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Key Indicator - 7.2 Best Practices
7.2.1 Describe two best practices successfully implemented by the Institution as per NAAC format provided in the Manual.
Title of practice: Skill enhancement training to make students industry ready
1. Objective of practice:
Learners are seeking newer and unconventional career paths and our learning pedagogy must be in sync with those aspirations. ‘Skill enhancement training’ intends to promulgate a way of learning and teaching that is in context with technological advancement. Institute aims to provide a stimulating learning environment whereinwide ranges of learning experiences are offered.
2.The context:
Now Industries expect the students to be equipped with the latest technology/ skills as Industry ready candidates with minimum efforts from their side to further train them. This underlines the requirement of inducing the new and modern skills by the Academia for the students to make them Industry-ready. In this context the Institute has created add-on resources and is imparting the skills of Industry to its students.
Education Policy alsoclearly outlines the use of technology in education planning, teaching and learning with continuous professional development of professors too. Tools and technological advancements in education have created new ways to teach and learn in the present scenario. Technology provides opportunities for professors that can collaborate and expand learning outside the classroom. Hence, it is pragmatic to take into cognizance the changing paradigms and realize the vision of National Education Policy in academics.
3. The practice:
To fulfill this requirement, the Institute has introduced various add-on skills that are being used in Industry today. Further, add-on infrastructure is created to impart the skills. Being an affiliate Institute of Dr. A.P.J Abdul Kalam University, Lucknow, the curriculum, as decided and provided by the University, can’t be ignored. However, looking at the importance of the add-on trainings, additional contact hours are provided on working days so that the skill dissemination can be carried out along with curriculum. A roadmap is created by each department well in advance that highlights the skills required from student’s employability point of view. Out of these essential skills, the skills that are being provided as a part of AKTU curriculum are ‘Pen-down’ and a plan concerning remaining skills is made. These additional skills (apart from regular curriculum) are referred to as ‘Add-on skills’. The syllabus of these skills, mode of delivery, delivery timings and resources required are identified. This also requires the expert training for the faculty members on these skills so that the same could be imparted to the students by the internal faculty members of the Institute. The skills can be delivered along with regular curriculum, as summer trainings, winter trainings etc. The add-on courses whose infrastructure is available is inserted in the time table for the students. Wherever required, students’ choice is taken to allow them to make a conscious career direction for themselves and accordingly the add-on courses are floated. Depending on the students attendance and assessment carried out certificates are provided to the students. Accordingly, these add-on courses are also referred to as ‘Certification Courses’. Further, after completion of the certificates, efforts are made to place the students in the concerned Industry. Some of the add-on courses designed to impart Industry skills are mentioned below:
4. Evidence of success
The evidence of the success of this practice can be seen from the students’ participation in the add-on trainings, placements as an outcome and improved confidence and their sustainability in the Industry. It can be observed that after adopting this practice, the students’ placement has increased. Further, diversity of the companies in which they are placed has widened. Also the feedback obtained from the employers give a positive note to this practice. As these add-on skills are imparted to students after due discussion with the Industry persons/ employers, the faith of the employers in terms of students skills has uplifted. It is this success that the Institute has made this Best Practice a ‘Regular Practice’, being followed every session.
5. Problems encountered and resources required
The first problem lies in creating human resource and Infrastructure. Creating human resource requires the motivated faculty to come forward or appropriate counseling of the faculty to take up the skill. The next challenge lies in arranging industry skill for the faculty. Further, keeping students in sync, especially slow learners becomes a challenge sometimes. Another challenge is the creating facility in terms of financial and space allocation.
Title of practice: To Support Slow Learners
1. Objective of practice:
Supporting the slow learners and encourage them to develop a thorough understanding of the subject matter and excel eventually.
2. The context:
Every student is unique, so is their aptitude and intellectual ability. Many a times, it has been observed that weak students are unable to understand a lesson correctly because of her/his interest or she/he has fails to grasp the previous lesson. This may be because of students’ capability or due to some personal problems or some social background.This may lead to students being non-sincere in classes and do not perform up to the mark. In this respect, it become important to counsel and support the slow learners so that they can also be at par with the determined standards and perform well with holistic development.
3. The practice:
Students from different backgrounds and learning capabilities take enrollment in various disciplines offered in the institution. Institute has introduced the ‘cabin coaching concept’ for slow learners especially during the first year of their study. During the cabin coaching program,faculty members work closely with the students, and have opportunities to sort out their problems on one-to-one basis. A separate batch is made for the slow learners which results in customized teaching for them. This includes customized study materials, Question bank, last year Question papers with solutions and extra opportunity to appear in exam for improvement. In order to streamline flow of information, a separate WhatsApp group is formedinvolving students which help in faster dissemination of the information and give the students a stage to mention their problems as well. Extra teaching hours and faculty members with proven result are allocated to get the maximum out of them. Parents of slow learners are approached on regular basis by the concerned faculty members/ mentors/ Academic coordinators/ Head of the Departments through telephonic conversations. Along with this, the faculty members/ mentors/ Academic coordinators visit the home of the slow learners to have the interaction with them in front of their parents. This help to reduce the communication gap between student, parents and faculty members which may otherwise get widened. This practice is highly appreciated by many of the parents as they get updated status of their ward’s performance and feel involved with the institute in the quest to bring success to them.
4. Evidence of Success
The most important evidence of the success of this practice can be observed from the student’s performance. To mention on qualitatively basis, it is observed that this practice brings confidence within the students and help them to shed their hesitations in sharing the subject difficulties. This is evident in theirperformance in the result.
So, the evidence for the success of this practice is shown in the active engagement of students in academic activity and good results obtained by students in her/his examination. The faculty members get a positive response from parents with comments regarding this process to be a very useful practice for them and their ward.
5. Problems Encountered and Resources Required
The major problem is observed in ability of slow learner to adapt to this practice initially. They do not want to be tagged as ‘Slow-Learner’. So it takes time by the faculty to counsel them about the underneath intention of this practice and bring them in sync with the practice itself. The other challenge is faced in terms of slow-learner’s tendency to skip the extra lectures. To avoid this, the emphasis is being made to make the lectures as informal as possible. Since the batch comprise of slow-learners, the concerned students misses the opportunity to interact and learn with the bright students otherwise. This is an important challenge faced during this practice.
The implementation of this practice requires faculty members who are good in quality and quantity. Cabin coach requires the faculty members with proven track record. Also the lower batch size requires the more number of faculty members to cover the students. Dedicated cabins with space that accommodates the smaller batch size is another requirement. Customized study-material is also required for the effective implementation of this practice.
