ST. Thomas College of Teacher Education, Pala (STCTE Pala)

1.2. Number of seats sanctioned year wise during the last five years
1.3. Number of seats earmarked for reserved category as per GOI/ State Govt. rule year wise during the last five years.
1.5. Number of graduating students year-wise during last five years.
1.6. Number of students enrolled (admitted) year-wise during the last five years.

1.1.1 Institution has a regular in house practice of planning and/or reviewing, revising curriculum and adapting it to local context /situation.
1.1.2 At the Institution Level, the Curriculum Planning and Adoption are a Collaborative Effort;Indicate the Persons Involved in the Curriculum Planning Process during the Last Completed Academic Year
1.1.3 While planning institutional curriculum, focus is kept on the ProgrammeLearning Outcomes(PLOs) and Course Learning Outcomes (CLOs) for all programmes offered by the institution, which are stated and communicated to teachers and students through

2.8.1 Online students’ satisfaction survey regarding Teaching – Learning Process

7.2.1 Describe at least two institutional best practices (as per NAAC format given on its website)

7.3.1 Performance of the institution in one area of distinctiveness related to its vision, priority and thrust

1.1.3 While planning institutional curriculum, focus is kept on the Programme Learning Outcomes(PLOs) and Course Learning Outcomes (CLOs) for all programmes offered by the institution, which are stated and communicated to teachers and students through

LIGHT TO ENLIGHTEN

ENLIGHTENMENT, EXCELLENCE AND SERVICE THROUGH DIVINE ILLUMINATION

1.1.3 While planning institutional curriculum, focus is kept on the Programme Learning Outcomes(PLOs) and Course Learning Outcomes (CLOs) for all programmes offered by the institution, which are stated and communicated to teachers and students through

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ST. Thomas College

of Teacher Education

LIGHT TO ENLIGHTEN

ENLIGHTENMENT, EXCELLENCE AND SERVICE THROUGH DIVINE ILLUMINATION

Extended Profile

Criterion 1 – Curricular Aspects

1.1 Curricular Planning

1.2 Academic Flexibility

1.3 Curriculum Enrichment

1.4 Feedback System

Criterion 2 – Teaching- Learning and Evaluation

2.1 Student Enrolment and Profile

2.2 Honoring Student Diversity

2.3 Teaching-Learning Process

2.4 Competency and Skill Development

2.5 Teacher Profile and Quality

2.6 Evaluation Process

2.7 Student Performance and Learning Outcomes

2.8 Student Satisfaction Survey

Criterion 3 – Research and Outreach Activities

3.1 Resource Mobilization for Research

3.2 Research Publications

3.3 Outreach Activities

3.4 Collaboration and Linkages

Criterion 4 – Infrastructure and Learning Resources

4.1 Physical Facilities

4.2 Library as a learning Resource

4.3 ICT Infrastructure

4.4 Maintenance of Campus Infrastructure

Criterion 5- Student Support and Progression

5.1 Student Support

5.2 Student Progression

5.3 Student Participation in Activities

5.4 Alumni Engagement

Criterion 6- Governance, Leadership and Management

6.1 Institutional Vision and Leadership

6.2 Strategy Development and Deployment

6.3 Faculty Empowerment Strategies

6.4 Financial Management and Resource Mobilization

6.5 Internal Quality Assurance System (IQAS)

Criterion 7 – Institutional Values and Best Practices

7.1 Institutional Values and Social Responsibilities

7.2 Best Practices

7.3 Institutional Distinctiveness

1.1.3 While planning institutional curriculum, focus is kept on the Programme Learning Outcomes(PLOs) and Course Learning Outcomes (CLOs) for all programmes offered by the institution, which are stated and communicated to teachers and students through

FOLLOW US ON SOCIAL MEDIA

ST. Thomas College

of Teacher Education