Department of Extension and Communication is one of the Department in Faculty of Family and Community Sciences, The Maharaja Sayajirao University of Baroda, Vadodara. Often the public as well as academicians what the dept. is and the job scope after completion of the course. Being Head of this department. I take this opportunity to project my department. on a global platform.For any queries pl. contact me.
Career Cities: A Way ForwardAarhus University, DenmarkDeirdre Hughes
This presentation sets out examples of Deirdre Hughes' ongoing work on shaping experiences of learning and work within cities. It begins by setting out the rationale for building a careers offer for everyone young person that can be applied both within and outside of cities. The issues associated with child poverty are presented with a call for greater emphasis on career learning for all. The second part focuses on the evidence-base underpinning career education and its impact on pupil's skills and outcomes. It highlights findings from research designed to locate robust casual evidence on career education impact, drawing on experimental and quasi-experimental design.
In Custody and the Inspiration Agenda: positive steps forwardDeirdre Hughes
This keynote from Karen Adriaanse, Senior Associate, reflects on findings from the Inspiration in Custody agenda activities and partnership work across the West Midlands region to establish best practice and help promote the importance of future delivery of this type of provision in prisons. The focus of the evaluation was on the impact the events and activities have had on motivating the prisoners to plan for their release and to take actions, while still in prison, that would enhance their chances of future employment or self-employment.
This presentation presents findings from careers research, policy and practice. It details key findings from an international literature review on careers education in selected OECD countries.
Career Cities: A Way ForwardAarhus University, DenmarkDeirdre Hughes
This presentation sets out examples of Deirdre Hughes' ongoing work on shaping experiences of learning and work within cities. It begins by setting out the rationale for building a careers offer for everyone young person that can be applied both within and outside of cities. The issues associated with child poverty are presented with a call for greater emphasis on career learning for all. The second part focuses on the evidence-base underpinning career education and its impact on pupil's skills and outcomes. It highlights findings from research designed to locate robust casual evidence on career education impact, drawing on experimental and quasi-experimental design.
In Custody and the Inspiration Agenda: positive steps forwardDeirdre Hughes
This keynote from Karen Adriaanse, Senior Associate, reflects on findings from the Inspiration in Custody agenda activities and partnership work across the West Midlands region to establish best practice and help promote the importance of future delivery of this type of provision in prisons. The focus of the evaluation was on the impact the events and activities have had on motivating the prisoners to plan for their release and to take actions, while still in prison, that would enhance their chances of future employment or self-employment.
This presentation presents findings from careers research, policy and practice. It details key findings from an international literature review on careers education in selected OECD countries.
Positive steps forward education and training in prisonsDeirdre Hughes
Presentation by Karen Adriaanse following research into In Custody Evaluation Agenda for National Careers Service - West Midlands. The associated report is entitled - Inspiration in Custody"
For more information go to dmhassociates.org
Career education & guidance in schools Premanand Rai
Predictions about participation in the 21st-century workforce are being proven accurate every day. It does demand lifelong learning and an enduring capacity to manage change. Globalization has created even more challenges as well as opportunities for everyone. Young people are entering a more complex and dynamic environment where the interface between work and other facets of life is constantly being reappraised.
As the world changed and opportunities grew, the matching process became more complex. More young people had to decide whether to continue their education or get a job. They had to think about the longer-term consequences of their decisions as well as their next steps. So, careers work changed and young people began to receive some careers education in preparation for their ‘end of school’ guidance interview. This was normally a handful of lessons giving information about the opportunities on offer and advice on how to complete application forms and construct CVs.
Earlier the World of Career was quiet different - In the early days, careers work focused on matching individuals to specific opportunities in education and work. As choice was limited, many young people simply followed in their family’s footsteps. Making decisions about the next steps was a straightforward process, taking little time and requiring little preparation. For most students, an ‘end of school’ careers guidance interview with the Youth Employment Service was generally sufficient.
:: Technology, globalization and other developments have continued to transform the world, and change has become a feature of daily life. In schools, curriculum change meant that young people had some choice about which subjects to study in Years 10 and 11. To help them make these ‘career choices’, most schools extended their careers education lessons into Year 9 and gave young people earlier access to careers guidance.
:: International interest in career education and guidance is increasing as governments acknowledge the personal, social and economic benefits of equipping school students with the attitudes, knowledge and transferable skills they will need to become self-reliant career management and lead positive and fulfilled lives.
Principals' use of counselling skills dr geoffrey wangoDr Wango Geoffrey
Child or student counselling is a process in which the counsellor attempts to understand and helps to clarify those feelings in a child or student that may, and can impede growth, maturation, and overall well-being. The counsellor in the school has to regularly confront sensitive issues in the lives of a pupil or student, families and members of teaching and support staff. Issues include love relationships, depression, suicidal attempts, alcohol and drug abuse, sexual activity, parent-child relationships and self-injurious behaviours. The manner in which these issues are handled has profound effects on the well-being of pupils and students, their relationship with teachers and family, the school’s relationships with families, school culture, and on learning and general achievement. It must be emphasized that the school principal as the chief executive bears the ultimate responsibility for all school programmes including the school guidance and counselling programmes. To fulfil the academic and other responsibilities, principals must understand the counselling programmes, procedures and work with the counsellor in the school to ensure the series maximally benefit pupils and students within their jurisdiction. In particular, principals and counsellors maintain amicable relationships with pupils and students, teachers, parents and support staff. Principals consult with the counsellor about the handling of cases which present particular difficulties and others that touch upon the school’s interests. This includes acute cases of emotional disturbance, illness, indiscipline, crime, violence and drug abuse. This paper advances that while both the principal and counsellor require training in counselling, principals should make use of counselling skills to function within counselling professional ethical and legal guidelines.
Guidance and counselling services in schools in Kenya Dr Wango Geoffrey
This paper provides the contextual background of guidance and counselling in schools and other educational institutions in Kenya. It lays the basis of the need for guidance and counselling particularly in schools. The context for effective guidance and counselling programmes in schools is outlined, including specifics for guidance and counselling. Additionally, issues and concerns in schools are highlighted including pinpointing the contemporary issues and enhanced guidance and counselling services. The paper recommends a clear implementation strategy of the guidance and counselling programmes including methods of assessment, monitoring and evaluation.
Along with a fellow counselor, I was asked to give an update on our district "character education." I used the opportunity to review the state model for guidance and counseling. Then, I focused in on the guidance curriculum component and how we are meeting the objectives through our guidance curriculum.
Tools and resources to empower meaningful partnerships with students / Caitri...dkitlibrary
Presentation for 'Evolving identities: Collaboration to enhance student success', National Forum Seminar Series, Dundalk Institute of Technology, 23rd May 2019
Positive steps forward education and training in prisonsDeirdre Hughes
Presentation by Karen Adriaanse following research into In Custody Evaluation Agenda for National Careers Service - West Midlands. The associated report is entitled - Inspiration in Custody"
For more information go to dmhassociates.org
Career education & guidance in schools Premanand Rai
Predictions about participation in the 21st-century workforce are being proven accurate every day. It does demand lifelong learning and an enduring capacity to manage change. Globalization has created even more challenges as well as opportunities for everyone. Young people are entering a more complex and dynamic environment where the interface between work and other facets of life is constantly being reappraised.
As the world changed and opportunities grew, the matching process became more complex. More young people had to decide whether to continue their education or get a job. They had to think about the longer-term consequences of their decisions as well as their next steps. So, careers work changed and young people began to receive some careers education in preparation for their ‘end of school’ guidance interview. This was normally a handful of lessons giving information about the opportunities on offer and advice on how to complete application forms and construct CVs.
Earlier the World of Career was quiet different - In the early days, careers work focused on matching individuals to specific opportunities in education and work. As choice was limited, many young people simply followed in their family’s footsteps. Making decisions about the next steps was a straightforward process, taking little time and requiring little preparation. For most students, an ‘end of school’ careers guidance interview with the Youth Employment Service was generally sufficient.
:: Technology, globalization and other developments have continued to transform the world, and change has become a feature of daily life. In schools, curriculum change meant that young people had some choice about which subjects to study in Years 10 and 11. To help them make these ‘career choices’, most schools extended their careers education lessons into Year 9 and gave young people earlier access to careers guidance.
:: International interest in career education and guidance is increasing as governments acknowledge the personal, social and economic benefits of equipping school students with the attitudes, knowledge and transferable skills they will need to become self-reliant career management and lead positive and fulfilled lives.
Principals' use of counselling skills dr geoffrey wangoDr Wango Geoffrey
Child or student counselling is a process in which the counsellor attempts to understand and helps to clarify those feelings in a child or student that may, and can impede growth, maturation, and overall well-being. The counsellor in the school has to regularly confront sensitive issues in the lives of a pupil or student, families and members of teaching and support staff. Issues include love relationships, depression, suicidal attempts, alcohol and drug abuse, sexual activity, parent-child relationships and self-injurious behaviours. The manner in which these issues are handled has profound effects on the well-being of pupils and students, their relationship with teachers and family, the school’s relationships with families, school culture, and on learning and general achievement. It must be emphasized that the school principal as the chief executive bears the ultimate responsibility for all school programmes including the school guidance and counselling programmes. To fulfil the academic and other responsibilities, principals must understand the counselling programmes, procedures and work with the counsellor in the school to ensure the series maximally benefit pupils and students within their jurisdiction. In particular, principals and counsellors maintain amicable relationships with pupils and students, teachers, parents and support staff. Principals consult with the counsellor about the handling of cases which present particular difficulties and others that touch upon the school’s interests. This includes acute cases of emotional disturbance, illness, indiscipline, crime, violence and drug abuse. This paper advances that while both the principal and counsellor require training in counselling, principals should make use of counselling skills to function within counselling professional ethical and legal guidelines.
Guidance and counselling services in schools in Kenya Dr Wango Geoffrey
This paper provides the contextual background of guidance and counselling in schools and other educational institutions in Kenya. It lays the basis of the need for guidance and counselling particularly in schools. The context for effective guidance and counselling programmes in schools is outlined, including specifics for guidance and counselling. Additionally, issues and concerns in schools are highlighted including pinpointing the contemporary issues and enhanced guidance and counselling services. The paper recommends a clear implementation strategy of the guidance and counselling programmes including methods of assessment, monitoring and evaluation.
Along with a fellow counselor, I was asked to give an update on our district "character education." I used the opportunity to review the state model for guidance and counseling. Then, I focused in on the guidance curriculum component and how we are meeting the objectives through our guidance curriculum.
Tools and resources to empower meaningful partnerships with students / Caitri...dkitlibrary
Presentation for 'Evolving identities: Collaboration to enhance student success', National Forum Seminar Series, Dundalk Institute of Technology, 23rd May 2019
Forging Research Partnerships in Higher Education AdministrationUT Austin: ACA
Presented by Dr. Audrey Sorrells and Heather Cole at the 2011 ACA & APSA Professional Development Day conference on 2/17/11. Discusses the Research Initiative in the Office of the Dean of Students at UT Austin. This Research Initiative was created to bridge research to practice between academics, student services and community-based agencies to advance opportunities for collaboration and professional development within UT.
Donate Now for This Education Cause to Lift Underprivileged above the Poverty Line:
http://loveandcarewalk.org/Contributions/DonateToCampaign?campaignID=697
The tribal students, many of whom have the talent and potential to pursue further education in the field of science, are unable to do so because of shortage of college seats in the Valsad District of one of the poorest regions in South Gujarat, India. Further, tribal students find it difficult to migrate, for further studies, to even neighboring towns and cities, because of high living costs. As a result, they either drop out or are forced to pursue streams other than science.
To meet the educational aspirations of these talented young tribal children and to help them fulfill their dreams of pursuing productive careers in Science, SRLC is setting up a modern, first-of-its-kind Science College, Shrimad Rajchandra Vidyapeeth (SRV), to cater exclusively to tribal communities. The building, which is scheduled to be ready for occupation by June 2016, will include well-equipped Laboratories for Chemistry, Microbiology/Botany and Computer Science, Library & Wi-Fi Zone.
The total Cost of the Project, including construction and furnishing of the college building and landscaping of the college grounds is working out to Rs. 13 Crores (2 Million US Dollars). And the net Running Cost is estimated at Rs. 60 lakhs per year (US $ 90,000 per year).
We would be most obliged, if you would extend your support to us by contributing financially for this very worthy cause. Whatever you contribute, will be most gratefully received and will go a long way in transforming the lives of some of the most disadvantaged tribal children in our country. It would be our privilege and honor to have you joining hands with us, with the spirit of partnership.
Using Professional Competencies in a Global Context to Mentor the Next Genera...Dawn Harris Wooten
This presentation offers some global perspective (Kuwait, South Africa, UK, and US) on the the connection between competency development and career progression for emerging student affairs professionals and the importance of mentoring in both informal and formal methods. Presentation features an intro to NAFSA and ACPA/NASPA Competency Frameworks, resources, and the need for more research on the importance of mentoring to facilitate professionalization of the field.
Central university of haryana prospectus 2016 17 educationiconnect.com 7862...00007123
Student can easily take information about Central university of haryana prospectus 2016 17 educationiconnect.com 7862004786 Central university of haryana
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. DEPARTMENT OF EXTENSION & COMMUNICATION
FACULTY OF FAMILY AND COMMUNITY SCIENCES
THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA,
VADODARA, GUJARAT 1
2. VISION
To be an eminent centre of development communication
that addresses the needs of family, community and
nation for mobilization and participation of masses,
gender equity, sustainable development through its
interdisciplinary training and multifaceted curriculum.
3. Department strives to train students to work as
professional development practitioners and
researchers. The department creates an
environment of excellence by offering strong
theoretical foundations and rich practical
experiences in grooming professional who can
contribute to the nation's participatory
development processes and communications.
MISSION
4. PROFILE OF TEACHING FACULTY
Dr. Avani Maniar
Designation: Head and Associate Professor
Prof. Anjali Pahad
Designation: Professor
Prof. Rameshwari Pandya
Designation: Professor and
Coordinator of Ph.D Programme
Dr. Varsha Parikh
Designation: Associate Professor ,
IQAC Coordinator
Dr. Megha Sidhpura
Designation: Assistant Professor
Dean of Sports, FFCSc
5. Dr. Krutika Bhate
Designation: Temporary Assistant Professor
Dr. Shivani Mehta
Designation: Temporary Assistant Professor
Dr. Dhara Bhatt
Designation: Temporary Assistant Professor
Dr. Sarika Patel
Designation: Temporary Assistant Professor
Ms. Deepti Singh
Designation: Temporary Assistant Professor
Mr. Chandrik Rajdeep
Designation: Temporary Assistant Professor
PROFILE OF TEACHING FACULTY
7. Undergraduate
Level
B. Sc. (Extension and Communication)
Postgraduate
Level
P. G. Diploma (Development
Management)
M. Sc. (Extension and Communication)
Doctorate Level Ph. D. (Extension and Communication)
9. Extension Education and
Management
1.
NFE, Adult and Life Long
Education
2.
Development and
Mass Communication
3.
.
Entrepreneurship
Development and
Management
4.
Thrust
Areas
10. NON-TEACHING AND SUPPORT STAFF
Mr. Somabhai
(Support Staff )
Mrs.
Madhviben
(Support Staff )
Mr. Kalpesh Pandya
(AV Technician )
Ms. Seema Koranne
(Lab Assistant)
11. Coordinators in the Department
Dr. Avani Maniar-Coordinator
Dr. Krutika Bhate- Co-Cordinator
Masters Program
Dr. Varsha Parikh- Coordinator
Dr. Shivani Mehta- Co-Coordinator
Post Graduate Diploma in Development Management
Dr.Megha Sidhpura-Coordinator
Dr. Sarika Patel-Co-Coordinator
T.Y Coordinator (B.Sc.)
Dr. Dhara Bhatt-Coordinator
Ms. Deepti Singh-Co-Coordinator
S.Y Coordinator (B.Sc.)
12. Roles of Coordinators
Roles of Coordinators for B.Sc
• Guiding for CBCS Selection
• Guiding about the Departmental Activities
• Keeping academicals & Personal Records of the Students
• Coordinating with Students whenever it requires.
• Giving guidance Regarding Courses, Exam related issues, & other problems of the Students.
Roles of Coordinators for P.G.Diploma Development Management and
M.Sc
• Counseling the students in the Class as well as on individual basis as per the requirement and need.
• Guiding students for their individual & group project .
• Conducting the university Examination as the Chairperson & Liaison with internal and External
Examiners.
• Conducting the Viva-Voce for the Action Project & Coordinating with them External Examiner.
• Placement of Students in the Field work and for Block Placement.
13. NEW COURSES OFFERED AT UNDER GRADUATE
LEVEL
13
Second Year
Communication and Counselling Process
Methods of Teaching in Extension
Information Communication Technology and New
Media for Development
Orientation to Community Life
Gender and Development
Folk Media for Development
Electronic Media for Development
Project Development and Management
Non Formal Education
Basics of Development Communication
PRA Techniques for Development Process
Extension Education
Third Year
Workshop in Non Formal Education
Print Media for Development
Monitoring & Evaluation in Development
Entrepreneurship Development-I
Management of Human Service Organisation
Adult and Life Long Education
Workshop in Adult Education
Programmes for Development
Research and Documentation
Entrepreneurship Development-II
Seminar
Training and Development
14. VALUE ADDED & CERTIFICATE COURSES
Value-added Course Certificate Course
Course Name : Short Film Making Course Name : Social Media
Marketing
Year of Introduction- 2021-22 Year of Introduction- 2021-22
Mode : Online/Offline/Blended Mode : Online/Offline/Blended
NAAC Presentation, Department of Extension & Communication, Faculty of Family & Community Sciences, The Maharaja
Sayajorao University of Baroda-28/11/16
14
28. Jingle, Story, Poem Writing
Rangoli Making
Interaction of RJ Jiah
Poster, Logo, Cartoon
Designing
Exhibition
Dance Performances
29. CAREER GUIDANCE PROGRAMME
DURING PANDEMIC…(2021)
We continue our tradition of career guidance in this pandemic through Google
meeting. The Alumni Association of extension and communication has came
forward to give guidance about their respective field
33. Content Writing Media Designing
and execution
Planning and
Execution
Community
Research
Product Design Self employment/
entrepreneurial
skills
Folk Performance
38. ALUMNI ASSOCIATION
• Professor (Dr.) Arvindra Chandra in March
1986 established Home Science Extension
and Communication Alumni Association
• It was one of its’ Kind in University
• Association is now 35 Years Old with More
Than 500 Lifetime Members and Patrons
• Registered under Charitable Trust Act
The Home Science Extension and Communication
Alumni Association was formed with the following
objectives:
Lecture
Series
Fund
Raising
Events
Scholarship
s
Renovation
s in
Departmen
t
Organising
Seminars,
Workshops
and
Conferences
Newsletters
38
Contributions of HSECAA in Society &
Department
• Inviting Guests for Lectures
• Organising Seminars, Conferences and
Workshops
• Fund Raising Events like Garba for generating
funds for Students Welfare
• Taking up Infrastructure Development in the
39. DISTINGUISHED ALUMNI
39
Sr.
No.
Name Area of work
1 Dr.(Late) Arvinda
Chandra Retired Administrative at University/Department of EE
2 Dr. Padma Chari
3 Dr. Anupama Shah
4 Dr. Kalpana Paralikar
5 Dr. Geeta Goyal
6 Dr. Manisha Shelat Associate Professor, MICA
7 Dr. Manisha Pande
Heading the Department
at University/College
8 Dr. Varinder Randhava
9 Dr. Malaya Bora
10 Dr. Daisy Hazarika
11 Dr. Sunanda Chande
12 Dr. Archana Raj Singh
13 Dr. Sarita Anand Heading, Lady Irvin College, New Delhi
14 Dr. Jui Shah HEADING Extension Dept. at Arts College, Gujarat University, Ahmedabad
15 Dr. Awa Trivedi Administrator at Baba Saheb Ambedkar University, Ahmedabad
16 Dr. Surya Rathore Heading Dept. of Agriculture Extension Education ,Agriculture University, Hydrabad
17 Ms. Bondita Acharya Women Activist
18 Dr. Mamta Tiwari Professor, Associate Director, Directorate of Extension Education, Agriculture University,
Rajasthan
41. Gold Medal/Scholarship Awarded to the
Department Students
Gold Medal/Scholarship Offered for B.Sc.
•Smt. Jasumatiben Nagrecha Gold Medal
• Smt. Chandanben Dahyabhai Inamdar Gold Medal
• Smt. Itchhaguri Kuverji Naik Gold Medal
• Prof. (Dr.) Arvinda Chandra Scholarship
•Prof.(Ms.) P. S. Chari Merit Scholarship
• Dr. Leelaben Shah Memorial Gold Medal
• Prof.(Ms.) P. S. Chari Merit Scholarship
Gold Medal/Scholarship Offered
for M.Sc.
Gold Medal/Scholarship Offered
for P.G. Diploma in Dev.Mgt.
• Prof. Kalpana Parlikar Prize
43. EVALUATION CRITERIA
60/40 System
• 60% weightage to Internal Assessment &
• 40% weightage to External Assessment
NAAC Presentation, Department of Extension & Communication, Faculty of Family & Community Sciences, The Maharaja
Sayajorao University of Baroda-28/11/16
43
45. Programme Offered in the Department
of Extension and Communication at
various level
Undergraduate Level
B. Sc. (Extension
and Communication)
Postgraduate Level
P. G. Diploma in
Development
Management
M. Sc. (Extension
and Communication)
Ph. D (Extension and
Communication)
Teaching
• University
• College
• School
Research
• Research
Projects at
• Universities
• Research
Agencies
• NGOs
Jobs in
NGOs/GOs
• As Programme
Officer
• Documentation
Officer
• Trainer
Media
• Media
Educators
• Media
Operators
Self
Employment
• Self
Employed
• Entrepreneur
Career / Job Opportunities
46. B.SC IN EXTENSION AND COMMUNICATION CAN BE
GOOD FOUNDATION FOR COURSES LIKE
Communication and
Media
• Masters in Mass
Communication and
Journalism
• Masters in Corporate
Communication
• Masters in Media
Studies
• Masters in Ad
designing and Public
Relations
Extension
• Masters in Extension
and Communication
• Masters in Social
Work
• Masters in Human
Resource
Management
• Masters in Rural
Development
• Masters in
Management
Designing Courses
• Multimedia
Designing
• Web designing
• Communication
Designing
• Applied
Communication
47. Academic Opportunities After B.Sc. (EC)
• Mass Communication and
Journalism
• Corporate Communication
• Media Studies
• Advertising
• Public Relations
• Guidance and Counselling
• Digital Marketing
• Extension and
Communication
• Social Work
• Human Resource
Management
• Rural Development
• Business Management
• Multimedia Designing
• Web designing
• Communication
Designing
• Ad Designing
• Film Making
• Content Writing
48. Teaching
• Teacher (pre
school and
primary
school)
• Assistant
Professor
• Associate
Professor
• Professor
Research
• Research Officer
• Research
assistant
• Field
Investigator
• Data analyst
• Surveyor / Data
Collection officer
Jobs in
NGOs/GOs
• Programme Officer
• Project Coordinator
• Documentation
Officer
• Trainer
• IEC officer
• Field Officer
Media
• Media
Educators
• Media
Operators
• Media
Producers
• Journalist
• Photography
• Videography
Self Employment/
Entrepreneur
• Handicraft
designer
• Content writer
• Freelancer
• Documentation
• Graphic designer
• Photography
• Columnist
• Graphic designer
CAREER OPPORTUNITIES
49. MOU OF DEPARTMENT WITH DIFFERENT ORGANISATION
49
• COSMO Foundation
• Shroff Foundation
• ONGCL, Vadodara
• Reliance Industries, Vadodara –CSR Cell
• L & T Power, Vadodara
• ARCH Foundation
• Faith Foundation
• Alembic Foundation
50. 50
Ms. Megha Sidhpura
Ms. Dhara Bhatt
Yuvanta - Filmato- National Short
Film Competition on Won 3rd
Prize for the film “Vote Matters” &
Consolation Prize for film- “Be
the Change”,
Dr. Avani Maniar
Contribution in the
Area of E-content
Generation
Ms. Dhara Bhatt
Ms .Megha
Sidhpura
Won 3rd Prize For
the Short Film on
“Be the Change” on
Women Issues.
Prof. Rameshwari Pandya ,
Dr. Avani Maniar
World Education Summit
2014“Government Sector Initiative
in Education” for E-content
generation on “ Adult and Non-
formal Education” E-lets India Ltd.
World Education Summit
NATIONAL
RECOGNITIONS /AWARDS
Swasti Velani
43rd Junior
Kabaddi National
Tournament
Angel Christian
2nd Prize for
Vice Chancellor
English
Elocution
55. • Do not stand in lobby and make use of mobiles therein.
• Use of mobile phone in the class room during offline class strictly denied unless asked
to use for educational purpose.
• All the students shall inform their respective subject teachers about any leave in
advance.
• Students remaining absent due to illness shall submit an application along with
medical certificate.
• Submission deadlines of different theory and field work assignments or projects shall
be followed.
• Maximum use of library resources, media and computer lab, IEC resources are highly
encouraged. Students should contact in-charge person or subject teacher for the
same.
56. • Every students shall follow all Covid-19 protocol i.e. SMS- Social Distancing, Masks On and
Sanitization.
• All the students shall submit parents/guardian consent form before joining any offline class or
field work as mandated by Govt of Gujarat (GoG)
• As per guidelines issued by GoG, 40% class will be offered in online and remaining 60% classes
will be offered in offline mode. Hence presences during both classes are accordingly expected.
• As per university rules.
• All the students shall maintain decorum in classroom and field work by following given instruction
from time to time.
• Arrange chairs and tables in class room before leaving classrooms.
• Do not forget to switch off lights and fans after every use.
• Maintain cleanliness in campus, classroom and lobby.