Title: Value Education
- To inculcate value.
- To nurture the spirit of giving and sharing.
- Promoting sense of social responsibilities.
- Building leadership qualities.
- Development of well balanced personality.
The core objective of this institution is preparing and nurturing the young girl students to become a complete women or whole person. To achieve this vision the mission of the institution is to impart holistic education for the empowerment of women with great emphasis on inculcating value to nurture the growth of well balanced personality.
The institution caters to girl student from all over state from varying socio-economic background. A large number of students come from the remote part of Nagaland due to lack of quality educational opportunity in their area. As such most of them are away from home. Majority of these girl students either stay in a private hostel or in a rented house. Thus many students are free from constant parental monitoring. Moreover the situation further aggravated by the fact that most of them comes from poor economic background. Free from parental control, weak financial situation, facing the challenges of living in city makes them vulnerable to value crisis ridden situation. To curb this disturbing trend the college initiated value based programme as a part of the co-curricular activities. The purpose of this programme is nurturing the young mind to develop a deep sense of social responsibilities and meet the future challenges successfully.
The institution organized various programmes and activities under value education programmes:
- Value education class
Two classes in a month are allotted for value education. Topic related with ethics and social values are open for discussion. It also focuses on the issues and problems generally faced by the girl students and means and ways to tackle the problem. Attendance is mandatory for the students.
- Group counselling:-
Group counsellingconducted for some target group.
- Personality development class.
- Annual charity day programme:-
As a part of inculcating value among the students the institution organised a yearly Charity Day.The students and staff donated both in cash and kinds. The proceeds from the cash donation and sales of donated goods are donated to orphanages in and around Dimapur city as a part of our Community Outreach Programmes. Funds were also raised by the students by opening food stalls as well. The initiatives are taken mostly by the students. The main objective of this programme is to inculcate the values and spirit of giving and sharing with our less privileged fellow beings.
- Community outreach programme:-
As a part of Community Outreach Programme the students pay a visit to orphanages in and around Dimapur city. They help out at orphanage like – cleaning, washing, bathing, spend time with the inmates etc. Students also carried out cleanliness drive in a selected localities and churches.
Evidence of success:-
The evidence of success is shown by increasing participation of students in the programmes and activities conducted under value education programme. The initiatives for most of the programme are taken by the students, it also help in shaping leadership qualities in them. Many academically weak and passive students taking up a leading role is also observed. It give them a platform for discover their leadership qualities thereby building up their confidence and self-esteem. The spirit of giving and sharing also developed among the students which are also reflected in the increasing amount of fund raised during Charity Day over the year. The outcome of this programmes are also reflected in the absence of suicide, depression or mental illness, scandals, immoral activities and anti-social behaviours among the students.
- Problems Encountered and Resources Required:-
Due to subjective nature of the programme the faculty in-charge of the programmes especially in counselling area sometimes moves beyond empathy and get emotionally attached with the client’s personal issues. If timely intervention is not taken, they suffer from burned out syndrome which is too taxing on the faculty members. Resource requires is sincerity, cooperation and enthusiasm on the path of teachers, management and students towards making the programme are success.
- TITLE: Educational Opportunities to Academically weak students
- To facilitate weak and under privilege student access to higher education.
Many institutions being faced with competition are compelled to give priority to academically bright students during college admissions. In the process, the academically weak students are left out and most of them end up in non-reputed colleges or give up further studies. In this process, many promising students are denied the opportunities to fulfill their desired goals and be a pillar of the society. The institution believes that academically weak students do not remain weak throughout. There is a possibility that there are weak areas which needed attention, which if tended, can make the students fare much better. As such, weak students do not remain weak throughout nor academically strong students do not remain strong throughout. Various factors in the academic history can improve or denigrate the academic performance of the students. Educational institution plays a vital role in mentoring students to improve the weak and on the other hand, nurture and further improve the academically strong students. From this perspective, the colleges adopted a policy of admitting any students irrespective of their past educational standard offering them another opportunity to excel themselves.
The institution vision is to provide the weak and the under privileged, particularly women to have access to higher education in order to equip them with life skills to face the challenges of the modern world. With this aim, during admission, there is no cut-off mark for admission except Honours papers which is mandatory to follow the minimum criteria prescribed by the University. As such, many students with poor academic record get the opportunity to study in the college to pursue higher studies. In the post admission, one month after the session started, every department assesses the quality standards and potential of the students. Assessment is done through academic performances like Class Test, Participation and response during Teaching-Learning process. Once the students who need extra attention and efforts are identified, intensive tutoring and remedial coaching classes are conducted for them. Non-serious students with potentialities are given motivational counseling for academic improvements. Each department constantly monitors the performance of the students. Even guardian/parents are made to be involved in order to create a conducive study atmosphere at home by making them sign an undertaking that they will make efforts to help their wards by cooperating with the institute’s efforts.
EVIDENCE OF SUCCESS:
The practice has seen the college churn out thousands of graduates out of academically weak students who hardly qualified or met the criteria for pursuing higher education. The college has equipped them with at least a degree which has opened to them an avenue of employment. The evidence of success of this practice is also revealed by the number of average and below average students securing 1st and 2nd divisions and some University topper in various disciplines.
PROBLEMS ENCOUNTERED AND RESOURCES REQUIRED:
This practice is however challenging in its application due to the wide academic disparities among the students. Going by the fact, that the college admits a large number of weak students, majority of the students in the class rooms are composed of weak students. In order to keep the pace with the weak students, the teachers had to precede the course and teach at a slower pace. However, for the bright students, the pace of the course and teaching are found to be too slow and monotonous. As such, the teachers have to strike a fine balance while teaching in the class rooms composed of wide academic disparities. Constant monitoring of the students sometimes proves to be too taxing on the teachers. As a result, some teachers suffer from work overload and burnout syndromes. The resources required is dedication, patience and determination on the part of teachers which are provided constantly, driven by the philosophy behind the institution’s goals.