International Referred Research Journal, October, 2011. ISSN- 0974-2832, RNI-RAJBIL 2009/29954;VoL.

III *ISSUE-33

Research Paper

Expectations of Naac Regarding Curriculum Development And Reforms- A Case Study of Srtm University, Nanded
* Dr. Babasaheb M. Gore
* Principal, Smt. Sushiladevi Deshmukh Mahila College, Latur A B S T R A C T
NAAC is autonomous & statutory body formed for the purpose of accreditation and quality assurance of higher education in India. A seven criterions' system for the process of assessment and accreditation is used by NAAC in supposition that they are competent to reflect holistic scenario of quality expected in relevance of our National Policy of Higher Education. It is expected from higher education institutes that their activities must be in the direction of these criterions. Therefore, this paper purposes to explore the reforms made in the Curriculum of Teacher Education programs by SRTM University, Nanded (Maharashtra) to meet the expectations of'NAA C.

October , 2011

Keywords: NAAC, Curriculum Development and Reforms Introduction: Flexibility, Feedback on Curriculum, Curriculum update According to Manual for Self-appraisal of Teacher and best Practices in Curricular Aspects as key aspects. Education Institute it is claimed that NAAC is perform- The weightage of each aspect in assessment process is ing in relevance NCTE Act 12(k) "to evolve suitable shown in table 1.1 performance appraisal systems, norms and mechanisms Table 1.1 : weight age key aspects of Curricular Aspects Scores for each aspect for enforcing accountability on recognized institutions" Aspects of Criteria I University Autonomous Affiliated and for the purpose of quality assurance of Teacher Dept. College College Education program in the India. Curricular design 90 50 10 A MoU is came in to existence between NAAC and development 20 15 and NCTE for assuring the quality of Teacher Education Academic flexibility 30 10 10 in relevance of its expansion. This MoU conferred power Feedback on curriculum 10 Curriculum update 10 10 5 to NAAC to carry out the process of assessment and Best Practices in 10 10 10 accreditation of all institutions having Teacher Educa- curricular aspects tions Programs with the affiliation to NCTE and UGC According to table no. 1.1 NAAC has assumed three recognized University, Both the bodies are taking ef- different cases of Teacher Education Institutes and the forts complimentary to each other. scoring system also differs from case to case. ComparaNAAC acknowledged seven criterions' system for the tive picture of scores is shown in the figure 1.1. process of assessment and accreditation in supposi- Figure 1.1: Comparison of scoring for University Dept., tion that they are competent to reflect holistic scenario Autonomous College and Affiliated College of quality expected in relevance of our National Policy of Higher Education. Seven Criteria of NAAC 1. Curricular Aspects 2. Teaching-Learning and Evaluation 3. Research. Consultancy and Extension 4. Infrastructure and Learning Resources 5. Student Support and Progression 6. Governance and Leadership 7. Innovative Practices The details of these criteria may be studied from the literature available on official website and other publications by NAAC, Banglore. The discussion of these seven criteria is avoided here because this paper purposes to explore the reforms made in the Curriculum of Teacher Education programs by SRTM University, Nanded (Maharashtra) to meet the expectations of NAAC. The criteria of Curriculum Development iden- The figure 1.1 shows that a very high weightage is given tified Curricular Design and Development, Academic to Curricular Aspects in case of University Department

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International Referred Research Journal, October, 2011. ISSN- 0974-2832, RNI-RAJBIL 2009/29954;VoL.III *ISSUE-33

which is double of the Autonomous College and triple of affiliated colleges. Following discussion of reforms made by SRTM University show the efforts taken in tune with the expectations of NAAC in Curricular Criteria related aspects. Curricular Design and Development In the manual of NAAC the process of developing the curriculum it is suggested to carry the process ' through a need assessment process and in consultation with institutional and external expert groups based on the feedback from the students and the field/school system.' It is expected that this process will result in to the development of relevant activities with flexibility to suit the professional and personal needs of the studentteachers and Teacher Education Program. Following actions are taken in this regard by Board of Studies (Education), SRTM University. 1. Clear Objectives of the courses are framed in tune with regional, national and global demands and trends 2. Course content was identified with consultation of students, teachers and experts by arranging special workshops 3. Syllabus of B.Ed. , M.Ed, programs are standardized with the consultation of experts from outside Academic Flexibility The manual of NAAC interprets Academic Flexibility as: "Flexibility in the schedule and academic plan of the institution with ample scope for innovations and inclusion of need based activities i.e. providing varied learning situations both at the institution and on the field." By keeping this view following provisions are made in the curriculum: 1. Elective courses are availed in large quantity to cater the needs and interest of the student-teacher. Weightage of elective papers is about 10 % in theory papers. 2. Each core, Methodology and optional papers have choice based practical activities which have 10% weightage in the syllabus and are considered for final result. 3. Several activities like workshops, Practice lessons, Internship etc. provide the flexibility to with the weightage of 50%. 4. Flexibility in theory papers is limited but for other parts of syllabus it is more than 50% this has made coursing more practical oriented and enjoyable. Feedback on curriculum Feedback is considered by NAAC as a basis of curricular activities which assure the standard of the activities. NAAC is expected to collect the feedback from academic peers, students, Alumni and employers

etc. to generate a database for review, design and restructuring the curriculum which reflects the institutions effort towards quality enhancement. SRTM University has taken efforts for collecting the feedback. For this purpose: 1. written comments of Principal and Teachers were demanded and considered positively in restructuring the syllabus (2010-11) 2. A discussion of Student-teachers with Syllabus Standardization Committee were held by the University during Oct.2010 3. Workshop for different aspects of curriculum were organised for Teacher Educators for redress the problems faced by them while working. Curriculum Update In this aspect NAAC suggested assumes that "Curriculum update is a continuous process. Even though it is difficult to revise the curriculum on a yearly basis, the experiences and insights in implementing it over years need to be recorded and the inputs strengthened. The aspects necessary for improving efficacy of the programme are identified and revisited at the time of curriculum update." In this regard following actions are taken. 1. A pilot study of the curriculum was conducted to assess the effectiveness and find out the threats (201011) . After removal of errors a revised syllabus is finalized for academic year 2011. 2. The meetings of BoS were held consistently on various issues and specific agenda in with full of home work by members it over years need to be recorded and the Best Practices in Curricular Aspects SRT M University formed following best practices in Curricular Aspects which made the Teacher Education Program vibrant in the jurisdiction. 1. Workshop Approach of Curriculum Designing 2. Syllabus Standardization Committee 3. Internal Assessment Committees to be constituted by Head or Principal at Institute level 4. Credit system for Assessment applied to M.Ed, in University School (Dept.) 5. Agenda Oriented consistent meetings of BoS 6. Appropriate use of feedback 7. Workshop organization for Teacher Educators regarding curricular aspects. In short, it can be mentioned happily that the efforts by BoS (Education) of University implemented sincere efforts to bring the reforms in the curricular aspects which can assure the quality of Teacher Education and also framed a track line in Curriculum Designing for sustainable progression in the field.

R E F E R E N C E
(2011). Course Strcture and Syllabus:2011. SRTM University, Nanded (Maharashtra). (2008). Manual for Self-appraisal of Teacher Education Institute. Banglore: NAAC. NCERT (2007) Position Paper on Teacher Education Curriculum SRTMUN (2009) Vision2020 UGC (2005) Model Curriculum Frame work-Education