policy
I Making & Infrastructure 16 40 13 18 3 22
criteria
Governing Board for
A 3 3 3 3 0 0
policy and planning
B Infrastructure 13 37 10 15 3 22
II Administrative criteria 7 10 7 10 0 0
A Office automation 3 4 3 4 0 0
Redresser and Medical
B 2 2 2 2 0 0
Care System
C Facilities Available 2 4 2 4 0 0
III Academic criteria 28 140 8 34 20 106
A Accreditation 1 6 1 6 0 0
B Human Resource 6 21 3 11 3 10
C Learning Resources 2 6 0 0 2 6
D Curriculum Coverage 3 42 0 0 3 42
E Professional Outputs 3 13 3 13 0 0
Efforts for faculty
F development and industry 5 15 0 0 5 15
involvement
G Result and Placements 5 24 0 0 5 24
H Extracurricular Activities 3 13 1 4 2 9
IV Socio Economic criteria 6 10 5 7 1 3
A Alumna 3 3 3 3 0 0
Socio-Industry
B 3 7 2 4 1 3
Involvement
Total 57 200 33 69 24 131
Page 27 of 59
30. w.e.f 2011-12
Annexure -I
Category wise Marking System for AICTE and pharmacy diploma courses
For Pharmacy Institutes, Special criteria, observations & Special marks are highlighted in this way. All
other parameters remain same.
I. Governance, Policy Making & Infrastructure Criteria –
Sr Level
N Criteria & Sub-criteria Observations Marks
o (Institute Dept.)
A Governing Board for policy and planning
1 Governing board in place Yes / No 1/0 Institute
a. At least one each from industry and
Adequate representation of reputed academicians
industry and academician on b. one member either from industry or
2 Institute
board (For Pharmacy, from reputed academicians
Pharmacy background only) c. none either from industry or reputed 1/0.5/0
academicians
Whether meeting was
3 Yes / No 1/0 Institute
conducted in last year or not?
B Infrastructure
Built up area as per a. more or as per norms
1 1/0 Institute
AICTE/PCI Norms b. Less than norms
2 Own Boys Hostel Yes / No 1/0 Institute
3 Own Girls Hostel Yes / No 1/0 Institute
a) 6 times the no. of branches (5 Nos for
Pharmacy)
b) 5 times the no. of branches (4 Nos for
Pharmacy)
c) 4 times the no. of branches (3 Nos for
Pharmacy) 6/5/4/3/2/1/
4 No. of Laboratories 0 Dept.
d) 3 times the no. of branches (2 Nos for
Pharmacy) 5/4/3/2/1/0
e) 2 times the no. of branches (1 Nos for
Pharmacy)
f) Equal to no. of branches
g) Nil
a. More than AICTE/PCI Norms
Library:- No. of books in
5 b. As per AICTE/PCI Norms 10/8/0 Dept.
library
c. Below AICTE/PCI Norms
a. 3 or more (6 or more for Pharmacy)
Library:- No. of National /
International journals b. 2 (4 to 5 for Pharmacy)
6 3/2/1/0 Dept.
subscribed [Hard copies] per c. 1 (2 to 3 for Pharmacy)
branch
d. Nil (Less than 2 for Ph)
Page 28 of 59
31. 7 Digital- Library facilities Yes / No 1/0 Institute
Daily Library Usage (% of a. More than 8% of total students daily
students doing book
8 b. 5-7% of total students daily 6/4/0 Institute
transactions) out of total
students c. Less than 5% of total students
a. Better than 6:1
Student to Computer ratio. b. 6:1
9 Institute
Consider sanctioned intake c. Above 6:1 upto 8:1 4/3/2/0
d. Above 8:1
st
C Laboratories required for 1 Year /Auxiliary requirement for Pharmacy
Language Laboratory / 1/0
10 Yes/No Institute
Machine Room 2/0
Physics Laboratory / Herbal
11 Yes/No 1/0 Institute
Garden
Chemistry Laboratory / Drug
12 Yes/No 1/0 Institute
Museum
13 Workshop /Aseptic Room Yes/No 1/0 Institute
II. Administrative Criteria-
Sr Level
N Criteria & Sub-criteria Observations Marks (Institute /
o Dept.)
A Office Automation in use
1 Computerised MIS system in place Yes / No 2/0 Institute
2 Computarised Accounting System Yes / No 1/0 Institute
3 Campus wide Networking Yes/No 1/0 Institute
B Redressal and Medical Care System
1 Students mentoring and grievance cell in place Yes / No 1/0 Institute
2 Medical Facility for students Yes / No 1/0 Institute
C Facilities available
Band width
1 Internet facility for Students 2 mbps or more/1mbps / 3/2/1/0 Institute
Broad Band 512 kbps / Not
Available
2 Cooperative Store Facility Yes / No 1/0 Institute
Page 29 of 59
32. III. Academic Criteria
Level
Sr No Criteria & Sub-criteria Observations Marks
(Institute/ Dept)
A Accreditation
a. Accreditated
b. Reapplied
1 Accreditation by NBA (Desirable) 6/4/2/0 Institute
c. Fresh Applied
d. Not applied
B Human Resource
2/0
In Case
Principal a. Regular of
1 Exclusive Institute
(As Per current AICTE/PCI Norms) b. In charge Pharmac
y institute
5/0
No. of Head of the department
(As Per current AICTE Norms) (Not a. One Per branch
applicable to Exclusive Pharmacy Institute
2 but applicable for b. 70% of no. of branches 3/2/0 Dept.
a. Engg, c. Below 70%
b. Engg. +PH Institutes)
a. Below 1:16
3 Faculty to Student ratio b. Between 1:20 to 1:16 Institute
6/4/0
c. Above 1:20
a. More than 50%
M. E. / M. Tech./M.Pharm qualified faculties.
4 b. 35% to 49% 4/3/2/0 Dept.
c. Less than 35%
a. 10% of Faculty form
institute.
b. 5% of faculty from
5 No. of Faculties completed Ph.D Study institute. Institute
3/2/1/0
c. Upto 5% of Faculty from
institute
d. Nil
Lab Assistant/Technician with technical a. 3 or more than 3 (2 or
qualification as ITI /Diploma/Science more for Pharmacy)
6 Graduate/D.Pharm per dept Dept.
b. 2 (1 for pharmacy) 3/2/0
c. 1 or nil
C Learning Resources
a. 10% of faculty from
institute
1 LCD Projector per dept b. 5% faculty for institute 3/2/1/0 Dept.
c. Upto 5% of faculty
d. Nil
Page 30 of 59
33. Faculties using self developed Power Point a. More than 50%
/Flash Presentations/Readymade presentations
2 b. 25% to 49% 3/2/0 Dept.
as a teaching aid during imparting the
instructions c. Less than 25%
D Curriculum Coverage
Curriculum covered as per MSBTE/PCI
norms : for distribution of 20 marks. Pl. refer
guidelines as below.
1. No. of Lectures/Practical covered as per 20/18/0
norms -Max 5 Marks a. 100% (Distributed
1 2. Theory subject lesson plan prepared & b. 75% to 100% to four sub Dept.
followed - Max 5 Marks component
c. Less than 75% given in first
3. Practical plan prepared & followed- Max 5 column)
Marks
4. Student feedback about satisfactory
coverage of curriculum - Max 5 Marks
Attendance
a. Above 75%
1. Average attendance of theory Subject,
2 Practical subject, Average attendance of all b. 65% to 75% 10/8/0 Dept.
sessional examination for all theory & c. Below 65%
Practicals should be considered.
a. More than curriculum
prescribed
Availability of equipments for conduct of
3 b. 75-100% of syllabus 12/9/6/0
experiments/jobs as per MSBTE/PCI norms Dept.
c. 50-74% of syllabus 6/5/3/0
d. Less than 49% of syllabus
Assessment of Student Practical Training –
Exam conduction, Documentation, Project a. Conducted
4 6/0 Dept.
Report, Oral etc (Applicable only to b. Not conducted
Pharmacy Institutes)
E
A. Two papers from the
Number of faculties participated in national / institute
1 International conference by presenting 4/2/0 Institute
B. One paper from institute
/submitting papers in last 5 years
C. Nil
a. 5 or more (2 or more)
Proposals submitted to
2 b. 2 to 4 (1) Institute
MODROBS/RPS/ISRO/DST etc during year 5/3/1
c. 1
a. 2 or more
Number of consultancy/ testing projects b. 1
3 Institute
undertaken during last year 4/2/0
c. 0
F Efforts for faculty development and industry involvement
Page 31 of 59
34. a. Deputed more than 10%
of faculties from faculties
not having PG/Ph.D.
qualification
b. Deputed more than 5%
and less than 10% of
Faculties deputed/sponsored for the
1 faculties from faculties Dept.
improvement of academic qualification
not having PG/Ph.D. 3/2/0
qualification
c. Deputed less than 5% of
of faculties from faculties
not having PG/Ph.D.
qualification
a. Equal to no. of branches
MoUs with Industry/Hospital/Community
b. less than the no. of
2 Pharmacy for the participation in academic Dept
branches 3/2/0
development of the institute
c. Nil
a. more than 3 times the no.
branches
Industry experts lectures involved in academic
3 b. less than 3 times the no. Dept.
activities of institute during last year 3/2/0
branches
c. Nil
a. More than 3 times the no
of branches
No. of Industrial visits organised during last b. More than no of
4 3/2/0 Dept.
year branches
c. less than the no of
branches
Faculties attended trainings for Soft skills, a. More than 20%
5 Content updating, Industrial trainings etc in b. 10-20% 3/2/0 Dept.
last academic year c. Below 10%
G Result and Placements d.
st a. Above 60%
No. of Students passed in 1 Division in final
1 b. 30-60% 6/4/2 Dept.
year
c. Below 30%
a. Above 90%
2 Average result of final year of last 3 years b. Above 60% - below 90% 6/4/2 Dept.
c. Less than 60%
a. More than 3
Programs conducted for personality
3 b. 1-3 3/2/0 Dept.
development during current year
c. Nil
a. More than 3 events
4 Participation in sports (IDSSA) b. 1-3 3/2/0 Dept.
c. Nil
a. above 70 %
Campus Placement of final year students or b. below 70% and above 50
5 6/4/2 Dept.
going for higher education %
c. below 50%
H Extracurricular Activities
Organizing Technical Quiz / Seminar / Paper a. One or More than One
1 Presentation /Project Competition event per event 5/0 Dept.
year b. Nil
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35. Participation in Technical Quiz / Seminar / a. More than Two events
2 Paper Presentation / Project Competition event b. One event 4/2/0 Dept.
per year c. Nil
No of state/ national / international level
awards won by the Institute in workshop a. More than 3 awards
/seminar/ conference/ project competitions
3 b. Upto 2 awards 4/2/0 Institute
orgnised in association with industry/
Universities / MSBTE/ Government/Any c. No awards
other professional body during last 5 years
IV. Socio- Economic Criteria
Level
S
Criteria & Sub-criteria Observations Marks (Institute /
No
Dept)
A Alumna
Whether alumni association exist or not?
1 Yes/No 1/0 Institute
2 Alumni meet once in a year? Yes/No 1/0 Institute
Contribution by Alumni (Expert
3 lectures/Placements/Funding/Sponsorship Yes/No 1/0 Institute
etc)
B Socio-Industry Involvement
a. More than 2 times the no
Activities with respect to CEP programs / of Departments
1 trainings arranged [min 3 days duration] in b. More than 1 times the no Dept.
3/2/0
last year of Departments
c. Nil
Any other social activities – Earn and
a. 1 to 2
2 learn/NSS/NCC/Community 2/0 Institute
b. 0
services/Student welfare fund etc
No. of Entrepreneurship programs / activity a. At least one
3 2/0 Institute
conducted during year. b. Nil
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36. w.e.f 2011-12
Annexure -II
Guidelines for Academic Monitoring for AICTE and pharmacy diploma courses
For Pharmacy Institutes, Special criteria, observations & Special marks are highlighted in this way. All
other parameters remain same.
I Governance, Policy Making & Infrastructure Criteria –
From
Sr
CIAAN Document Required from
N Criteria & Sub-criteria Observations
Document other record
o
required
A Governing Board for policy and planning
1 Governing board in place Yes / No
a) At least one each from industry
Adequate representation of and reputed academicians
Document regarding
industry and academician on b) one member either from industry
2 -- governing Board such as office
board (For Pharmacy, from or reputed academicians
order, Meeting register,
Pharmacy background only) c) none either from industry or acceptance letter of the
reputed academicians member
Whether meeting was
3 conducted in last year or Yes / No --
not?
B Infrastructure
Certificate of architecture
a) more or as per norms registered with council of
Built up area as per
1 -- architecture regarding total
AICTE/PCI Norms b) Less than norms built up area a carpet area of
each room
2 Own Boys Hostel Yes / No -- Physical Verification
3 Own Girls Hostel Yes / No -- Physical Verification
a) 6 times the no. of branches (5
Nos for Pharmacy)
b) times the no. of branches (4 Nos
for Pharmacy)
c) times the no. of branches (3 Nos
for Pharmacy)
4 No. of Laboratories -- Physical Verification
d) times the no. of branches (2 Nos
for Pharmacy)
e) times the no. of branches (1 Nos
for Pharmacy)
f) Equal to no. of branches
g) Nil
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37. a) More than AICTE/PCI Norms Accession register of library,
Library:- No. of books in
5 b) As per AICTE/PCI Norms -- register showing no. of books,
library
c) Below AICTE/PCI Norms Bill of a purchase or gratis
a) or more (6 or more for
Library:- No. of National / Pharmacy)
Library register show no. of
International journals b) (4 to 5 for Pharmacy)
6 -- national, International journal
subscribed [Hard copies]
c) (2 to 3 for Pharmacy) subscribed.
per branch
d) Nil (Less than 2 for Ph)
Physical Verification, Student
7 Digital- Library facilities Yes / No --
Feedback
Daily Library Usage (% of a) More than 8% of total students
students doing book daily
8 -- Usage Register
transactions) out of total b) 5-7% of total students daily
students c) Less than 5% of total students
a) Better than 6:1
Student to Computer ratio. b) 6:1
9 -- Physical Verification
Consider sanctioned intake c) Above 6:1 upto 8:1
d) Above 8:1
C Laboratories required for 1st Year /Auxiliary requirement for Pharmacy
Language Laboratory /
10 Yes/No -- Physical Verification
Machine Room
Physics Laboratory /
11 Yes/No -- Physical Verification
Herbal Garden
Chemistry Laboratory /
12 Yes/No -- Physical Verification
Drug Museum
13 Workshop /Aseptic Room Yes/No -- Physical Verification
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38. II. Administrative Criteria-
From
Sr CIAAN Document Required from
Criteria & Sub-criteria Observations
No Document other record
required
A Office Automation in use
Computerised MIS system
1 Yes / No -- Physical Verification
in place
Computarised Accounting
2 Yes / No -- Physical Verification
System
3 Campus wide Networking Yes/No -- Physical Verification
B Redressal and Medical Care System
1. Office Order
2. Meeting Register
Students mentoring and -- 3. Parents Meeting Record
1 Yes / No
grievance cell in place 4. Record of Redressal
Session
5. Student Feedback
1. Appointment order of
Doctor/Nurse
2 Medical Facility for students Yes / No -- 2. Record of Visit Doctor /
Nurse
3. Student Feedback.
C Facilities available
Band width
1. Physical Verification
1 Internet facility for Students 2 mbps or more/1mbps / Broad --
2. Student Feedback
Band 512 kbps / Not Available
2 Cooperative Store Facility Yes / No -- Physical Verification
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39. III. Academic Criteria
From
Sr CIAAN Document Required from
Criteria & Sub-criteria Observations
No Document other record
required
A Accreditation
a) Accreditated
Documentation like Certificate
Accreditation by NBA b) Reapplied
1 -- from NBA, Application
(Desirable) c) Fresh Applied
submitted to NBA
d) Not applied
B Human Resource
Principal
a) Regular
1 (As Per current AICTE/PCI --
b) In charge
Norms)
No. of Head of the
department
(As Per current AICTE
Norms) (Not applicable to a) One Per branch
Appointment order, Mode of
2 Exclusive Pharmacy b) 70% of no. of branches -- any appointment, approval by
Institute but applicable for competent Authority.
c) Below 70%
c. Engg,
d. Engg+ PH
Institutes)
a) Below 1:16
3 Faculty to Student ratio b) Between 1:20 to 1:16 --
c) Above 1:20
M. E. / M. Tech./M.Pharm a) More than 50%
qualified faculties. Online D16
4 b) 35% to 49% Faculty Profile
Proforma
c) Less than 35%
a) 10% of Faculty from Institute
b) 5% of Faculty from Institute
No. of Faculties completed Online D16
5 c) Upto 5% of Faculty from Faculty Profile
Ph.D Study Proforma
Institute
d) Nil
Lab Assistant/Technician a) 3 or more than 3 (2 or more for
with technical qualification Pharmacy) 1. Appointment order / transfer
6 as ITI /Diploma/Science -- record
Graduate/D.Pharm per dept b) 2 (1 for pharmacy)
2. Lab Assistant Profile
c) 1 or nil
C Learning Resources
a) 1 1. Purchase Record, Record of
1 LCD Projector per dept b) Sufficient -- Use, Dead Stock register.
c) Nil 2. Physical Verification
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