Criterion I: Curricular Aspects

1.1
1.1.1

Curriculum Design and Development

State the vision and mission of the Institution, and how it is communicated to the
students, teachers, staff and other stakeholders?
The vision and mission of the Institution is communicated to all the stake holders
through:

1.1.2

Display on the College notice board

Prospectus

College Hand Book

College Magazine

College Newsletter

College website

How does the mission statement reflect the Institutions distinctive characteristics in
terms of addressing the needs of the society, the students it seeks to serve,
Institutions traditions and value orientation?
The mission statement reflects the Institutions distinctive characteristics by:

Developing a community of individuals with intellectual curiosity and an eagerness

for lifetime learning.

Fostering women of character, with moral principles and an integrated personality.

Instilling in students, a sense of national pride and an appreciation for Indian culture
and tradition

Participation of students in NCC, NSS and outreach programs.

Strengthening young women to denounce all forms of oppression related to class,

caste and gender

Sensitizing students to environmental issues and motivating them to promote

ecological balance for sustainable development

1.1.3

Are the academic programs in line with the Institutions goals and objectives? If
yes, give details on how the curricula developed/adopted, address the needs of the

society and have relevance to the regional/national and global trends and
developmental needs? (access to the Disadvantaged, Equity, Self development,
Community and National Development, Ecology and environment, Value
orientation, Employment, ICT introduction, Global and National demands and so
on)
Yes. Academic programs are in tune with Institutional objectives.
Access: Access is provided to disadvantaged sections of the society through statutory
reservations as per Government / University regulations.
Equity: Equal opportunities are provided to every one without discrimination in all
curricular, co-curricular and extra curricular activities.
Self development: The students are encouraged to make optimum use of the available
services for self development. The students have free access to:

College Library

CRITERIA WISE INPUTS

1. CURRICULUM DESIGN AND DEVELOPMENT
1.1. Curriculum Design and Development
1.1.1.
How is the Institutional vision and mission reflected
in the academic programmes of the University?
Government Degree College for Women, Begumpet was established in
the year 1971 with the mission of empowering women by providing
quality education and instilling in them moral courage and strength of
character.
Vision of the Institution
Empowerment of Women through Knowledge
Mission of the Institution

To empower young women to face the challenges of life with courage and
commitment

To mould the students as builders of a just and humane society

To promote a learning community in which all, especially those from less privileged
backgrounds feel part of the collaborative high quality educational process.

To impart education which is value-based and leads to holistic growth

To impart need-based and skill-based training and thus prepare students to be globally
competent

To encourage innovative and collaborative basic research to benefit the community

To promote community service through outreach programs

The motto of the college being Learning is the best ornament the
college provides University Education to young women in a secular
environment and is committed to serve the cause of economically
weak, socially underprivileged and needy students. During the last
four and a half decades the college has grown from strength to
strength and presently facilitates 1800 students to access higher
education there by helping them to become truly empowered citizens.
Working towards the above mentioned vision, the institution strives to
act as a single portal capable of transforming the target group into
efficient and productive members of the society. The mission of the
college is fulfilled by:
Promoting knowledge and value based education through
academic excellence
Training students in employability skills
Providing education to women in an environment of good
academics, updated infrastructure and ICT facilities
Inculcating a spirit of Leadership among the students
Constantly improving the quality of academics and keeping
abreast with the changes in the various fields of eduction.
1.1.2.
Describe the mechanism used in the design and
development of the
curriculum ? Give details on the
process. (need, assessment, feedback etc. )
The institution follows
development process.

the

following

steps

in

the

curriculum

Current Status, Feedback and review

Feedback on the current syllabus is obtained on its utility,
execution and relevance from students, parents, alumni, industry
and peers.
Existing common core curriculum, model National curriculum
developed by UGC and other National bodies are referred.
Information relating to the needs of students and demand for new
courses is obtained through feedback from stake holders.
Trend Analysis and Thrust Area Identification
Consideration of possible projections in the subject areas over
next three years.
Societal and Industrial projections.
Evaluation of availability of experts, expertise, training, tools and
techniques.
Review on affordability and utility as well as feasibility.
Expertise of senior faculty of Universities.
Inputs from academic experts, industrialists and scientists.
Draft curriculum and regulations are prepared by the Board of
Studies.
Approval and Implementation
Consideration and approval of curriculum by BOS and Academic
Council.
Mid-term review by the Departments and annually at the
meetings of BOS.
Total review/revision of syllabus and academic audit by CCE once
in 5 years.
1.1.3.
How does the college involve Industry, Research
Bodies and Civil Society in the curriculum design and
development process ? How did the college benefit
through the involvement of the Stake Holders ?
The academic programmes are designed with a focus on life and
career management skills and empowerment of women.
In this regard, the college offers 3 UG programmes with 10
courses comprising Arts, Science, Commerce; offering B.Com

Computers, B.A. Computers, Biotechnology, Microbiology and

vocational courses B.A Journalism and Communicative English,
which are employment and research oriented courses.
The conventional courses have both Telugu and English Medium
sections.
The 3 PG courses offered are M.Sc. in Mathematics, M.Sc. in
Chemistry and M.A. in English.
16 Trans-disciplinary certificate courses offered with the objective
of imparting training for self-employment and skills development.
1.1.4.
How are the following aspects ensured through
curriculum design and development.
Research:
Recognizing the importance of experiential teaching and field
work the college has introduced project work as part of the
curriculum.
The college provides infrastructural research facilities to the
faculty.
Students are encouraged and guided to engage in basic research
while preparing for seminars and debates.
Faculty members are encouraged to pursue M.Phil and Ph.D
programmes, publish papers and apply for individual research
projects. The college provides UGC sponsored FIP for teachers.
A portion of UGC Autonomy funds are utilized to upgrade
laboratories, computers and library facilities to students.
Extension Activities:
Extension activities are planned and executed with the objective of
promoting the spirit of cooperation, community service and fellow
feeling among the students, participate in extension activities like
organizing health camps, awareness programmes related to literacy,
environment, relief activities and social concerns.
The needs of the society, Industry and Research and Development
(R&D) institutions are major considerations that go into the design and
restructuring of courses. This would ensure the employability of the

outgoing students. The requirement specification and required skill set

are arrived after due interaction with probable future employers.
Workshops:
Workshops enable the students to engage in active and intensive
discussion on the subject, ensuring result oriented activities and
addressing the specific concerns and issues of the students. They are
designed to be useful to the students providing an opportunity for
wider interaction with eminent resource persons and other students
from various colleges.
Seminars:
Seminars emphasize interaction and exchange of information among
students. They also provide a platform for the students to sound their
views and ideas and get a feedback to enable them to progress in their
field of work.
Field trips:
Field trips in the respective courses not only serves educational
purpose but also help the students in gaining firsthand information on
their areas of interest. They also offer an interesting change from the
class room learning and throw light on the relevance of the subject vis-vis the outside world.
1.1.5.
How does college ensure that the curriculum
developed addresses the need of the society and have
relevance to the Regional/National Development needs ?
The curriculum developed by the institution are designed to address
the needs of the society for trained manpower at the regional and
national level. And also, the curricular, co-curricular, and the
extracurricular activities of the college ensure that students graduate
into confident and aware young women with a strong emotional
quotient.
In addition to the regular curriculum for UG and PG courses, 16 TD
courses are offered to promote employment through skill building
which is essential for National Development. The National Skill

Development Policy emphasizes the inculcation of t 21 st century skills

among the youth .Also, the college provides for compulsory training in
soft skills through JKC for the outgoing students in view of the growing
need for life skills at every level- for better employment opportunities
to instill self-confidence in girl students. The college also has MOUs
with Confederation of Indian Industries (CII) and NGOs like Asmita
Resource Centre and Roshni Counseling Centre.
1.1.6.
To what extent does the college use the guidelines of
the regulatory bodies for developing or restructuring the
curriculum ? Has the college been instrumental in leading
any curriculum reform which has created a National
Impact ?
The college adopts all the guidelines issued by the regulatory bodies
University Grants Commission (UGC), Osmania University and Andhra
Pradesh State Council for Higher Education (APSCHE) till the year 2013
and from 2014 Telangana State Council for Higher Education (TSCHE)
while developing the curriculum. The directives from the Osmania
University are forwarded to respective BOS. By and large, 80 percent of
the course content of various programmes matches with the model
content developed by the Osmania University
The institution seeks to ensure easy access to quality education to
women by offering courses with focus on:
Well designed updated curriculum.
Training in JKC, Communication
Development.
Inculcating leadership qualities.
Value Based Education.

Skills

and

Personality

1.2. Academic Flexibility

1.2.1.
Give details on the following
reference to academic flexibility ?
Core/Elective Options.
Enrichment courses

provisions

with

 Courses offered in modular form.

Credit transfer and accumulation facility.
Lateral and Vertical mobility.
Core/Elective Options : At UG level, three subjects have to be
chosen as core optional, Elective papers in each core optional subject
are offered in the final year of the course.
All UG programmes have core options in semesters I, II, III and IV
and a provision for elective options in semesters V and VI.
Students of UG programmes can choose their second language
from the available three languages.
The college offers 16 Trans disciplinary courses inorder to
empower skills and open up to new avenues.
Enrichment Courses: Introduced Trans-disciplinary courses as part of
personal enrichment of students.
Courses offered in modular form certain need based programmes
are offered as modular form of certificate course.
Credit accumulation and transfer facility, credit equivalence and
transfer facility exists in selected courses.
Lateral and Vertical mobility in them and across programmes
courses
and
disciplines.
In
case
of
UG
courses
(nonprofessional/vocational) change of course/group/second language
is permitted within eight weeks after the date of admissions.

1.2.4.
Does the college offer self-financing programmes? If
yes, list them and indicate if policies regarding admission,
fee structure, teacher qualification and salary are at par
with the aided programmes.
Yes. The college offers vocational and restructured programmes at the
UG level and three PG courses M.Sc. in Mathematics, M.Sc. in
Chemistry and M.A. in English.

Course
B.Sc
B.Sc
B.Sc
B.Sc
B.A.
B.A.
B.Com
M.A
M.Sc
M.Sc

COMBINATION
VOCATIONAL
Mathematics, Chemistry & Industrial
Chemistry
RESTRUCTURED
Mathematics, Statistics & Computer
Science
Botany, Chemistry & Microbiology
Zoology, Chemistry & Biotechnology
Journalism, Political Science &
Communicative English
Economics, Public Administration &
Computer Appl.
Computer Applications
English
Mathematics
Chemistry

MEDIUM

Amount

English
English
English
English
English
English
English
English
English
English

All these courses offered as vocational and restructured subjects

are attached to regular teaching departments.
1.2.5.
Has the college adopted the choice-based credit
system (CBCS) ? If yes, how many programmes are
covered under the system?
Yes, as per the directives of Osmania university/CCE, Telangana State,
the college has introduced choice based credit system (CBCS) in all the
U.G. programmes offered from the academic year 2013-14.
1.2.6.
What percentage of programmes are offered by the
college.
Semester System: The College is under semester system.
CBCS System
The college offers all the UG and PG courses in all the three
streams.
1.2.7.
What is the policy of the college to promote InterDisciplinary programmes ? Name the programmes and
their outcome ?
The college offers 16 Trans-Disciplinary programmes. Students
enrolment for the Trans-Disciplinary courses speaks volumes of their

popularity. Further, as this is initial year, with this huge response

definitely there is a promising future in view.
These courses are in high demand as they have good employment
potential and some of them are specially designed and oriented for
research development.

1.3. Curriculum Enrichment

1.3.1.
How often is the curriculum of the college reviewed
for
making
it
socially
relevant
and/or
Job
oriented/knowledge intensive and meeting the emerging
needs of students and other stakeholders?
The curriculum of the courses have been periodically reviewed and
upgraded periodic revision of curriculum in all the programmes is
offered. Under the able guidance of BOS, the current trends are
incorporated for the maximum benefit of the student.
All the programmes are revised once in five years.
1.3.2.
How many new programmes at have been introduced
UG and PG level during the last four years ? Mention
details.
The college has introduced 16 trans-disciplinary courses at the UG
level during the academic year 2014-15.
1.3.3.
What are the strategies adopted for revision of the
existing programmes ? What percentage of courses
underwent a major syllabus revision ?
The Principal convenes interactive meetings with the IQAC Coordinator,
the in-charges of various departments and the staff members to
discuss the revision of existing programmes. While revising the courses
the college gives importance to make the courses socially relevant and
job oriented.
Curricular review is undertaken once in five years.
Involvement of experts is ensured in curriculum design.
Inclusion of latest topics is effected in consonance
National/Global trends.

with

 Peer committee evaluation is taken up periodically.

The college has introduced multiple courses and multiple core
options, electives and trans-disciplinary courses from which the
student can make a choice.
The college has maintained contact with the stakeholders by
undertaking the following activities.
Workshops and seminars are organised on select curriculum
papers/topics by inviting experts from University and
Industry.
Feedback on course content is obtained at student-parent
meeting conducted by the college.
Annual Alumni meetings are conducted to get feedback on
the curriculum. (what %)
1.3.4.
What are the value-added courses offered by the
college and how does the college ensure that all the
students have access to them.
The college ensures that all the students have access to them.
The college introduced courses on Spoken English, Communication
Skills, Computer Skills and Entrepreneurship development JKC, with a
view to developing skills and offer career training.
Courses offered on Indian Culture and Heritage, HVPE Science
civilization and Environmental Science help to promote social
responsibility.
1.3.5.
Has the college introduced any Higher Order Skill
Development Programme in consonance with the National
requirements as outlined by the National Skills
Development Corporation and other agencies?
The college organizes workshops/seminars enabling the students to
enrich their knowledge.
A three day Workshop from 08.12.2014 to 10.12.2014 on
Leadership and Managerial Skills sponsored by Rajiv Gandhi
National Institute of Youth Development Programme was
conducted for 125 SC students.

 Young Indians is the integral part of the Confederation of Indian

Industry (CII) formed in the year 2002 with an objective of
creating a platform for young Indians to realize the dream of a
Developed Nation.
Young Indians (Hyderabad Chapter) has
adopted 100 students from the college as a part of Yuva 360
Degree Leadership programme. As such, an MOU was obtained
by the Government Degree College for Women, Begumpet,
Hyderabad from Confederation of Indian Industry (CII).

1.4. Feedback System

1.4.1.
Does the college have a formal mechanism to obtain
feedback from students regarding the curriculum and how
is it made use of ?
Feedback from students is obtained once in a year in prescribed format
on

The curriculum content

Teaching-learning evaluation
Teachers performance
Facilities and support services
Overall learner centric issues

Feedback from academic peers is obtained during seminars, workshops

and conferences.
Feedback from employers/industry is obtained by inviting them to
seminars/workshops/conferences conducted by the college periodically.
Feedback from community is collected at the end of each Extension
activity organized by the college.
1.4.2.
Does the college elicit on the curriculum from
National and International Faculty ? If Yes, specify a few
methods adopted to do the same (conducting webinar,
workshop, online forum, discussion etc ). Give details of
the impact on such feedback.

1.4.3.
Specify the mechanism through which alumni,
employers, industry experts and community give
feedback on curriculum enrichment and the extent to
which it is made use of.

BOS to review syllabus.

Heads of Departments to modify the teaching learning process.
Examination committee to enhance the quality of evaluation.
Library Advisory Committee to improve the facilities of the
Library.
The Principal take necessary action.
Alumni association meeting once a year.
Academic council meeting.
Parent -Teacher meeting.

1.4.4.
What are the quality sustenance and quality
enhancement measures undertaken by the institution in
ensuring effective development of the curriculum ?
Adoption of model curriculum developed by UGC.
Evaluation and awarding credits for student seminars.
Project Work made compulsory in the final semester for all UG
programmes.
Adoption of Grade Point Average (GPA) and Cumulative Grade
Point Average (CGPA) on the performance of a student.
Seminars/Workshops/Fieldwork in the curriculum to focus on multi
skill development.
Restructuring the UG courses to make them socially relevant and
job oriented.
Providing e-classrooms.

 Any additional information regarding curricular aspects, which the

institution would like to include.
Best practices planned and implemented
1. Introduction of need based, innovative multi-disciplinary courses.
2. Feedback mechanism to review and redesign curriculum.
3. Introduction of value-education in all UG I year programmes as a
compulsory subject.
4. Computer awareness programmes are introduced and made
compulsory for all students.
5. English Proficiency programme to improve oral and written
English skills through Computer-aided learning.
Participatory Role with enlarged student community
The college endeavors to make the students aware of the importance
of actively participating in all the initiatives of the college. The class
councilors and the grievance redressal cell ensure that the students
enjoy an unfettered and free atmosphere in the college.
Informative awareness programmes on AIDS, environmental
pollution are conducted by the NSS.
The institution focuses on the ecological and environmental
realities to realize pollution free atmosphere. Use of Plastic bags;
cups and plates banned on the campus.
Gardens and landscapes are developed. Students plant saplings
on their birthdays.
Suggestions
1. Implementation of online feedback.
2. Scholarship
each semester wise, giving badges as a
mark of identification for the students getting above 70% marks.
3. Raising Funds :
A
student
initiative
helping
the
economically disadvantaged.
4. Student quality circle.