1 Vivekananda Sammelan

The context Society cannot be blind to happenings in the education system. The
last two decades have witnessed momentous changes in our education
system, not all of them desirable. Education, in the present globalization
context, has come to be treated as a tradable service/commodity. The
resulting cultural crisis and value decay have thrown up a new term
‘value education’, making it appear as though mere education is totally
value-less (at worst) or somewhat value-deficient (at best). The original
Indian ethos, as perceived by Swami Ramakrishna Paramahansa and
his illustrious disciple Swami Vivekananda, envisages education as
man-making education. The goals of education in a society, to be
meaningful in the larger sense, need to be aligned with its values. It
is to bring about, sustain and strengthen this alignment that the
project, Vivekananda Sammelan, widely supported by the governmental
authorities and stakeholders in education, took shape.
Objectives of To inculcate in the school children, from primary to higher
the practice secondary levels, human values like selflessness, devotion to duty,
the joy of dedicated service, purity, honesty, integrity of character,
truthfulness, tolerance of other faiths, liberal outlook, scientific temper,
and catholicity among others.
The practice The college organizes Vivekananda Sammelan every year in a particular
district of West Bengal. The event is organized so as to culminate in
the celebration of Swami Vivekananda’s birthday on January 12,
observed throughout the country as National Youth Day. The MHRD
has been extending an annual grant of Rs. 1,00,000/- for the purpose,
for the last six years.
During the last ten years, each year, one district in the state is chosen.
Each district is divided into five or six zones depending on size and
topography. There is an elaborate organizational structure to oversee
smooth conduct of cultural and sports competitions among students
of various schools of the district, from August/September to December
each year. On an average, three to four hundred schools with three to
four thousand school children take part every year.
All competitions center around the life and teachings of Swami
Vivekananda and the rich cultural and spiritual heritage of India. The
topics chosen for cultural competitions are meant to inculcate in the
young minds high moral, ethical and spiritual values. Sports, games
and yogasanas, dear to the great modern saint who wanted young
India to develop “muscles of iron and nerves of steel”, are part of the
Sammelan. The winners are awarded prizes in the form of books and
certificates during the ceremony held on the Sunday nearest to January
12. The day is marked by discourses by monks from Ramakrishna
Mission and other eminent personalities, discussions and debates on
problems of modern youth and their solutions, talks on personality
development through harmonious development of heart, head and
hand, and question-answer sessions. Participants include students,
former students, parents, and all those eager to learn about India’s
ancient cultural and spiritual heritage.
Obstacles faced Obstacles faced include motivating schools authorities restricted
if any and by government circulars and motivating parents and teachers.
strategies adopted Ways adopted to overcome obstacles include sustained persuasion
to overcome them of students, teachers and parents on the pressing need for values
and wholesome development of student personality, utilizing services
of zonal committees formed for the purpose and of the motivated
teachers and schools authorities to prevail upon the reluctant among
them so that they can appreciate the need for the effort.
Impact of the The impact is widespread- over college student-teacher community,
practice former students of the college, student community in the target
group, teacher community of the target group schools, and society at
large. When the students and teachers of the college ‘carry’ the
educational ideas, vision and ideals to other schools and educational
institutions, it is a very different experience for them. It awakens a new
consciousness and a sense of self-introspection among them. Questions
arise: ‘Are we really committed to the ideas and ideals we are trying
to impart to others?’ This would have a truly sanitizing influence on
their minds and hearts. A sense of satisfaction begins to pervade them
as they ‘pass on the cup of inspiration, the cup that has satisfied their
thirst’. Taking part in the team effort also generates a healthy fellowfeeling.
Indeed, evidence of salutary influence of the Sammelan has led
to organizing Sikshak Sammelan, for teachers alone, for the last couple
of years. The former students make a significant contribution to the
effort through alumni association. Their emotional gratification apart,
the ex-students come closer to their alma mater through this practice
resulting in their renewed commitment to values they inherited during
their student life. The children and families of alumni get naturally
involved in one way or the other leading to desirable transmission of
lofty ideals down the generations. The impact on students in the target
group, at an impressionable age, is most pronounced. There is
palpable hunger for the life-giving and invigorating message of Sri
Ramakrishna and Swami Vivekananda in the interior areas and rural
areas of the state. There is evidence to suggest that questions about
a variety of youth-related problems have found answers by
contemplating on the noble ideas transmitted through the Sammelan.
In trying to train their students for various competitions, teachers in
schools get a chance to study Ramakrishna-Vivekananda literature
deeply. Many teachers have taken individual initiatives to mimic the
effort, though on a smaller scale, in their own home districts. The
prize-distribution ceremony on January 12 draws participants from all
sections of society, without any discrimination based on age, position,
gender, religion, caste, etc.. Monks, professors of various universities
and researchers on Ramakrishna-Vivekananda literature are speakers
on the occasion and answer questions from participants. The societal
participation level has been growing so much so that there has been
a demand for a separate Sammelan for the general public.
Resources The most important resource required is the human resource – motivated
required students, teachers, staff, ex-students, volunteers, well-wishers, etc..
The financial resource from the Department of Youth Affairs, MHRD,
Government of India has been of great support. Ramakrishna
Vivekananda Bhav Prachar Parishads of the various districts in the
state have extended their unstinted cooperation placing their
2.2 Social Labs: Anganwadis as Community Resource Centers
2. CBCS – A TOOL FOR ENHANCED CAREER PROSPECTS
To promote overall personality development of learners addressing all the
educational domains through the curriculum.
􀀀 To inculcate scientific temper, democratic, moral, social and spiritual values
in the minds of learners.
􀀀 To orient learners towards self-learning and develop skills in communication.
􀀀 To make quality education accessible to all including the under-privileged
with a thrust on holistic development of learners, irrespective of caste and
creed.
􀀀 To diversify the programme contents and to establish greater relevance to
local socio-economic problems.
􀀀 To introduce greater flexibility in the curriculum by giving more freedom of
choice to learners to design their own combination of studies.
􀀀 Developing self-confidence and self-reliance to face various competitive and
other professional examinations and thereby to provide greater opportunities
for employment.
􀀀 Assisting learners to undertake research in different disciplines including interdisciplinary
researches, so that they may support the process of development
and modernization of the nation with research work.
Under the design of 'Choice Based Credit System (CBCS)' the curriculum has been
moulded into a three-tier structure.
􀀀 Hard Core Papers - These are papers that the parent department decides as
compulsory components for the learners aspiring for a degree in that discipline.
􀀀 Soft Core Papers - These are papers allied to the learners. They are
inter-disciplinary and application oriented. Learners are given options to c h o o s e
from a list of Soft Core papers provided by both parent as well as other departments.
􀀀 Optional Papers - These are papers the learners opt to choose according to
their own preference from the main discipline as well as from other departments.
Courses like Value Education, Women Studies, and Personality Development are
incorporated in the curriculum for the holistic development of all the learners. In addition
to these, there is a unique feature "Prospective Course" available for the Under Graduate
learners. They have the choice of opting for one paper from a total of 27 self-employment
oriented courses offered during the sixth semester.
The Post Graduate Level: The total number of credits to be earned by a post graduate
learner to qualify for the award of degree is determined by the parent department, which
varies from 72 to 80. Out of these, the learner has to earn 12 credits (Four papers of 3
credits each from a total of 66 papers offered) through Soft Core papers and 9 credits
(Three papers of 3 credits each from a total of 46 papers offered) through Optional papers.
Learners are permitted to take up any Soft Core and Optional paper offered during a
semester irrespective of their year of study, leading to both vertical as well as horizontal
movement. However, they are expected to have taken at least one Soft Core and one
Optional paper that are offered by a department other than their parent department.
Since M.C.A is a three-year Master Degree course, the total credit requirement is 135.
Further learners are required to earn 15 credits in Soft Core papers and another 15 credits
in Optional papers. The students of M.Sc. (CS & IT), M.Sc. (IT & M), M.Sc. (Biotech),
M.Sc. (Micro Biology), and M.Sc. (Bio-Informatics) are required to earn 9 credits in Soft
Core papers and 9 credits in Optional papers. Apart from these there is a Mandatory
Extra Credit Paper on 'Spoken English', which carries 1 credit and an Optional
Extra Credit Paper on 'Personality Development', which carries 3 credits. All the Post
Graduate learners are required to earn their credits in these two Extra Credit Papers for
the award of the Degree.
The Under Graduate Level: The total number of credits to be earned by an under graduate
learner to qualify for the award of degree varies from 115 to 120. Out of this, the learner
has to earn 15 credits (Five papers of 3 credits each from a total of 80 papers offered)
through Soft Core papers and 18 credits (Six papers of 3 credits each from a total of 104
papers offered) through Optional papers. Credit load for Parts I, II and III papers depend
on the number of contact hours allotted to the paper. Learners are permitted to take up
Soft Core and Optional papers offered during the semester of their year of study, leading
to horizontal movement. However, they are expected to have taken at least two Soft
Core papers and two Optional papers that are offered by a department other than their
parent department. They can also earn extra credits by taking 'Advanced Paper' and
'Project and Viva Voce' offered by their parent department.

3. CURRICULUM FOR EXPERIENTIAL LEARNING

The Context Training in the social work profession has relevance only when it relates to the social
realities. Field practicum is an important training ground where, they receive firsthand
experience in dealing with the client system. The initial thrust in the field was service
orientation than developmental. There was an emerging challenge to create space for
professional social work to address itself to developmental challenge using professional
strategies.
The Objectives 􀀀 Demonstrate new models of intervention facilitating critical thinking and
analysis by responding to the emerging needs and changing social realities.
􀀀 Facilitate the process of experience based teaching-learning by practicing and
enhancing trainers' professional skills.
􀀀 Test new approaches of social service delivery and strategies of intervention.
􀀀 Contribute to generating new knowledge for teaching in classrooms and allow
testing of theories in field practice.
􀀀 Establish a strong linkage between public and private sectors, thus playing a
significant role in the formation of responsible civic society groups in the locality.
􀀀 Facilitate the development of indigenous data based literature for training
and documentation.
􀀀 Act as tools to develop models of collaborative, community or field-based
curriculum to enable students to experience the learning.
􀀀 Some contemporary problem areas have been identified such as that of street
children, workers in the unorganized sector, working with slum and pavement
dwellers, women victims of sexual harassment etc.
􀀀 Areas of work dealing with the weaker sections of the society were selected
where the contribution of professional social work has not been significant.
Projects were chosen on the basis of priority needs. Government's requests
for intervention in an area of social concern affecting the weaker section were
also considered on priority basis. Projects were implemented with the basic
philosophy of people's participation. In promoting social change, research
and documentation were integral part of the projects

4. RESEARCH - INTEGRAL PART OF CURRICULUM

The Context At under-graduate level, students generally acquire only limited knowledge through
lectures in class rooms, practicals in laboratories and reference work in libraries. This
does not expose students to real life situations. Hence, the adoption of scientific
techniques, for acquiring knowledge becomes essential for students. The adoption of
participatory approach in learning, whereby the students involve themselves in
identifying a problem, analyzing the causes and finding the solution objectively will
have a positive impact on the students and will make the learning process more
meaningful and interesting. It is imperative to promote the spirit of inquiry among young
graduates since higher education is a synergy between teaching and research. Hence,
initiatives were taken under autonomy to include research project as a compulsory
component in the curriculum for all students at the Under Graduate(UG) level.

5.Involvement of Alumni in Student Development

1. Objective of the Practice
To establish partnership between alumni and Management in the on-going
development of the college
2. Need Addressed and the Context
There is a need to make students aware of new career trends in the job market. New
skill- based courses that can create better job opportunities for undergraduate students
need to be introduced. The experience of alumni in the world of work may help in
addressing this need, specially in the North East where there are many influential
old students in key positions.
3. The Practice
Regular meetings are scheduled between the alumni (office bearers) and the college
Management. Alumni are involved in the planning, feasibility studies, finance
generation plans and the implementation of the new projects and professional courses
of study in the college. At the beginning of each academic session, the office bearers
of the alumni associations (Secuda) work out details of the Career Guidance Cell of
the college. Their involvement as guest lecturers is co-ordinated with the activities of
the local Rotary unit that oversees its operations. Some alumni members (retired &
senior bureaucrats) form part of the team that helps to prepare students for entry
into banking, UPSC and defence services. Presently a course on Human Rights is a
new addition. The involvement of alumni (especially public servants and members of
the judiciary) has strengthened the association with students further.
4. Evidence of Success
The rapport established between alumni members and present students has elicited
a good response from students both in the attendance and participation in these
programmes.The readiness and commitment of some alumni to approach certain
government and non- government agencies to raise finances to help in the setting up
of new departments and additional infra-structural facilities have greatly benefited
present students.
5. Resources
Space for alumni office, secretarial assistance and the use of computers and xerox
facilities for alumni projects
6. Social Bonding Through Community Service
1. Objective of the Practice
Involving students in the process of social up-liftment of the downtrodden masses
and thereby developing leadership qualities among students
2. Need Addressed and the Context
There are many areas of community needs where the participation of students would
develop leadership qualities among the youth. Women education and awareness
campaigning on health and sanitary conditions, are a few to mention. These services
are in conformity with the aims and objectives of the institution. There is a need to
design these activities is such a way as to foster all-round development of students for
empowerment and leadership.
3. The Practice
The college has adopted a nearby locality. Students from different streams and subjects
are encouraged to study the problems, which appeal to them and then attempt to
find necessary solutions. The institution expects them to submit their project reports
with considered solutions. If found relevant, after scrutiny, the Internal Quality
Assurance Cell provides them support, financial and otherwise, to pursue the project.
While these activities have community service orientation, special care is taken to
ensure that they contribute to developing students as leaders of the society.
4. Evidence of Success
Of the various activities undertaken last year, a few of them received wide appreciation
from the society and the media. The project on drug abuse among youth done by the
Department of Psychology, proved to be highly successful. Various NGOs joined
129
hands with students to accomplish the targets. English teaching classes for housewives
in the adopted locality have also been received well.
5. Resources
The required resources (financial or otherwise) to attain our targets are generated by
the institution itself. The alumni, faculty and the employees have always been generous
enough to lend their support to any enterprise of the college.

7. Networking of Support Services

1. Objective of the Practice
To support programmes of every department by providing quality infrastructure
facilities and services
2. Need Addressed and the Context
Academic activity in classrooms needs to be supplemented with a variety of
programmes, activities and projects. In order to organize these, it is desirable that an
institution provides learners and teachers with infrastructural support such as audiovisual
equipment, conference hall, guesthouses, sports facilities, health centre-services,
computer laboratories and internet facilities, hostels, libraries and canteen services.
Though all these facilities are available, no institution uses these for 24 hours on
seven days of the week. Therefore effective and imaginative planning is necessary to
keep the maximum number of activities going in all branches and departments,
which, in return, contribute to student progress.
3. The Practice
The practice is that of optimal sharing of the vast infrastructure of 25 institutions
which function under the Management by co-ordinating, streamlining and
Best Practices in Student Support and Progression
130
Best Practices in Higher Education
meticulously scheduling their activities. An ethos of mutual care and belonging has
been promoted because of this practice. All departments of all the institutions are
entitled to use common facilities such as the auditorium, conference halls, health
services and guesthouses. The sense that one does not have to own things under the
same roof in order to share them prevails.
4. Evidence of Success
Every branch of “symbiosis” organizes a large number of activities, and this has led
many youth to choose “symbiosis” for their studies.
5. Resources
The initial investment is made by the parent body. The facilities operate on “selffinancing”
basis and hiring charges have been fixed.
8. Remedial Teaching
1. Objective of the Practice
To help students to cope with the demands of course work
2. Need Addressed and the Context
Remedial teaching to acquire language skills in order to speak and write English
correctly and with confidence is an urgent need of many students who come from
rural areas and backward districts.
131
3. The Practice
Students are streamed according to abilities by means of a diagnostic test given soon
after admission. Teachers who teach methods and English offer remedial programmes
through the academic session. Peer teaching is also adopted to help slow learners.
Some of these arrangements are internalized in the curriculum.
4. Evidence of Success
Students are able to cope with the course
5. Resources
Staff volunteer to do remedial teaching. So there are no financial implications. The
college has the gadget kits and other accessories for communicative English.
9. Faculty / Staff Performance Appraisal
1. Objectives
To develop staff-competencies through performance appraisal
2. Need Addressed
The practice addresses the need to make pedagogy optimally effective and to streamline
administrative functions to become more efficient.
3. The practice
Self-appraisals and student appraisals of the performance of faculty and non-teaching
staff are made with the use of instruments developed for the purpose (questionnaires).
The results obtained from a meticulous analysis and interpretation of feedback are
quantified for histogramic display. Feedback is given to the assesees confidentially
and follow-up strategies are devised accordingly.
4. Evidence of Success
Improvement in the performance of teachers, and awareness of institutional goals
among members could be observed. Improvement of teamwork and enhancement of
overall performance in every sphere of activity are also evidence of success.
5. Resources
Only Human Resources - Leadership
10. Grievance Redressal
1. Objective
To redress grievances of any member of the institution
2. Need Addressed
There used to be many complaints from students and staff which were allowed to lie
unattended to. If the social image of the institution has to be protected and enhanced,
grievances of students should be addressed appropriately.
3. Practice
The Grievance Redressal Committee has been established under the chairmanship of
the Vice-Chancellor and some senior staff as its members. If any complaint or grievance
is received in writing, or orally, by the Committee, the chairman convenes the meeting
of the committee to resolve the problem. The case is heard by the committee from
the persons concerned and suitable measures are evolved to redress the grievance and
establish justice.
4. Evidence of Success
The number of complaints are reduced. Every member of the institution feels that
grievances are well handled and justice rendered.
5. Resources
Formal structure to redress grievances
11. Management by Teams of Faculty and Students
1. Objective
To promote participatory management
.
2. Need Addressed
The need to bridge the teacher-student divide was felt to be immediate in order to
involve students in direct planning and also in the process of review of functioning.
3. Practice
The objectives and action plans for the academic year are set by the departments
themselves. Students are also involved in the formulation of goals set by departments.
Mid-term and annual appraisals are made to ensure whether the objectives are
attained.
Joint goal-setting ensures participation of both teachers and students. Clear goals
and action plans generate concrete thinking and better communication between the
two parties involved. Each individual knows clearly what is expected. It provides
greater opportunities to make individual contribution and to accept more
responsibility.
4. Evidence of Success
It is now found that departments and students generally set their goals higher than
those of the previous year. It ensures that goals of each department are consistent
with the objectives of the college. Each activity of the college thus becomes goal
directed.
5. Resources
Support of the teachers, non-teaching staff and students
12. Curricular Internalization of Values
1. Objective of the Practice
Integrated curriculum for value-based education
27
2. Need Addressed and the Context
Forming values essential for democratic citizenship
3. The Practice
Values essential for democratic citizenship are sought to be imparted through
institutionalised internal curricular practices such as celebration of national festivals,
promotion of national integration through seasonal festivals (Varsha Mandal) - a
programme of celebrating indigenous poetry, arranging lectures and other cultural
events on national heroes and leaders - and discussion of social values and issues at
rural camps. Activities such as Khadi exhibition complement this curricular aspect.
Feedback from schools of teaching practice on this practice is quite favourable.
4. Evidence of Success
This best practice has been followed since 1999. The Peer Team has expressed its
appreciation of the practice and it recommends the extension of the same to other
institutions. There is a significant change among students towards tolerance and
egalitarianism.
5. Resources
Voluntary additional work and extra responsibility; support of the Management in
terms of resources.
13. Holistic Traditional Discipline Through
Corporate Living
1. Objective of the Practice
Incorporation of traditional and indigenous values in modern curricula
2. Need Addressed and the Context
Integrating the best of the ancient values in the modern curriculum through organized
living
3. The Practice
The college seeks to inculcate in every undergraduate, who is put through modern
curricula, a deep sense of the traditional values of the ancient Gurukula with the
holistic discipline of the hand, the head and the heart. The college with only male
sishyas and acharyas is completely residential. All live on the campus. Physical exercises
include yoga, karate and ancient martial arts like silambam. Morning (dawn), noon
and dusk meditations are regularly observed from 4.40 a.m. to 9.40 p.m. Life is
closely monitored. The curriculum of this autonomous college provides for modules
which promote the goal and it has also a vocational dimension. Sanskrit teaching
occupies an important place. Graduates of the college are largely employed in the
state police force.
4. Evidence of Success
The NAAC has assessed this best practice and rated it quite high. The UGC has
recognized the college to be a centre to run a refresher course on value education. The
practice has been followed since 1971. A large number of students are recruited for
demanding placements.
5. Resources
This practice is generally suitable for a residential campus without much extra resource
requirement. Infrastructure, adequate faculty, and resources to maintain them are
required.
14. Fieldwork
1. Objective of the Practice
To develop among students the sense of working together in a team and the skill to
carry out a team project in the field
2. Need Addressed and the Context
Theory sometimes remains incomplete unless it is brought into practice. Hence
students are required to acquire the knowledge of application. One of the ways to
acquire this skill is by taking up team projects on the field.
3. The Practice
Students are divided into small groups of 8/10 each. A designated teacher takes them
to the places like jail, remand home, home for destitute, working women’s hostel etc.
Each group is assigned a topic of social relevance. The group prepares a questionnaire
to collect data for the given project and accordingly collects the data. Certain groups
are assigned the task of interviewing people. They submit the results of their analysis
and report to the teachers concerned. A project report is prepared by each team.
4. Evidence of Success
Students came out with original responses. Team-work and enthusiasm prevail in
most areas.
5. Resources
Public contacts and leadership of teachers as well as financial resources and transport
are required.
15. Incentives for Holistic Quality Performance
1. Objective of the Practice
To gear up institutional machinery for optimal all-round performance
2. Need Addressed and the Context
The needs of learners are complex and they cannot be met unless measures are taken
to study and analyze them and to create an atmosphere of motivation as well as
timely performance in every area of activity. The need addressed is that of providing
effective and timely services, be they teaching or remediation or effective learning.
3. The Practice
Recognition of the good work of students, faculty and non-teaching staff through
awards; implementation of the “earn and learn” scheme for the benefit of poor
students; promotion of team work and participatory decision making; coaching classes
for taking competitive examinations; personality development; and monitoring as
well as assessing teacher performance as a student-motivation generating strategy are
the elements of this composite best practice.
4. Evidence of Success
Some of the practices mentioned above have resulted in the rapid growth of the
college. The college has a record of consistently excellent results with many university
rank holders. Alumni have excelled in various fields. Teachers have received various
awards. Demand for admission is increasing. The system adopted by the college is
recognized as a role model by the community and the state government and the
practice has come to be known popularly as Shahu Pattern/ Latur Pattern.
5. Resources
Institutional coordination, optimum infrastructure and funds
16. Value Education
1. Objective of the Practice
To impart values
2. Need Addressed and the Context
Total personality development is needed to lead an upright life in a world of
discrimination. Tolerance, cross–cultural outlook, and social awareness are corollaries
to the need stated.
3. The Practice
The practice consists of enhancing knowledge of values with campus instruction and
exposure to realities in the world of deprivation during field visits. The combination
of the two is expected to generate motivation for service. Weekly value education
classes, guest speakers and interaction with non-governmental organizations have
been introduced. Field experience through visits to orphanages, old age homes, and
remand homes, are integral to the practice.
4. Evidence of Success
Students have become aware of the condition of the downtrodden. They have become
compassionate, understanding and supportive to the disadvantaged groups of society.
5. Resources
Transport, willing staff and some funds
17. Teacher-Ward Tutorial System
1. Objective of the Practice
To enable the high achievers to reach excellence and the slow learners to reach the
minimum qualifying level
2. Need Addressed and the Context
An average Indian classroom has students of mixed ability. The brighter students are
often left without challenges to employ their full potential. The poor achievers do
not have even the minimum skills to cope with the demands of the course of study.
From this context arises the need to level proficiencies and offer appropriate help for
holistic development. This need is addressed by the practice.
3. The Practice
Each teacher identifies high scorers and low scorers. Each staff takes at least 2-3 low
achievers as his or her wards under sustained supervision and care to assist them to
improve their performance. High scorers are also given help to became equipped to
get university ranks. The college Career and Guidance Cell and faculty help students
in their plans for future development and careers.
4. Evidence of Success
Last year the college achieved 131 university ranks. The percentage of passes in some
departments was 100% and more than 80% in others departments.

18.Cancer Awareness Campaigns

19.A Model for Tribal Village Development…
20.Learn with Me
21.Rehabilitation of Women Prisoners
22.Service-learning through blood donation
23.Caring for Senior Citizens
24.Social Insurance Awareness Program for BPL community
25.Total Literacy Drive
26.Using Infrastructure and Learning Resources for Social
27.Transformation
28.Change of Life-Style through Low-cost Nutrition, Hygiene and
29.Relaxation Techniques
30.Watershed Development Management
31. Wildlife Conservation and Protection