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Best Practices:  View Document

Best Practice: 01: View Document

1.Title of the Practice:

Water Sensitization through Stakeholder Involvement

2.Objectives of the Practice

• To sensitize the stakeholders about the importance of water
• To educate stakeholders about the methods of water conservation
• To orient stakeholders the methods of water management
• To undertake water conservation initiatives with stakeholder participation
• To acquaint students with deforestation, climate change and water crisis issues

3.The Context

Average rainfall being 475 mm, Vaijapur tehsil comprising of 166 villages, isa drought-prone area. Agriculture is rain-dependent. River Godavari which irrigates only the northern strip of the tehsil, goes dry after November. Farmers take only kharip crops. Till the onset of Monsoon in June, life is a saga of struggle and agony. Fluctuating rains due to climate change have led to poor agricultural produce. Record number of farmer suicides has been reported. Drinking water is supplied to 100 villages through water tankers. Under these circumstances, water conservation and water management strategies assume importance. The well-being of the people is directly related to water management. As the HEI cannot be indifferent to the water crisis, it carried out water sensitization initiatives in and off the campus.

4.The Practice

The IQAC in consultation with NCC, NSS and other Departments chalked the Extension Policy that focused on ‘water sensitization’. As we have students coming from more than 70 villages, it was resolved that we can take this message to these villages through the students. The first part was to introduce students with innovative water saving and water managing ideas and strategies. Teachers integrated water issues in their curriculum. 13 lectures of experts who experimented in the water management sector have been delivered. 06 workshops were organized on rainwater harvesting, micro-irrigation, schemes for drought prone areas. Tree plantation which is the only long term remedy has been the top priority. It carried out tree plantation across 04 villages: Shivoor, Satana, Bhavoor and Hingoni. 193 trees have been planted.The impact is widespread: students, teachers and community have been sensitized. No drop of water is let flow out of the campus. The students don’t waste water. All the leakages have been fixed. Drip irrigation has been deployed for watering the plants in the campus. In all 35 activities have been organized during the last five years.

5.Evidence of Success

The HEI had to procured water from outside sources has become rain surplus since 2018 as water sensitization strategies have been deployed. The roof (rain) water has been tapped by means of Rain Water Harvesting; bore-well and the well have been recharged. As per the recommendations of Botany Department, the plants are watered at night. Students gained more scientific knowledge about climate change, water crisis and its solutions. The exercise has sharpened the life skills.The water level has risen by four times ever since. The adjacent households and farmers have benefited too. The HEI has saved lakhs of rupees that was spent on outsourcing water. The greenery has doubled; 715 trees have been planted in the campus. These success stories have been communicated to the stakeholders by organizing sensitization lectures for villagers. The evidences suggest that 35% students have planted at least one tree each at home. 10% students now started harvesting rainwater. A sense of responsibility has been kindled. It has been a different experience for them. A small size dam has been constructed at Satana and Bhavoor villages by NSS volunteers. The water level has gone up considerably as the flowing rainwater has been arrested. PAANI FOUNDATION, NGO, recognized the water conservation and water management initiatives undertaken by the institute and conferred ‘Letter of Appreciation’ in August 2018.

6.Problems Encountered and Resources required

The literate and illiterate people need sensitization. Water is literally wasted everywhere. Water value varies from season to season. People do not wholeheartedly participate in water conservation programmes . They need operational guidance and help to implement water management activities. Motivated young people can bring about positive change. There are fragments in the rural society and they are unable to come together to solve the water scarcity. The local bodies and NGOs do only formalities in order to generate record. The HEI alone cannot stop deforestation; there is apathy and cynicism due to lack of awareness. Resource constraint is also felt. The experts who have practical experience are limited in number.

 Water Sensitization Activities Organized by the Institute

Best Practice: 02: View Document

Best Practice 02

1.Title of the Practice

Communication Skill Development Endeavours

2.Objectives of the Practice

To make rural students speak on diverse topics and issues

To organize ice breaking sessions for the students

To develop stage courage in students

To encourage first time speakers in communication skill development initiatives

To organize soft skill enhancement programmes

To organize elocution competitions

To organize group discussions, debates, brainstorming sessions

3. The Context

Rural students which is the backbone of the institute, come from regional medium schools and therefore lack in communicate competence. Only a few of them are good at communication in Marathi, their mother tongue. The college identified this problem and resolved to train students for communication in Marathi, Hindi and English. After careful analysis of student feedback, parent interaction and deliberation in IQAC, a comprehensive plan of action was chalked out in July 2016.

4. The Practice

There were two solutions to the problem: the expertise within the institute and outsourcing of experts. The institute utilized both the resources. The Department of languages conducted sessions on informal discussions with the students and found that the students need push, initiation, confidence boosting, ice breaking. Therefore, we started with motivational sessions. In the next phase, the students started talking about themselves, their families, their villages, the society around them so on and so forth. Side by side, competitions like elocution, poetry recitation, essay writing, singing etc. were also organized. This helped students come forward and say something. The IQAC prepared a list of 50 frequently asked questions and answers circulated them amongst all the students. The students, initially, hesitated to speak in continuous flow, but gradually, developed the skill of organizing the sentences and make a coherent speech. They were encourage to speak in Marathi or Hindi at first and slowly asked to use English words and sentences as much as possible. The Training and Placement Cell played a seminal role in organizing the soft skill enhancement programmes.

5. Evidence of Success

04 Add on/Certificate Course in ‘TCSAffirmative Action Free Employability Enhancement Programme’ which has communication skill as the major component has become number one choice of the students. Barclay’s training was more individual specific and measured the communicative level of the students and suggested them tricks to communicate effectively.Student participation in college sponsored and outstation elocution competitions has doubled.Certificate Course in Spoken English helped the students frame small sentences which is required to make a start. They also started giving self-introduction. Picture description had been the mainstay of the curriculum. Certificate Course in E4 Skills stressed on four components: Etiquettes, English, Eloquence and Economics and gave students opportunities to speak on the issues related to the components. The elocution competitions served a double purpose: the speakers could develop their communication skills while this exercise also motivated the spectators to participate in the upcoming competitions. The IQAC could accommodate the first time speakers meticulously into these competitions. Poetry Recitation Competitions provided students opportunities to speak creatively. Essay writing competitions developed their written communication. Walk and Talk Show gave them opportunity to answer questions rapidly. Cultural Activities developed ability to communicate through gestures, disposition, body movement and other aesthetic variations. Seminars and GDs form a compulsory part of the CIE schedule wherein students deliberate on diverse topics ranging from society to economics and culture to technology.

6. Problems Encountered and Resources required

At school level, the focus on communication skill is not the priority. So when the students step in to the HEIs, face serious problem of speaking. As most students live in villages, they lack in communication in English. They are rather shy. They use vernacular. They have the assumption that communication is not the key to success. They lack confidence to speak because they feel that even after graduation they will have to pursue the agricultural occupation. Even after completing one course, the students stops the practice and face difficulties while interacting. There are inadequate opportunities in villages to speak as the students live in scattered households. It is also a challenge when we have 2000 students to develop.

7. Notes (optional) 150 words

Communication Skill Development Endeavours Organized by the Institute

POs, PSOs and COs  

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Mridagandha

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