Feedback Analysis – NSS Teacher Training College Ottapalam Palakkad

Every year, the college collects feedback from stakeholders- Students, Parents, Teachers, Alumni, Practice Teaching institutions, and Employers about the performance and service rendered by the institution; which helps to improve the quality of service.

ANALYSIS REPORT IN PDF FORMAT

NSS TRAINING COLLEGE OTTAPALAM

Feedback Analysis on Curriculum and Action Taken Report

Academic Year: 2019-2020

B.Ed Students’ feedback on B.Ed Curriculum

Parameters Used for Analysis:

Peer discussions
Faculty Demonstrations
School internship
Implementing effective assessment strategies
Yoga, Health and Physical education
Implementing Modern Teaching Strategies
Community living camps
Creative teaching methods
Environmental education, guidance and counselling
Learner development

Student’s Details: (details only for internal information)

Total No. of students : 100

Feedback forms required : 95

Feedback forms received : 93

Analysis Data:

B Ed Student’s feedback	2019-20	Percentage
Strongly agree	3	7.5
Agree	6	15
Undecided	15	37.5
Disagree	6	15
Strongly disagree	10	25

In the academic year 2019-20, B.Ed. students provided feedback on their curriculum, and the data indicates diverse opinions. A modest 7.5 percent strongly agreed, while a slightly larger segment, 15 percent, expressed agreement with the curriculum. The majority of responses, constituting 37.5 percent, fell into the undecided category, revealing a significant level of uncertainty among the students. Meanwhile, 15 percent disagreed, and 25 per cent strongly disagreed, suggesting noteworthy areas of concern and discontent within the student body.

Suggestions Regarding Student Feedback to Improve the overall teaching learning process

Develop curriculum modules that integrate physical education, yoga, and health education seamlessly
Foster an open and supportive atmosphere where teachers feel comfortable sharing their experiences, challenges, and successes.
Rotate the responsibility of presenting faculty demonstrations among different teachers
School internship refers to a period during which teachers or teacher candidates work in a school environment under the supervision and mentorship of experienced educators.
Clean India-Green India
Plastic reduction initiatives
Reaching out to leprosy patients
Gender sensitivity programmes
Value-based orientation programmes

Action Taken Report

The institute has developed curriculum modules that seamlessly integrate physical education, yoga, and health education, providing students with a holistic approach to well-being.
A culture of openness and support has been fostered within the institute, encouraging teachers to share their experiences, challenges, and successes. This collaborative environment enhances professional development.
The responsibility of presenting faculty demonstrations is rotated among different teachers, promoting a diverse range of teaching styles and expertise within the faculty.
The institute has introduced school internship programs, allowing teachers or teacher candidates to gain practical experience in a school environment under the guidance of experienced educators.
Gender sensitivity programs have been initiated to address and raise awareness about gender-related issues, promoting a more inclusive and equitable educational environment.
The institute conducts value-based orientation programs, instilling ethical and moral values in students and faculty, contributing to the overall character development of individuals.

M.Ed Students feedback on M.Ed Curriculum

Parameters Used for Analysis:

Concept of gender difference& gender fairness
Understanding the educational implications of theories of personality
Different learning styles and it’s applications
Understanding the issues related with the implications of curriculum
Skilful in the preparation and standardization of different tools of educational research
Analyse the recommendations of committees and commissions on Teacher Education in India
Proficient in reviewing the research areas of Teacher Education in India
Preparation of a modal research proposal
Understand the professional ethics for teachers
Concept of variables in research

Student’s Details: (details only for internal information)

Total No. of students : 31

Feedback forms required : 28

Feedback forms received : 25

Analysis Data:

Students feedback	2019-20	Percentage
Strongly agree	3	7.5
Agree	6	15
Undecided	15	37.5
Disagree	7	17.5
Strongly disagree	9	22.5

The table provides insights into students’ feedback concerning the M. Ed curriculum for the academic year 2019-20. The data suggests a significant level of uncertainty and mixed sentiments among students regarding the curriculum. Notably, 37.5 percent of students remained undecided, indicating a substantial portion grappling with uncertainty or ambiguity about various aspects of the program. While 22.5 percent strongly disagreed and 17.5 percent disagreed with the curriculum, indicating dissatisfaction among a notable segment of students, there were also positive responses. Approximately 15 percent agreed and 7.5 percent strongly agreed with the M. Ed curriculum, reflecting a minority of students who found the program satisfactory. The presence of both positive and negative feedback highlights the complexity of student perceptions and indicates areas that may require attention and improvement within the curriculum. This data underscores the importance of ongoing evaluation and adjustment to address concerns and enhance satisfaction levels among students enrolled in the M. Ed program.

Suggestions:

Specialized Developmental Studies: Introducing tracks focusing on developmental psychology allows for a deeper understanding of human growth and behavior across different life stages.
Enhance Motivational Techniques: Incorporating practical sessions to explore and implement motivational techniques in classrooms equips students with essential pedagogical skills. By understanding various motivational theories and strategies, students can create engaging learning environments that foster intrinsic motivation and student success.
Highlight Transfer of Learning: Offering specialized courses on transfer of learning delves deeper into understanding how knowledge and skills acquired in one context can be applied to new situations. By exploring theories and practical applications of transfer learning, students develop critical thinking skills and the ability to adapt their knowledge to diverse educational settings.
Advanced Transfer Learning Workshops: Participating in workshops for applying transfer learning enhances students’ ability to adapt and apply knowledge across different contexts.
Deepen Understanding of RTE: Providing nuanced insights into the Right to Education Act (RTE) with a focus on its implications in the Kerala context allows students to grasp the socio-political and legal frameworks shaping educational policies. By understanding RTE provisions and their implementation challenges, students can advocate for equitable access to quality education and contribute to educational reform efforts in their communities.
Emphasize Developmental Understanding: Introducing in-depth study modules on developmental hazards and tasks allows students to gain a comprehensive understanding of human development across the lifespan. By studying developmental psychology, students can recognize the unique needs and challenges of learners at different stages of development, informing their teaching practices and educational interventions.
Mastery of Motivational Strategies: Mastering diverse motivational techniques enables educators to create engaging and inspiring learning environments tailored to students’ needs.

Action Taken Report

Critically assessed the present evaluation system in secondary education to identify areas for improvement and proposed innovative solutions for fair and effective assessment practices.

Expanded co-curricular activities, including internships, community service projects, and research opportunities, to prepare students for multifaceted roles in education beyond the classroom.

Engaged students in collaborative projects analysing Right to Education (RTE) policies, fostering critical thinking and advocacy skills to contribute to educational policy discussions and reforms.

Introduced modules integrating various disciplines to break down traditional silos in education and encourage students to see connections between different subjects.

Explored emerging trends and innovations in secondary education to adapt teaching methodologies and foster student engagement.

Strengthened social philosophy education by developing comprehensive coursework to delve into the historical, cultural, and philosophical underpinnings of social theories.

Fostered interdisciplinary research projects to address complex educational issues and contribute to the advancement of knowledge in education.

Teachers’ feedback on B.Ed Curriculum

Parameters Used for Analysis:

Diversity of Indian society and role of education in respecting them
Process of learning in learner’s perspective
Competency of lesson planning
Government sponsored programs and policies
Proper professional attitude values
Community living Camp
Critical understanding of ICT
Debating on teaching performance
Identify and acquire the qualities of an effective teacher
Initiative school experience

Teacher’s Details: (details only for internal information)

Total No. of teacher’s : 26

Feedback forms required : 26

Feedback forms received : 22

Analysis Data:

Teacher’s feedback	2019-20	Percentage
Strongly agree	5	12.5
Agree	5	12.5
Undecided	6	15
Disagree	11	27.5
Strongly disagree	13	32.5

The table provides insight into the feedback from teachers regarding the Bachelor of Education (B. Ed) curriculum for the academic year 2019-20. The data reveals that 12.5 percent of teachers strongly agreed with the B. Ed curriculum, while an equal percentage (12.5 percent) expressed a general agreement. A notable portion, comprising 15 percent, remained undecided about their stance on the curriculum. On the contrary, 27.5 percent of teachers disagreed with the curriculum, and a larger percentage, 32.5 percent, strongly disagreed. The results suggest a considerable level of dissatisfaction among teachers, with a combined 60 percent expressing disagreement, while 25 percent remained undecided. This feedback emphasizes the need for a thorough examination and potential adjustments to address the concerns raised by the teaching community for the enhancement of the B. Ed curriculum.

Suggestions Regarding Teacher’s Feedback to Improve the overall teaching learning process

Include student feedback as part of the evaluation process.
Ensure that the debate is focused on constructive feedback rather than criticism.
Encourage participants to highlight strengths and suggest areas for improvement

Action Taken Report

The institute has developed curriculum modules that seamlessly integrate physical education, yoga, and health education, providing students with a holistic approach to well-being.
A culture of openness and support has been fostered within the institute, encouraging teachers to share their experiences, challenges, and successes. This collaborative environment enhances professional development.
The responsibility of presenting faculty demonstrations is rotated among different teachers, promoting a diverse range of teaching styles and expertise within the faculty.
The institute has introduced school internship programs, allowing teachers or teacher candidates to gain practical experience in a school environment under the guidance of experienced educators.
Gender sensitivity programs have been initiated to address and raise awareness about gender-related issues, promoting a more inclusive and equitable educational environment.

The institute conducts value-based orientation programs, instilling ethical and moral values in students and faculty, contributing to the overall character development of individuals.

Teachers’ feedback on M.Ed Curriculum

Parameters Used for Analysis:

Relationship between contemporary Indian society and education
Evaluates critically
Concept of individual differences
Educational guidance and counselling practices
Understanding of different perspectives of curriculum
Apply theories of curriculum
Tools for data collection
Ethics in educational research
Preparation and presentation of research proposal
Internship

Teacher’s Details: (details only for internal information)

Total No. of teacher’s : 26

Feedback forms required : 26

Feedback forms received : 22

Analysis Data:

Teacher’s feedback	2019-20	Percentage
Strongly agree	6	15
Agree	10	25
Undecided	7	17.5
Disagree	10	25
Strongly disagree	7	17.5

The table presents feedback from teachers regarding the M. Ed curriculum for the academic year 2019-20, revealing a diverse array of perspectives among educators. Notably, the responses indicate a balanced distribution across different levels of agreement and disagreement. Approximately 40 percent of teachers expressed agreement, with 25 percent agreeing and 15 percent strongly agreeing with the curriculum. Conversely, dissatisfaction levels were comparable, with 25 percent of teachers disagreeing and an additional 17.5 percent strongly disagreeing. This even split between agreement and disagreement suggests a significant divergence in teachers’ perceptions of the M. Ed curriculum. Furthermore, 17.5 percent of teachers remained undecided, highlighting a segment seeking further clarity or possibly experiencing ambivalence towards certain aspects of the program. The data underscores the importance of addressing concerns and fostering dialogue to enhance the effectiveness and satisfaction levels within the M. Ed curriculum, catering to the diverse needs and expectations of teachers.

Suggestions:

Detect Educational Issues: Detect various issues related to contemporary education and suggest measures to overcome them, fostering proactive problem-solving skills among educators.
Broaden Understanding of Educational Research: Provide a broader understanding of educational research, including its purpose, scope, and methodologies, preparing educators to engage in evidence-based practices.
Analyse Descriptive Statistics: Analyse the relevance of descriptive statistics in educational research, equipping educators with essential analytical tools for data interpretation and decision-making.
Identify Research Problems: Develop skills to identify the source of research problems and conduct thorough analyses, ensuring the relevance and significance of research endeavours.
Understand Societal Dynamics: Provide knowledge about the relationship between contemporary Indian society and education, fostering a deeper understanding of societal influences on educational systems.

Action Taken Report

Established regular forums and committees within the institution to identify and discuss contemporary educational issues.
Encourages educators to stay updated on current educational trends, research findings, and policy changes through professional development workshops, seminars, and reading groups.
Facilitates opportunities for educators to engage in collaborative research projects, within the institution and through partnerships with external organizations.
Encouraged educators to critically evaluate research literature and apply evidence-based practices in their teaching and decision-making processes.
Encourages educators to critically reflect on their own cultural biases, assumptions, and perspectives, and how these may influence their teaching practices and interactions with students from diverse backgrounds.
Foster partnerships with community organizations, non-profit agencies, and government agencies to address societal challenges and promote equitable access to quality education for all learners.
Foster a supportive environment where educators feel encouraged to take risks, explore innovative research topics, and contribute to the advancement of knowledge in the field of education.
The institution encourages educators to explore interdisciplinary perspectives and engage in discussions with colleagues from diverse academic backgrounds to broaden their understanding of potential research problems.

Alumni feedback on B.Ed Curriculum

Academic year: 2019-2020

Parameters Used for Analysis:

Implementing modern teaching strategies based on contemporary educational knowledge.
Peer discussion lessons.
Observation lessons and faculty demonstrations.
Peer criticism lessons refined to provide constructive feedback to fellow educators.
Preparation of teaching-learning materials.
Initiatory school experiences.
Exploring various educational perspectives.

Alumni’s Details:

Total No. of Alumni : 100

Feedback forms received : 83

Analysis Table:

Alumni’s feedback	2019-20	Percentage
Strongly agree	4	10
Agree	4	10
Undecided	6	15
Disagree	17	42.5
Strongly disagree	9	22.5

The table presents the B.Ed. curriculum feedback provided by alumni for the academic year 2019-20, categorized by response types and corresponding percentages.

10 per cent of alumni each expressed strong agreement and agreement with the B.Ed. curriculum, indicating some level of satisfaction with certain aspects of the program. 15 per cent of alumni were undecided about their stance on the curriculum, suggesting a degree of uncertainty or mixed opinions regarding its effectiveness or relevance. A significant portion of alumni, comprising 42.5 per cent and 22.5 per cent respectively, disagreed or strongly disagreed with the B.Ed. curriculum. This indicates substantial dissatisfaction among the alumni with various elements of the program.

Overall, the feedback suggests a mixed response among alumni, with a notable percentage expressing disagreement or strong disagreement with the B.Ed. curriculum. This indicates potential areas for improvement or revision within the program to address alumni concerns and enhance its effectiveness in preparing educators.

Suggestions.

Analyse how school policies, culture, and community partnerships influence teaching and learning outcomes.
Offer courses that provide in-depth knowledge of different academic disciplines and subject areas.
Encourage interdisciplinary approaches to teaching and learning to foster connections across diverse fields of study.
Provide opportunities for students to explore subject-specific pedagogies, assessment strategies, and curriculum development principles.
Introduce students to foundational theories of teaching and learning, including behaviourism, constructivism, and socio-cultural perspectives.
Encourage the application of theoretical concepts in lesson planning, instructional design, and classroom management.
Provide opportunities for students to reflect on their teaching practices and refine their theoretical understanding through practical experiences.
Incorporate microteaching sessions where students can practice teaching specific skills or concepts in a controlled setting.

Action Taken Report

Arranged visits to different types of schools (public, private, charter, etc.) to observe organizational structures and leadership styles.
Engaged students in case studies and simulations that explore real-world challenges faced by school administrators and educators.
Facilitated discussions and debates on educational policies, school culture, and community engagement initiatives.
Designed interdisciplinary projects and units that encourage students to explore connections between different subject areas.
Invite guest speakers from various academic disciplines to share insights into subject-specific pedagogies and research trends.
Encouraged collaborative lesson planning and curriculum development projects among students from different subject specializations.

Provide opportunities for students to apply theoretical concepts in designing lesson plans and instructional materials

Alumni feedback on M.Ed Curriculum

Parameters Used for Analysis:

Studying the history, sociology, and political economy of education
Gaining insights into the psychology of individual differences
Engaging with curriculum development and transaction
Developing advanced research skills
Advanced philosophical perspectives
Research proposal and internship experience
Advanced research and statistical skills
Curriculum development
Exploring the history of education
Practical teaching

Alumni’s Details: (details only for internal information)

Total No. of Alumni : 100

Feedback forms required : 90

Feedback forms received : 83

Analysis Table:

Alumni’s feedback	2019-20	Percentage
Strongly agree	3	7.5
Agree	7	17.5
Undecided	10	25
Disagree	12	30
Strongly disagree	8	20

The table presents feedback from alumni on the M. Ed curriculum for the academic year 2019-20, categorizing responses into five levels of agreement. A modest 7.5 percent of alumni strongly agree with the curriculum, and an additional 17.5 percent express agreement, indicating a combined positive sentiment from a limited portion of the respondents. However, a significant 25 percent remain undecided, suggesting a considerable need for additional information or clarification within this group. On the dissenting side, a substantial 50 percent of alumni express disagreement, with 30 percent in disagreement and 20 percent strongly disagreeing. This data highlights a mixed reception of the M. Ed curriculum among alumni, with a notable portion expressing reservations or dissatisfaction. Addressing the specific concerns raised by both the undecided and dissenting groups is crucial for refining and improving the curriculum to better align with the expectations and needs of alumni. Analysing this feedback can contribute to enhancing the overall effectiveness and satisfaction with the M. Ed program among former students.

Suggestions:

Broadening Educational Context: Gain insights into the broader context of educational systems through studying history, sociology, and political economy.
Improving Communication Skills: Enhance proficiency in technology and communication through an ICT and writing skills workshop.
Designing Effective Programs: Enhance skills in designing and implementing educational programs through engagement with curriculum development.
Advancing Research Competence: Develop advanced research skills for meaningful contributions to educational research and analysis.
Practical Insights: Gain practical insights into research methodologies through a research proposal and internship experience.

Action Taken Report

Provided funding opportunities and research grants for alumni pursuing advanced studies or conducting research in educational fields.
Encouraged alumni to share their insights and experiences from their own educational contexts and how historical, sociological, and political-economic factors have influenced them.
Alumni contributed to interdisciplinary seminars, panel discussions, or guest lectures on the historical, sociological, and political-economic aspects of education.
Organized alumni-led study groups or reading circles focused on seminal works in educational history, sociology, and political economy.

Alumni proficient in technology and communication lead workshops and webinars on ICT (Information and Communication Technology) tools, digital literacy, and effective writing skills

Practice Teaching Institutions’ feedback on B.Ed Curriculum

Details: (details only for internal information):

Total No. of : 8

Feedback forms required : 7

Feedback forms received : 7

Analysis Data:

Feedback	2019-20	Percentage
Strongly Agree	4	10
Agree	6	15
Undecided	10	25
Disagree	8	20
Strongly Disagree	12	30

The table outlines feedback from practice teaching institutions regarding the B. Ed curriculum for the academic year 2019-20, categorized by levels of agreement. Notably, a significant portion of institutions, accounting for 25 percent of total responses, remained undecided about the curriculum. Additionally, 20 percent disagreed, and 30 percent strongly disagreed with it, indicating a substantial level of dissatisfaction among these institutions. Conversely, 15 percent agreed with the curriculum, and 10 percent strongly agreed, representing a smaller yet notable proportion of supportive responses. This data suggests a mixed reception among practice teaching institutions towards the B. Ed curriculum, with a notable portion expressing uncertainty or dissatisfaction. Addressing concerns and revising elements of the curriculum could be crucial to improve alignment with institutional expectations and enhance the overall quality of teacher education programs.

Suggestions

Conduct cultural competence workshops for practice teachers.
Train practice teachers in designing inclusive curricula that reflect diverse perspectives.

Action Taken Report

1. Student teachers are actively encouraged to engage in inquiry-based learning projects. This initiative fosters a hands-on and investigative approach, allowing them to explore and apply educational concepts in real-world contexts.

The institute offers cultural competence training to student teachers. This program ensures that student teachers develop a deep understanding of diverse cultures, promoting inclusivity and equipping them with the skills to navigate culturally diverse educational environments

Practice Teaching Institutions’ feedback on M.Ed Curriculum

Details: (details only for internal information)

Total No. of : 8

Feedback forms required : 7

Feedback forms received : 6

Analysis Data:

Feedback	2019-20	Percentage
Strongly agree	5	12.5
Agree	11	27.5
Undecided	10	25
Disagree	10	25
Strongly disagree	4	10

The table provides an overview of feedback from practice teaching institutions on the M. Ed curriculum for the academic year 2019-20, categorizing responses into five levels of agreement. A modest 12.5 percent strongly agree with the curriculum, and an additional 27.5 percent express agreement, reflecting a combined positive sentiment from a noteworthy portion of the respondents. Simultaneously, 25 percent remain undecided, indicating a need for additional information or clarification to address uncertainties or concerns. Equally noteworthy is that 35 percent of the respondent’s express dissent, with 25 percent in disagreement and 10 percent strongly disagreeing. This data suggests a mixed reception of the M. Ed curriculum among practice teaching institutions, emphasizing the importance of further investigation into the specific concerns raised and the potential need for adjustments to better align with the expectations and requirements of these educational entities. Addressing the feedback can contribute to refining the curriculum for improved effectiveness and relevance in the realm of practice teaching.

Suggestions:

Enhanced Pedagogy: Introduce innovative teaching methods to improve student engagement and learning outcomes.

Broader Curriculum Scope: Expand the curriculum to cover a wider range of educational topics and issues, providing a more holistic learning experience.

Professional Leadership: Provide opportunities for student teachers to develop leadership skills and take on mentorship roles within the educational community.

Critical Thinking: Emphasize critical thinking and problem-solving skills to enable educators to adapt to complex educational challenges effectively.

Action Taken Report

Introduced innovative teaching methods to enhance student engagement and improve learning outcomes.

Expanded the curriculum to cover a wider range of educational topics and issues, offering students a more holistic learning experience.

Provided opportunities for student teachers to develop leadership skills and take on mentorship roles within the educational community.

Emphasized critical thinking and problem-solving skills to enable educators to effectively adapt to complex educational challenges.

Parents’ feedback on B.Ed Curriculum

Parameters Used for Analysis:

Curricular activities
Observing others teaching
Giving feedback to others
Co-curricular activities
Internship in schools
Learning about different teaching ideas
Finding better ways to test students
Trying new teaching methods
Discussing ideas with classmates
Reflecting on learning experiences

Parent’s Details: (details only for internal information)

Total No. of Parents : 60

Feedback forms required : 55

Feedback forms received : 54

Analysis Table:

Parents Feedback	2019-20	Percentage
Strongly Agree	6	15
Agree	11	27.5
Undecided	11	27.5
Disagree	6	15
Strongly Disagree	6	15

The table presents feedback from parents regarding the B. Ed curriculum for the academic year 2019-20. The data reveals a more balanced distribution of opinions compared to the previous year, with fewer extreme viewpoints. Approximately 42.5 percent of parents either strongly agreed or agreed with the B. Ed curriculum, while 42.5 percent remained undecided or expressed disagreement. Notably, the undecided category represents a substantial portion, indicating that there is still a level of uncertainty or ambiguity surrounding certain aspects of the curriculum. The equal distribution of disagreement and strongly disagree responses (both at 15 percent) suggests that there are consistent concerns among parents regarding specific elements of the program. Conversely, the combined percentage of agreement responses (strongly agree and agree) highlights a significant proportion of parents who are supportive or at least somewhat satisfied with the B. Ed curriculum. Overall, the data suggests a mixed reception among parents, emphasizing the need for ongoing evaluation, communication, and potential adjustments to address concerns and improve satisfaction levels with the educational program.

Suggestions

Encourage teachers to attend workshops and seminars that focus on innovative teaching methods.
Establish a platform within the school where teachers can share their successful teaching ideas with colleagues.
Encourage teachers to conduct action research projects within their classrooms

Action Taken Report

1. Teachers are actively encouraged to attend workshops and seminars that focus on innovative teaching methods. This initiative ensures continuous professional development and introduces new and effective approaches to teaching.
2. A platform has been established within the school where teachers can share their successful teaching ideas with colleagues. This promotes collaboration, peer learning, and the dissemination of effective teaching practices throughout the faculty.

Teachers are motivated to conduct action research projects within their classrooms. This approach empowers educators to explore and implement innovative teaching strategies, contributing to ongoing improvement in teaching methodologies

Parents’ feedback on M.Ed Curriculum

Parameters Used for Analysis:

Curricular activities
Practical experience
Exploring history of education
Advanced research skills
Internship in schools
Curriculum development
Finding better ways to test students
Gaining insights into individual differences
Discussing ideas with classmates
History and sociology of education

Parent’s Details: (details only for internal information)

Total No. of Parents : 60

Feedback forms required : 55

Feedback forms received : 54

Analysis Table:

Parents feedback	2019-20	Percentage
Strongly agree	4	10
Agree	9	22.5
Undecided	11	27.5
Disagree	10	25
Strongly disagree	6	15

The table illustrates parents’ feedback on the MEd curriculum for the academic year 2019-20, presenting responses across five levels of agreement. A total of 10 percent of parents express a strong agreement with the curriculum, and an additional 22.5 percent indicate a general agreement, demonstrating a positive overall sentiment from a significant portion of respondents. Meanwhile, 27.5 percent of parents remain undecided, suggesting a need for further clarification or information to address any uncertainties. On the dissenting side, 25 percent disagree with the curriculum, and 15 percent strongly disagree, indicating a combined 40% expressing varying degrees of dissatisfaction. This data highlights the importance of addressing concerns and engaging with parents to improve the overall understanding and satisfaction with the MEd curriculum for the specified academic year.

Suggestions:

Workshop on ICT and Writing Skills: Provide educators with a workshop on ICT and writing skills to boost proficiency in integrating technology and communication in education, enhancing instructional effectiveness in digital environments.
Integrate Philosophical Perspectives: Encourage educators to integrate advanced philosophical perspectives into their teaching methods to positively shape instructional approaches and foster critical thinking among students.
Address Contemporary Issues: Expand educators’ perspectives on the field by addressing contemporary issues in education, enabling them to navigate complex educational landscapes and contribute meaningfully to educational discourse.
Develop Inclusive Learning Environments: Support educators in identifying the need for building inclusive and learning-friendly classrooms by overcoming barriers to inclusion, fostering equitable access to education for all students.
Develop Leadership Skills: Equip educators with leadership skills through education in management, planning, and financing, preparing them to lead educational initiatives and contribute to institutional growth and development.

Action Taken Report

Conducted a workshop on ICT and writing skills to enhance educators’ proficiency in utilizing technology and communication in education, thereby improving instructional effectiveness in digital learning environments.

Encouraged educators to integrate advanced philosophical perspectives into their teaching methods, aiming to positively shape instructional approaches and cultivate critical thinking among students.

Expanded educators’ perspectives on education by addressing contemporary issues in the field, enabling them to navigate complex educational landscapes and contribute meaningfully to educational discourse.

Supported educators in creating inclusive learning environments by identifying the need to overcome barriers to inclusion, thereby fostering equitable access to education for all students.

Equipped educators with leadership skills through education in management, planning, and financing, preparing them to lead educational initiatives and contribute to institutional growth and development.

Employers’ feedback on B.Ed Curriculum

Employer’s Details: (details only for internal information)

Total No. of Employer’s : 50

Feedback forms required : 45

Feedback forms received : 40

Analysis Data:

Employer’s Feedback	2019-20	Percentage
Strongly Agree	4	10
Agree	7	17.5
Undecided	6	15
Disagree	11	27.5
Strongly Disagree	12	30

The table presents feedback from employers regarding the B. Ed curriculum for the academic year 2019-20, categorizing their responses based on different levels of agreement. Notably, 10 percent of employers strongly agree with the curriculum, while an additional 17.5 percent express agreement. Similarly, 15 percent remain undecided, reflecting a degree of uncertainty or neutrality in their assessment. Dissatisfaction with the curriculum is evident, with 27.5 percent of employers expressing disagreement and a substantial 30 percent strongly disagreeing. These figures indicate a significant proportion of employers hold negative views toward the curriculum, underscoring potential gaps or mismatches between the skills and competencies taught and the expectations of the job market. Addressing the concerns raised by employers could be pivotal in refining the B. Ed curriculum to better meet the demands and standards of the professional field.

Action Taken Report

Established partnerships and collaborations with industry stakeholders, professional organizations, and employers to identify current industry trends, skill requirements, and job market demands.
Formed advisory boards or committees comprising industry experts to provide input and guidance on curriculum design, course content, and skill development initiatives.
Regularly reviewed and updated syllabi and course materials to incorporate industry-relevant content, practical applications, case studies, and hands-on experiences.
Conducted strategic planning sessions involving faculty, administrators, and key stakeholders to define clear educational goals and objectives aligned with the institution’s mission, vision, and values.
Developed a framework for articulating measurable and achievable learning outcomes for each academic program or course, focusing on knowledge, skills, competencies, and values that students are expected to acquire.
Implemented systematic processes for monitoring, evaluating, and continuously improving educational activities to ensure alignment with desired learning outcomes and program objectives.

Employers, feedback on M.Ed Curriculum

Employer’s Details: (details only for internal information)

Total No. of Employer’s : 50

Feedback forms required : 46

Feedback forms received : 39

Analysis Data:

Employer’s feedback	2019-20	Percentage
Strongly agree	3	7.5
Agree	10	25
Undecided	10	25
Disagree	10	25
Strongly disagree	7	17.5

The table provides an overview of employers’ feedback on the M. Ed curriculum for the academic year 2019-20, reflecting a diverse range of perspectives and opinions among employers. The data indicates a balanced distribution of responses across various levels of agreement and disagreement. Notably, 32.5 percent of employers either strongly agreed or agreed with the curriculum, suggesting a moderate level of satisfaction among a portion of participants. Conversely, dissatisfaction levels were comparable, with another 32.5 percent of employers expressing disagreement or strong disagreement with the curriculum. Additionally, 25 percent of employers remained undecided, indicating a notable segment seeking further clarification or evaluation of the curriculum’s effectiveness. The data underscores the complexity of employer perceptions regarding the M. Ed curriculum and highlights the importance of addressing concerns and fostering dialogue to enhance the curriculum’s alignment with employer expectations and industry standards in the field of education.

Suggestions:

Expanded Competencies: Develop competencies aligned with national and global educational trends, encompassing education, research, curriculum planning, and policy analysis.

Research Proficiency: Enable teachers to effectively apply and execute research methods to address pertinent educational issues and contribute to educational advancement.

Psychological Insight: Empower teachers to apply educational psychology to identify individual differences among learners and facilitate tailored learning experiences.

Conceptual Understanding: Enable teachers to utilize philosophical, sociological, and political perspectives to gain a deeper conceptual understanding of educational theory and practice.

Action Taken Report

Developed competencies aligned with national and global educational trends, covering education, research, curriculum planning, and policy analysis.

Enabled teachers to effectively apply and execute research methods to address pertinent educational issues and contribute to educational advancement.

Empowered teachers to apply educational psychology to identify individual differences among learners and facilitate tailored learning experiences.

Enabled teachers to utilize philosophical, sociological, and political perspectives to gain a deeper conceptual understanding of educational theory and practice.

NSS TRAINING COLLEGE OTTAPALAM

Feedback analysis on Curriculum and Action Taken Report

Academic Year: 2019-2020

B.Ed Students feedback on B.Ed Curriculum

Parameters Used for Analysis:

Peer discussions
Faculty Demonstrations
School internship
Implementing effective assessment strategies
Yoga, Health and Physical education
Implementing Modern Teaching strategies
Community living camps
Creative teaching methods
Environmental education, guidance and counselling
Learner development

Student’s Details: (details only for internal information)

Total No. of students : 100

Feedback forms required : 95

Feedback forms received : 93

Analysis Data:

B Ed Student’s feedback	2019-20	Percentage
Strongly agree	3	7.5
Agree	6	15
Undecided	15	37.5
Disagree	6	15
Strongly disagree	10	25

In the academic year 2019-20, B.Ed. students provided feedback on their curriculum, and the data indicates diverse opinions. A modest 7.5 percent strongly agreed, while a slightly larger segment, 15 percent, expressed agreement with the curriculum. The majority of responses, constituting 37.5 percent, fell into the undecided category, revealing a significant level of uncertainty among the students. Meanwhile, 15 percent disagreed, and 25 percent strongly disagreed, suggesting noteworthy areas of concern and discontent within the student body.

Suggestions Regarding Student Feedback to Improve the overall teaching learning process

Develop curriculum modules that integrate physical education, yoga, and health education seamlessly
Foster an open and supportive atmosphere where teachers feel comfortable sharing their experiences, challenges, and successes.
Rotate the responsibility of presenting faculty demonstrations among different teachers
School internship refers to a period during which teachers or teacher candidates work in a school environment under the supervision and mentorship of experienced educators.
Clean India-Green India
Plastic reduction initiatives
Reaching out to leprosy patients
Gender sensitivity programmes
Value-based orientation programmes

Action Taken Report

The institute has developed curriculum modules that seamlessly integrate physical education, yoga, and health education, providing students with a holistic approach to well-being.
A culture of openness and support has been fostered within the institute, encouraging teachers to share their experiences, challenges, and successes. This collaborative environment enhances professional development.
The responsibility of presenting faculty demonstrations is rotated among different teachers, promoting a diverse range of teaching styles and expertise within the faculty.
The institute has introduced school internship programs, allowing teachers or teacher candidates to gain practical experience in a school environment under the guidance of experienced educators.
Gender sensitivity programs have been initiated to address and raise awareness about gender-related issues, promoting a more inclusive and equitable educational environment.
The institute conducts value-based orientation programs, instilling ethical and moral values in students and faculty, contributing to the overall character development of individuals.

M.Ed Students feedback on M.Ed Curriculum

Parameters Used for Analysis:

Concept of gender difference& gender fairness
Understanding the educational implications of theories of personality
Different learning styles and it’s applications
Understanding the issues related with the implications of curriculum
Skilful in the preparation and standardization of different tools of educational research
Analyse the recommendations of committees and commissions on Teacher Education in India
Proficient in reviewing the research areas of Teacher Education in India
Preparation of a modal research proposal
Understand the professional ethics for teachers
Concept of variables in research

Student’s Details: (details only for internal information)

Total No. of students : 31

Feedback forms required : 28

Feedback forms received : 25

Analysis Data:

Students feedback	2019-20	Percentage
Strongly agree	3	7.5
Agree	6	15
Undecided	15	37.5
Disagree	7	17.5
Strongly disagree	9	22.5

Suggestions:

Specialized Developmental Studies: Introducing tracks focusing on developmental psychology allows for a deeper understanding of human growth and behavior across different life stages.
Enhance Motivational Techniques: Incorporating practical sessions to explore and implement motivational techniques in classrooms equips students with essential pedagogical skills. By understanding various motivational theories and strategies, students can create engaging learning environments that foster intrinsic motivation and student success.
Highlight Transfer of Learning: Offering specialized courses on transfer of learning delves deeper into understanding how knowledge and skills acquired in one context can be applied to new situations. By exploring theories and practical applications of transfer learning, students develop critical thinking skills and the ability to adapt their knowledge to diverse educational settings.
Advanced Transfer Learning Workshops: Participating in workshops for applying transfer learning enhances students’ ability to adapt and apply knowledge across different contexts.
Deepen Understanding of RTE: Providing nuanced insights into the Right to Education Act (RTE) with a focus on its implications in the Kerala context allows students to grasp the socio-political and legal frameworks shaping educational policies. By understanding RTE provisions and their implementation challenges, students can advocate for equitable access to quality education and contribute to educational reform efforts in their communities.
Emphasize Developmental Understanding: Introducing in-depth study modules on developmental hazards and tasks allows students to gain a comprehensive understanding of human development across the lifespan. By studying developmental psychology, students can recognize the unique needs and challenges of learners at different stages of development, informing their teaching practices and educational interventions.
Mastery of Motivational Strategies: Mastering diverse motivational techniques enables educators to create engaging and inspiring learning environments tailored to students’ needs.

Action Taken Report

Critically assessed the present evaluation system in secondary education to identify areas for improvement and proposed innovative solutions for fair and effective assessment practices.

Expanded co-curricular activities, including internships, community service projects, and research opportunities, to prepare students for multifaceted roles in education beyond the classroom.

Engaged students in collaborative projects analysing Right to Education (RTE) policies, fostering critical thinking and advocacy skills to contribute to educational policy discussions and reforms.

Introduced modules integrating various disciplines to break down traditional silos in education and encourage students to see connections between different subjects.

Explored emerging trends and innovations in secondary education to adapt teaching methodologies and foster student engagement.

Strengthened social philosophy education by developing comprehensive coursework to delve into the historical, cultural, and philosophical underpinnings of social theories.

Fostered interdisciplinary research projects to address complex educational issues and contribute to the advancement of knowledge in education.

Teachers’ feedback on B.Ed Curriculum

Parameters Used for Analysis:

Diversity of Indian society and role of education in respecting them
Process of learning in learner’s perspective
Competency of lesson planning
Government sponsored programs and policies
Proper professional attitude values
Community living Camp
Critical understanding of ICT
Debating on teaching performance
Identify and acquire the qualities of an effective teacher
Initiative school experience

Teacher’s Details: (details only for internal information)

Total No. of teacher’s : 26

Feedback forms required : 26

Feedback forms received : 22

Analysis Data:

Teacher’s feedback	2019-20	Percentage
Strongly agree	5	12.5
Agree	5	12.5
Undecided	6	15
Disagree	11	27.5
Strongly disagree	13	32.5

Suggestions Regarding Teacher’s Feedback to Improve the overall teaching learning process

Include student feedback as part of the evaluation process.
Ensure that the debate is focused on constructive feedback rather than criticism.
Encourage participants to highlight strengths and suggest areas for improvement

Action Taken Report

The institute has developed curriculum modules that seamlessly integrate physical education, yoga, and health education, providing students with a holistic approach to well-being.
A culture of openness and support has been fostered within the institute, encouraging teachers to share their experiences, challenges, and successes. This collaborative environment enhances professional development.
The responsibility of presenting faculty demonstrations is rotated among different teachers, promoting a diverse range of teaching styles and expertise within the faculty.
The institute has introduced school internship programs, allowing teachers or teacher candidates to gain practical experience in a school environment under the guidance of experienced educators.
Gender sensitivity programs have been initiated to address and raise awareness about gender-related issues, promoting a more inclusive and equitable educational environment.

The institute conducts value-based orientation programs, instilling ethical and moral values in students and faculty, contributing to the overall character development of individuals.

Teachers’ feedback on M.Ed Curriculum

Parameters Used for Analysis:

Relationship between contemporary Indian society and education
Evaluates critically
Concept of individual differences
Educational guidance and counselling practices
Understanding of different perspectives of curriculum
Apply theories of curriculum
Tools for data collection
Ethics in educational research
Preparation and presentation of research proposal
Internship

Teacher’s Details: (details only for internal information)

Total No. of teacher’s : 26

Feedback forms required : 26

Feedback forms received : 22

Analysis Data:

Teacher’s feedback	2019-20	Percentage
Strongly agree	6	15
Agree	10	25
Undecided	7	17.5
Disagree	10	25
Strongly disagree	7	17.5

Suggestions:

Detect Educational Issues: Detect various issues related to contemporary education and suggest measures to overcome them, fostering proactive problem-solving skills among educators.
Broaden Understanding of Educational Research: Provide a broader understanding of educational research, including its purpose, scope, and methodologies, preparing educators to engage in evidence-based practices.
Analyse Descriptive Statistics: Analyse the relevance of descriptive statistics in educational research, equipping educators with essential analytical tools for data interpretation and decision-making.
Identify Research Problems: Develop skills to identify the source of research problems and conduct thorough analyses, ensuring the relevance and significance of research endeavours.
Understand Societal Dynamics: Provide knowledge about the relationship between contemporary Indian society and education, fostering a deeper understanding of societal influences on educational systems.

Action Taken Report

Established regular forums and committees within the institution to identify and discuss contemporary educational issues.
Encourages educators to stay updated on current educational trends, research findings, and policy changes through professional development workshops, seminars, and reading groups.
Facilitates opportunities for educators to engage in collaborative research projects, within the institution and through partnerships with external organizations.
Encouraged educators to critically evaluate research literature and apply evidence-based practices in their teaching and decision-making processes.
Encourages educators to critically reflect on their own cultural biases, assumptions, and perspectives, and how these may influence their teaching practices and interactions with students from diverse backgrounds.
Foster partnerships with community organizations, non-profit agencies, and government agencies to address societal challenges and promote equitable access to quality education for all learners.
Foster a supportive environment where educators feel encouraged to take risks, explore innovative research topics, and contribute to the advancement of knowledge in the field of education.
The institution encourages educators to explore interdisciplinary perspectives and engage in discussions with colleagues from diverse academic backgrounds to broaden their understanding of potential research problems.

Alumni feedback on B.Ed Curriculum

Academic year: 2019-2020

Parameters Used for Analysis:

Implementing modern teaching strategies based on contemporary educational knowledge.
Peer discussion lessons.
Observation lessons and faculty demonstrations.
Peer criticism lessons refined to provide constructive feedback to fellow educators.
Preparation of teaching-learning materials.
Initiatory school experiences.
Exploring various educational perspectives.

Alumni’s Details:

Total No. of Alumni : 100

Feedback forms received : 83

Analysis Table:

Alumni’s feedback	2019-20	Percentage
Strongly agree	4	10
Agree	4	10
Undecided	6	15
Disagree	17	42.5
Strongly disagree	9	22.5

The table presents the B.Ed. curriculum feedback provided by alumni for the academic year 2019-20, categorized by response types and corresponding percentages.

Suggestions.

Analyse how school policies, culture, and community partnerships influence teaching and learning outcomes.
Offer courses that provide in-depth knowledge of different academic disciplines and subject areas.
Encourage interdisciplinary approaches to teaching and learning to foster connections across diverse fields of study.
Provide opportunities for students to explore subject-specific pedagogies, assessment strategies, and curriculum development principles.
Introduce students to foundational theories of teaching and learning, including behaviourism, constructivism, and socio-cultural perspectives.
Encourage the application of theoretical concepts in lesson planning, instructional design, and classroom management.
Provide opportunities for students to reflect on their teaching practices and refine their theoretical understanding through practical experiences.
Incorporate microteaching sessions where students can practice teaching specific skills or concepts in a controlled setting.

Action Taken Report

Arranged visits to different types of schools (public, private, charter, etc.) to observe organizational structures and leadership styles.
Engaged students in case studies and simulations that explore real-world challenges faced by school administrators and educators.
Facilitated discussions and debates on educational policies, school culture, and community engagement initiatives.
Designed interdisciplinary projects and units that encourage students to explore connections between different subject areas.
Invite guest speakers from various academic disciplines to share insights into subject-specific pedagogies and research trends.
Encouraged collaborative lesson planning and curriculum development projects among students from different subject specializations.

Provide opportunities for students to apply theoretical concepts in designing lesson plans and instructional materials

Alumni feedback on M.Ed Curriculum

Parameters Used for Analysis:

Studying the history, sociology, and political economy of education
Gaining insights into the psychology of individual differences
Engaging with curriculum development and transaction
Developing advanced research skills
Advanced philosophical perspectives
Research proposal and internship experience
Advanced research and statistical skills
Curriculum development
Exploring the history of education
Practical teaching

Alumni’s Details: (details only for internal information)

Total No. of Alumni : 100

Feedback forms required : 90

Feedback forms received : 83

Analysis Table:

Alumni’s feedback	2019-20	Percentage
Strongly agree	3	7.5
Agree	7	17.5
Undecided	10	25
Disagree	12	30
Strongly disagree	8	20

Suggestions:

Broadening Educational Context: Gain insights into the broader context of educational systems through studying history, sociology, and political economy.
Improving Communication Skills: Enhance proficiency in technology and communication through an ICT and writing skills workshop.
Designing Effective Programs: Enhance skills in designing and implementing educational programs through engagement with curriculum development.
Advancing Research Competence: Develop advanced research skills for meaningful contributions to educational research and analysis.
Practical Insights: Gain practical insights into research methodologies through a research proposal and internship experience.

Action Taken Report

Provided funding opportunities and research grants for alumni pursuing advanced studies or conducting research in educational fields.
Encouraged alumni to share their insights and experiences from their own educational contexts and how historical, sociological, and political-economic factors have influenced them.
Alumni contributed to interdisciplinary seminars, panel discussions, or guest lectures on the historical, sociological, and political-economic aspects of education.
Organized alumni-led study groups or reading circles focused on seminal works in educational history, sociology, and political economy.

Alumni proficient in technology and communication lead workshops and webinars on ICT (Information and Communication Technology) tools, digital literacy, and effective writing skills

Practice Teaching Institutions’ feedback on B.Ed Curriculum

Details: (details only for internal information):

Total No. of : 8

Feedback forms required : 7

Feedback forms received : 7

Analysis Data:

Feedback	2019-20	Percentage
Strongly Agree	4	10
Agree	6	15
Undecided	10	25
Disagree	8	20
Strongly Disagree	12	30

Suggestions

Conduct cultural competence workshops for practice teachers.
Train practice teachers in designing inclusive curricula that reflect diverse perspectives.

Action Taken Report

1. Student teachers are actively encouraged to engage in inquiry-based learning projects. This initiative fosters a hands-on and investigative approach, allowing them to explore and apply educational concepts in real-world contexts.

The institute offers cultural competence training to student teachers. This program ensures that student teachers develop a deep understanding of diverse cultures, promoting inclusivity and equipping them with the skills to navigate culturally diverse educational environments

Practice Teaching Institutions’ feedback on M.Ed Curriculum

Details: (details only for internal information)

Total No. of : 8

Feedback forms required : 7

Feedback forms received : 6

Analysis Data:

Feedback	2019-20	Percentage
Strongly agree	5	12.5
Agree	11	27.5
Undecided	10	25
Disagree	10	25
Strongly disagree	4	10

Suggestions:

Enhanced Pedagogy: Introduce innovative teaching methods to improve student engagement and learning outcomes.

Broader Curriculum Scope: Expand the curriculum to cover a wider range of educational topics and issues, providing a more holistic learning experience.

Professional Leadership: Provide opportunities for student teachers to develop leadership skills and take on mentorship roles within the educational community.

Critical Thinking: Emphasize critical thinking and problem-solving skills to enable educators to adapt to complex educational challenges effectively.

Action Taken Report

Introduced innovative teaching methods to enhance student engagement and improve learning outcomes.

Expanded the curriculum to cover a wider range of educational topics and issues, offering students a more holistic learning experience.

Provided opportunities for student teachers to develop leadership skills and take on mentorship roles within the educational community.

Emphasized critical thinking and problem-solving skills to enable educators to effectively adapt to complex educational challenges.

Parents’ feedback on B.Ed Curriculum

Parameters Used for Analysis:

Curricular activities
Observing others teaching
Giving feedback to others
Co-curricular activities
Internship in schools
Learning about different teaching ideas
Finding better ways to test students
Trying new teaching methods
Discussing ideas with classmates
Reflecting on learning experiences

Parent’s Details: (details only for internal information)

Total No. of Parents : 60

Feedback forms required : 55

Feedback forms received : 54

Analysis Table:

Parents Feedback	2019-20	Percentage
Strongly Agree	6	15
Agree	11	27.5
Undecided	11	27.5
Disagree	6	15
Strongly Disagree	6	15

Suggestions

Encourage teachers to attend workshops and seminars that focus on innovative teaching methods.
Establish a platform within the school where teachers can share their successful teaching ideas with colleagues.
Encourage teachers to conduct action research projects within their classrooms

Action Taken Report

1. Teachers are actively encouraged to attend workshops and seminars that focus on innovative teaching methods. This initiative ensures continuous professional development and introduces new and effective approaches to teaching.
2. A platform has been established within the school where teachers can share their successful teaching ideas with colleagues. This promotes collaboration, peer learning, and the dissemination of effective teaching practices throughout the faculty.

Teachers are motivated to conduct action research projects within their classrooms. This approach empowers educators to explore and implement innovative teaching strategies, contributing to ongoing improvement in teaching methodologies

Parents’ feedback on M.Ed Curriculum

Parameters Used for Analysis:

Curricular activities
Practical experience
Exploring history of education
Advanced research skills
Internship in schools
Curriculum development
Finding better ways to test students
Gaining insights into individual differences
Discussing ideas with classmates
History and sociology of education

Parent’s Details: (details only for internal information)

Total No. of Parents : 60

Feedback forms required : 55

Feedback forms received : 54

Analysis Table:

Parents feedback	2019-20	Percentage
Strongly agree	4	10
Agree	9	22.5
Undecided	11	27.5
Disagree	10	25
Strongly disagree	6	15

Suggestions:

Workshop on ICT and Writing Skills: Provide educators with a workshop on ICT and writing skills to boost proficiency in integrating technology and communication in education, enhancing instructional effectiveness in digital environments.
Integrate Philosophical Perspectives: Encourage educators to integrate advanced philosophical perspectives into their teaching methods to positively shape instructional approaches and foster critical thinking among students.
Address Contemporary Issues: Expand educators’ perspectives on the field by addressing contemporary issues in education, enabling them to navigate complex educational landscapes and contribute meaningfully to educational discourse.
Develop Inclusive Learning Environments: Support educators in identifying the need for building inclusive and learning-friendly classrooms by overcoming barriers to inclusion, fostering equitable access to education for all students.
Develop Leadership Skills: Equip educators with leadership skills through education in management, planning, and financing, preparing them to lead educational initiatives and contribute to institutional growth and development.

Action Taken Report

Conducted a workshop on ICT and writing skills to enhance educators’ proficiency in utilizing technology and communication in education, thereby improving instructional effectiveness in digital learning environments.

Encouraged educators to integrate advanced philosophical perspectives into their teaching methods, aiming to positively shape instructional approaches and cultivate critical thinking among students.

Expanded educators’ perspectives on education by addressing contemporary issues in the field, enabling them to navigate complex educational landscapes and contribute meaningfully to educational discourse.

Supported educators in creating inclusive learning environments by identifying the need to overcome barriers to inclusion, thereby fostering equitable access to education for all students.

Equipped educators with leadership skills through education in management, planning, and financing, preparing them to lead educational initiatives and contribute to institutional growth and development.

Employers’ feedback on B.Ed Curriculum

Employer’s Details: (details only for internal information)

Total No. of Employer’s : 50

Feedback forms required : 45

Feedback forms received : 40

Analysis Data:

Employer’s Feedback	2019-20	Percentage
Strongly Agree	4	10
Agree	7	17.5
Undecided	6	15
Disagree	11	27.5
Strongly Disagree	12	30

Action Taken Report

Established partnerships and collaborations with industry stakeholders, professional organizations, and employers to identify current industry trends, skill requirements, and job market demands.
Formed advisory boards or committees comprising industry experts to provide input and guidance on curriculum design, course content, and skill development initiatives.
Regularly reviewed and updated syllabi and course materials to incorporate industry-relevant content, practical applications, case studies, and hands-on experiences.
Conducted strategic planning sessions involving faculty, administrators, and key stakeholders to define clear educational goals and objectives aligned with the institution’s mission, vision, and values.
Developed a framework for articulating measurable and achievable learning outcomes for each academic program or course, focusing on knowledge, skills, competencies, and values that students are expected to acquire.
Implemented systematic processes for monitoring, evaluating, and continuously improving educational activities to ensure alignment with desired learning outcomes and program objectives.

Employers, feedback on M.Ed Curriculum

Employer’s Details: (details only for internal information)

Total No. of Employer’s : 50

Feedback forms required : 46

Feedback forms received : 39

Analysis Data:

Employer’s feedback	2019-20	Percentage
Strongly agree	3	7.5
Agree	10	25
Undecided	10	25
Disagree	10	25
Strongly disagree	7	17.5

Suggestions:

Expanded Competencies: Develop competencies aligned with national and global educational trends, encompassing education, research, curriculum planning, and policy analysis.

Research Proficiency: Enable teachers to effectively apply and execute research methods to address pertinent educational issues and contribute to educational advancement.

Psychological Insight: Empower teachers to apply educational psychology to identify individual differences among learners and facilitate tailored learning experiences.

Conceptual Understanding: Enable teachers to utilize philosophical, sociological, and political perspectives to gain a deeper conceptual understanding of educational theory and practice.

Action Taken Report

Developed competencies aligned with national and global educational trends, covering education, research, curriculum planning, and policy analysis.

Enabled teachers to effectively apply and execute research methods to address pertinent educational issues and contribute to educational advancement.

Empowered teachers to apply educational psychology to identify individual differences among learners and facilitate tailored learning experiences.

Enabled teachers to utilize philosophical, sociological, and political perspectives to gain a deeper conceptual understanding of educational theory and practice.

Feedback Analysis 2019-2020

The institution conducted student satisfaction survey among the prospective teachers of the college using a five-point rating scale prepared and validated by the IQ AC of the college. The questionnaire has been prepared based on the guidelines provided by NAAC. It includes 20 statements related to various aspects of teaching learning process such as teacher proficiency, infrastructure facilities of the institution, internal evaluation system followed by the institution, mentoring system, academic resources and grievance redressal mechanism of the institution.

The survey reveals that all the students are satisfied with the infrastructure facilities and academic resources of the institution. 98 percentage of the students are extremely satisfied with the academic proficiency of the teachers and administrative support. The survey reveals that the academic activities such as extension activities seminars ICT enabled programs and various club activities and hanste the professional as well as personal proficiency of the student teachers. The grievance redressal mechanism and mentoring system followed by the institution have also found to be brood over positive feedback.

Feedback Analysis 2018-2019

NSS Training College Ottappalam had groomed and moulded us as a good teacher. In our opinion, no other institution will have to provide such exposure and inspiration. All the teaching faculties are very dynamic and vibrant they are full-fledged with experiences not only in teacher education but in another field also. More than 97 percentages of teachers are having PhD degrees in education and allied subjects. Our college is a forerunner in the field of research and technology in education. In general, the atmosphere in the college has a very sound and soothing effect on the learning environment. The service rendered by the administrative staff of the college is trustworthy and work mentioning. We feel very much proud to be a student of NSS Training College Ottapalam which was founded by Bharata Kesari Shri Mannathu Padmanabhan.

NAAC STUDENT SATISFACTION SURVEY

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Click here to view Parent’s Feedback form
Click here to view Alumni Feedback form