Since its inception the IQAC has been actively involved in improving the quality of education in the college. The significant efforts made by the committee towards this goal includes the following:
- Preparation of the SSR report which serves as a self appraisal and feedback tool for improving the teaching –learning process.
- Conduct of various seminars and extra-curricular activities to make the learning process more holistic.
- Improving the overall college environment so as to make it more conducive to quality education
- Attending various seminars on Quality education which further contributes to improving the teaching –learning process.
- Coordinating the efforts of various college committees to direct all efforts of the college towards improvement of teaching –learning process.
- Coordinating the activities of various college clubs like NSS, Environmental Club etc.
- The most important way in which IQAC contributes to improvement in teaching –learning process is perhaps serving as a continuous mechanism for self improvement through critical self appraisal.
| SL. NO | NAME | DESIGNATION |
| 1 | Dr. Iyatta M. Upreti | Principal/Chairperson |
| 2 | Mr. Narendra Kharel | Vice Principal |
| 3 | Mr. Sonamla Ethenpa | Co-ordinator |
| 4 | Dr. Chunku Bhutia | Co-ordinator |
| 5 | Dr. SabitaTamang | Member |
| 6 | Mr. BikashChettri | Member |
| 7 | Dr. Kunzang Peden Bhutia | Member |
| 8 | Ms. Maheshwari Kharga | Member |
| 9 | Ms. Tenzin Peggila Bhutia | Member |
| 10 | Mr. Narayan Sharma | Member |
| 11 | Mrs. Gracy Maria Subba | Member |
| 12 | Ms. Sandhya Tamang | Member |
| 13 | Dr. Gyaltsen Tshering Bhutia | Member |
| 14 | Mr. Allied Christopher Lepcha | Member |
| 15 | Dr. Sonam Topgay Bhutia | Member |
| 16 | Ms. Sandhya Rai | Member |
IQAC COORDINATORMr. Sonamla Ethenpa / Dr.Chunku Bhutia | |
| CRITERION 1 – CURRRICULAR ASPECTS | |
| 1 | Ms. Sandhya Tamang :Convener |
| 2 | Mrs.Dolma T.Ethenpa |
| 3 | Mrs. Dipa Sharma |
| 4 | Mr. Shanker P. Nepal |
| 5 | Mrs. Rinu Thapa |
| 6 | Mr. Lobsang Chopel Lepcha |
| CRITERION 2 – Teaching –Learning and Evaluation | |
| 1 | Dr. Bandana Sarda :Convener |
| 2 | Ms. Tenzing P. Bhutia |
| 3 | Mrs. Kalyani Sharma |
| 4 | Ms. Bindhya Chettri |
| 5 | Ms. Tshering Lhamu Bhutia |
| 6 | Dr. Gracy M. Subba |
| CRITERION 3 – Research, Consultancy and Extension | |
| 1 | Mr. Bikash Chettri :Convener |
| 2 | Mrs. Swarnim Subba |
| 3 | Mr. Narayan Sharma |
| 4 | Ms. Chokey Namgyal Bhutia |
| 5 | Mrs. Kinzang Bhutia |
| 6 | Dr. Kunzang P.Bhutia |
| CRITERION 4 – Infrastructure and learning Resources | |
| 1 | Mr. Narendra Kharel :Convener |
| 2 | Ms. Shrijana Khaling |
| 3 | Mrs. Dechen Ongmu Bhutia |
| 4 | Mr. Tenzing Pintso Lepcha |
| 5 | Mr. Pema G. Sherpa |
| CRITERION 5 – Student Support and Progression | |
| 1 | Dr. Sabita Tamang :Convener |
| 2 | Dr.Winkeyla Bhutia |
| 3 | Mr.Tulsi Ram Dhimmal |
| 4 | Mr. Suresh Tamang |
| 5 | Dr.Sonam Topgay Bhutia |
| 6 | Ms.Lhaki Doma Bhutia |
| CRITERION 6 – Governance, Leadership and Management | |
| 1 | Mr.Samuel Rai :Convener |
| 2 | Ms. Tseten Uden Bhutia |
| 3 | Ms.Chung Chung D.Bhutia |
| 4 | Dr.Gyaltsen Bhutia |
| 5 | Mrs. Namgyal Doma Bhutia |
| 6 | Ms. Sandhya Rai |
| 7 | Ms. Maheshwari Kharga |
| CRITERION 7 – Innovations and Best Practices | |
| 1 | Dr. Gayatri Pradhan :Convener |
| 2 | Mrs.Sharmila Karki |
| 3 | Mrs. Kaden Lhamu Bhutia |
| 4 | Ms. Rajani Pradhan |
| 5 | Mr. Allied Christopher Lepcha |
| 6 | Dr. Tej Kumar Siwakoti |
Criterion
Key Indicator – 1.1 Curricular Planning and Implementation
| 1.1.1. | The Institution ensures effective curriculum delivery through a well planned and documented process | Click to Download | ||||||||||||
| 1.1.2. | The institution adheres to the academic calendar including for the conduct of CIE | |||||||||||||
| 1.1.3. | Teachers of the Institution participate in following activities related to curriculum development and assessment of the affiliating University and/are represented on the following academic bodies during the last five years | 1.1.3 | ||||||||||||
Key Indicator- 1.2 Academic Flexibility
| 1.2.1. | Percentage of Programmes in which Choice Based Credit System (CBCS)/ elective course system has been implemented | |||||||||||||
| 1.2.2. | Number of Add on /Certificate programs offered during the last five years | |||||||||||||
| 1.2.3 | Average percentage of students enrolled in Certificate/ Add-on programs as against the total number of students during the last five years | |||||||||||||
Key Indicator- 1.3 Curriculum Enrichment
| 1.3.1. | Institution integrates crosscutting issues relevant to Professional Ethics, Gender, Human Values, Environment and Sustainability into the Curriculum | |||||||||||||
| 1.3.2. | Average percentage of courses that include experiential learning through project work/field work/internship during last five years | |||||||||||||
| 1.3.3. | Percentage of students undertaking project work/field work/ internships (Data for the latest completed academic year) | |||||||||||||
Key Indicator- 1.4 Feedback System
| 1.4.1. | Institution obtains feedback on the syllabus and its transaction at the institution from the following stakeholders | 1.4.1_. | ||||||||||||
| 1) Students 2)Teachers 3)Employers 4)Alumni | ||||||||||||||
| 1.4.2 | Feedback process of the Institution may be classified as follows | Filled Feedback Forms | ||||||||||||
Key Indicator- 2.1 Student Enrolment and Profile
| 2.1.1. | Average Enrolment percentage (Average of last five years) | |||||||||||||||||
| 2.1.2. | Average percentage of seats filled against seats reserved for various categories (SC, ST, OBC, Divyangjan, etc. as per applicable reservation policy during the last five years | 2.1.2.1 | ||||||||||||||||
| ( exclusive of supernumerary seats) | ||||||||||||||||||
Key Indicator- 2.2. Catering to Student Diversity
| 2.2.1. | The institution assesses the learning levels of the students and organises special Programmes for advanced learners and slow learners | |||||||||||||||||
| 2.2.2. | Student- Full time teacher ratio (Data for the latest completed academic year) | 2.2.2 | ||||||||||||||||
Key Indicator- 2.3. Teaching- Learning Process
| 2.3.1. | Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experiences | |||||||||||||||||
| 2.3.2. | Teachers use ICT enabled tools for effective teaching-learning process. | 2.3.2 | ||||||||||||||||
| 2.3.3. | Ratio of mentor to students for academic and other related issues (Data for the latest completed academic year ) | 2.3.3 | ||||||||||||||||
Key Indicator- 2.4 Teacher Profile and Quality
| 2.4.1. | Average percentage of full time teachers against sanctioned posts during the last five years | 2.4.1 | ||||||||||||||||
| 2.4.2. | Average percentage of full time teachers with Ph. D. / D.M. / M.Ch. / | 2.4.2 & 2.4.2.1 | ||||||||||||||||
| D.N.B Superspeciality / D.Sc. / D.Litt. during the last five years (consider only highest degree for count) | ||||||||||||||||||
| 2.4.3. | Average teaching experience of full time teachers in the same institution (Data for the latest completed academic year in number of years) | 2.4.3 | ||||||||||||||||
Key Indicator- 2.5. Evaluation Process and Reforms
| 2.5.1. | Mechanism of internal assessment is transparent and robust in terms of frequency and mode | |||||||||||||||||
| 2.5.2. | Mechanism to deal with internal examination related grievances is transparent, time- bound and efficient | |||||||||||||||||
| 2.6.1. | Teachers and students are aware of the stated Programme and course outcomes of the Programmes offered by the institution. | |||||||||||||||||
| 2.6.2. | Attainment of Programme outcomes and course outcomes are evaluated by the institution. | |||||||||||||||||
| 2.6.3. | Average pass percentage of Students during last five years | |||||||||||||||||
Key Indicator- 2.7 Student Satisfaction Survey
| 2.7.1. | Online student satisfaction survey regarding to teaching learning process. | |||||||||||||||||
Key Indicator 3.1- Resource Mobilization for Research
| 3.1.1. | Grants received from Government and non-governmental agencies for research projects / endowments in the institution during the last five years (INR in Lakhs) | |||||||||||||||||
| 3.1.2 | Percentage of departments having Research projects funded by government and non government agencies during the last five years | |||||||||||||||||
| 3.1.3 | Number of Seminars/conferences/workshops conducted by the institution during the last five years | |||||||||||||||||
Key Indicator 3.2- Research Publication and Awards
| 3.2.1. | Number of papers published per teacher in the Journals notified on UGC website during the last five years | 3.2.1 Journal COVER CONTENT | ||||||||||||||||
| 3.2.2. | Number of books and chapters in edited volumes/books published and papers published in national/ international conference proceedings per teacher during last five years | |||||||||||||||||
Key Indicator 3.3- Extension Activities
| 3.3.1. | Extension activities are carried out in the neighborhood community, sensitizing students to social issues, for their holistic development, and impact thereof during the last five years | |||||||||||||||||
| 3.3.2. | Number of awards and recognitions received for extension activities from government / government recognised bodies during the last five years | |||||||||||||||||
| 3.3.3. | Number of extension and outreach programs conducted by the institution through NSS/NCC/Red cross/YRC etc., ( including the programmes such as Swachh Bharat, AIDS awareness, Gender issues etc. and/or those organised in collaboration with industry, community and NGOs ) during the last five years | 3.3.3 & 3.3.4 | ||||||||||||||||
| 3.3.4. | Average percentage of students participating in extension activities at 3.3.3 above during last five years | 3.3.3 & 3.3.4 | ||||||||||||||||
Key Indicators 3.4 – Collaboration
| 3.4.1. | The Institution has several collaborations/linkages for Faculty exchange, Student exchange, Internship, Field trip, On-the- job training, research etc during the last five years | |||||||||||||||||
| 3.4.2. | Number of functional MoUs with national and international institutions, universities, industries, corporate houses etc. during the last five years | |||||||||||||||||
Key Indicator – 4.1 Physical Facilities
| 4.1.1. | The Institution has adequate infrastructure and physical facilities for teaching- learning. viz., classrooms, laboratories, computing equipment etc. | 4.1.1. | ||||||||||
| 4.1.2. | The Institution has adequate facilities for cultural activities, sports, games (indoor, outdoor), gymnasium, yoga centre etc. | 4.1.2_ | ||||||||||
| 4.1.3. | Percentage of classrooms and seminar halls with ICT- enabled facilities such as smart class, LMS, etc | 4.1.3.1 | ||||||||||
| 4.1.4. | Average percentage of expenditure, excluding salary for infrastructure augmentation during last five years(INR in Lakhs) | 4.1.4 | ||||||||||
Key Indicator – 4.2 Library as a learning Resource
| 4.2.1. | Library is automated using Integrated Library Management System (ILMS) | 4.2.1 | ||||||||||
| 4.2.2. | The institution has subscription for the following e-resources | 4.2.2 & 4.2.3 | ||||||||||
| 4.2.3 | Average annual expenditure for purchase of books/e-books and subscription to journals/e- journals during the last five years (INR in Lakhs) | 4.2.3 bills | ||||||||||
| 4.2.4 | Percentage per day usage of library by teachers and students ( foot falls and login data for online access) | 4.2.4.1 | ||||||||||
Key Indicator- 4.3 IT Infrastructure
| 4.3.1. | Institution frequently updates its IT facilities including Wi-Fi | 4.3.1 & 4.3.3 | ||||||||||
| 4.3.2. | Student – Computer ratio (Data for the latest completed academic year) | 4.3.2 | ||||||||||
| 4.3.3. | Bandwidth of internet connection in the Institution | 4.3.1 & 4.3.3 | ||||||||||
Key Indicator – 4.4 Maintenance of Campus Infrastructure
| 4.4.1 | Average percentage of expenditure incurred on maintenance of infrastructure (physical and academic support facilities) excluding salary component during the last five years(INR in Lakhs) | 4.4.1 | ||||||||||
| 4.4.2. | There are established systems and procedures for maintaining and utilizing physical, academic and support facilities – laboratory, library, sports complex, computers, classrooms etc. | 4.4.2_ | ||||||||||
5.3.3Key Indicator- 5.1 Student Support
| 5.1.1 | Average percentage of students benefited by scholarships and freeships provided by the Government during last five years | 5.1.1 | ||||||||||
| 5.1.2. | Average percentage of students benefitted by scholarships, freeships etc. provided by the institution / non- government agencies during the last five years | 5.1.2 | ||||||||||
| 5.1.3. | Capacity building and skills enhancement initiatives taken by the institution include the following | 5.1.3 | ||||||||||
| 5.1.4. | Average percentage of students benefitted by guidance for competitive examinations and career counselling offered by the Institution during the last five years | 5.1.4 | ||||||||||
| 5.1.5. | The Institution has a transparent mechanism for timely redressal of student grievances including sexual harassment and ragging cases | 5.1.5 | ||||||||||
Key Indicator- 5.2 Student Progression
| 5.2.1 | Average percentage of placement of outgoing students during the last five years | 5.2.1 | ||||||||||
| 5.2.2. | Average percentage of students progressing to higher education during the last five years | 5.2.2 | ||||||||||
| 5.2.3. | Average percentage of students qualifying in state/national/ international level examinations during the last five years (eg: JAM/CLAT/GATE/ GMAT/CAT/GRE/ TOEFL/ Civil Services/State government examinations) | 5.2.3 | ||||||||||
Key Indicator- 5.3 Student Participation and Activities
| 5.3.1 | Number of awards/medals for outstanding performance in sports/cultural activities at university/state/national / international level (award for a team event should be counted as one) during the last five years. | 5.3.1 | ||||||||||
| 5.3.2 | Institution facilitates students’ representation and engagement in various administrative, co-curricular and extracurricular activities (student council/ students representation on various bodies as per established processes and norms ) | 5.3.2 | ||||||||||
| 5.3.3 | Average number of sports and cultural events/competitions in which students of the Institution participated during last five years (organised by the institution/other institutions) | 5.3.3 | ||||||||||
Key Indicator- 5.4 Alumni Engagement
| 5.4.1 | There is a registered Alumni Association that contributes significantly to the development of the institution through financial and/or other support services. | 5.4.1 | ||||||||||
| 5.4.2 | Alumni contribution during the last five years (INR in Lakhs) | |||||||||||
Key Indicator- 6.1 Institutional Vision and Leadership
| 6.1.1 | The governance of the institution is reflective of and in tune with the vision and mission of the institution | 6.1.1 | ||||||||||
| 6.1.2 | The effective leadership is visible in various institutional practices such as decentralization and participative management. | |||||||||||
Key Indicator- 6.2 Strategy Development and Deployment
| 6.2.1 | The institutional Strategic/ perspective plan is effectively deployed | 6.2.1 | ||||||||||
| 6.2.2 | The functioning of the institutional bodies is effective and efficient as visible from policies, administrative setup, appointment and service rules, procedures, etc. | 6.2.2 | ||||||||||
| 6.2.3. | Implementation of e-governance in areas of operation | 6.2.3 | ||||||||||
Key Indicator- 6.3 Faculty Empowerment Strategies
| 6.3.1 | The institution has effective welfare measures for teaching and non- teaching staff | 6.3.1 | ||||||||||
| 6.3.2 | Average percentage of teachers provided with financial support to attend conferences/workshops and towards membership fee of professional bodies during the last five years | |||||||||||
| 6.3.3 | Average number of professional development /administrative training programs organized by the institution for teaching and non teaching staff during the last five years | 6.3.3 | ||||||||||
| 6.3.4 | Average percentage of teachers undergoing online/face-to-face Faculty development Programmes (FDP) during the last five years | 6.3.4 | ||||||||||
| 6.3.5 | Institutions Performance Appraisal System for teaching and non- teaching staff | 6.3.5 | ||||||||||
Key Indicator- 6.4 Financial Management and Resource Mobilization
| 6.4.1 | Institution conducts internal and external financial audits regularly | 6.4.1 | ||||||||||
| 6.4.2 | Funds / Grants received from non-government bodies, individuals, philanthropers during the last five years (not covered in Criterion III) | 6.4.2 ..6.4.2 | ||||||||||
| 6.4.3 | Institutional strategies for mobilisation of funds and the optimal utilisation of resources | 6.4.3 | ||||||||||
Key Indicator- 6.5 Internal Quality Assurance System
| 6.5.1 | Internal Quality Assurance Cell (IQAC) has contributed significantly for institutionalizing the quality assurance strategies and processes | 6.5.1_ | ||||||||||
| 6.5.2 | The institution reviews its teaching learning process, structures & methodologies of operations and learning outcomes at periodic intervals through IQAC set up as per norms and recorded the incremental improvement in various activities | |||||||||||
| 6.5.3 | Quality assurance initiatives of the institution | 6.5.3. | ||||||||||
Key Indicator – 7.1 Institutional Values and Social Responsibilities
| 7.1.1 | Measures initiated by the Institution for the promotion of gender equity during the last five years. | |||||||||||
| 7.1.2 | The Institution has facilities for alternate sources of energy and energy conservation measures | |||||||||||
| 7.1.3 | Describe the facilities in the Institution for the management of the following types of degradable and non-degradable waste | Waste Management | ||||||||||
| 7.1.4 | Water conservation facilities available in the Institution | |||||||||||
| 7.1.5 | Green campus initiatives | Green Campus Policy | ||||||||||
| 7.1.6 | Quality audits on environment and energy regularly undertaken by the Institution. | CERTIFICATES AND APPRECIATION | ||||||||||
| 7.1.7 | The Institution has disabled-friendly, barrier free environment | |||||||||||
| 7.1.8 | Describe the Institutional efforts/initiatives in providing an inclusive environment i.e., tolerance and harmony towards cultural, regional, linguistic, communal socioeconomic and other diversities | 7.1.8 | ||||||||||
| 7.1.9 | Sensitization of students and employees of the Institution to the constitutional obligations: values, rights, duties and responsibilities of citizens | |||||||||||
| 7.1.10 | The Institution has a prescribed code of conduct for students, teachers, administrators and other staff and conducts periodic programmes in this regard. | |||||||||||
| 7.1.11 | Institution celebrates / organizes national and international commemorative days, events and festivals | |||||||||||
Key Indicator – 7.3 Institutional Distinctiveness
| 7.3.1 | Portray the performance of the Institution in one area distinctive to its priority and thrust within 1000 words. | INSTITUTIONAL DISTINCTTIVENESS | ||||||||||
BEST PRACTICE: 1
TITLE OF THE PRACTICE: STUDENTS WELFARE FUND
OBJECTIVES OF THE PRACTICE:
• Helping the economically poor students through a welfare scheme devised by the college.
• To extend helping hand for needy and deserving students
• To provide financial assistance to the poor students irrespective of category
• To ensure higher education for all
• To inculcate the values of ‘generosity’ and social responsibilities
• This scheme is directed towards achieving an inclusive institution.
THE CONTEXT:
Since the inception of this college, the management proactively supports students from humble background. The college has a large number of students from economically marginalised section. There are evidences that some of them drop out due to lack of financial support. Thus, the institution has taken a firm resolve to extend all possible financial support to the deserving and needy students and help them to realise their dream of acquiring higher education. Hence, the teachers of the institution decided to establish a Faculty Supported Student Welfare fund to meet the financial needs of these students. This approach has given the space and opportunity for the learners to continue with their education. Sometimes, these impoverished students may also face economic difficulties at home and hence are unable to seek medical help for themselves. In such circumstances, the fund is utilised for the provision of meeting such needs.
THE PRACTICE:
A Faculty Supported Welfare Fund has been created in which every teacher contributes monthly. The amount is nominal and the in-charge of the Faculty Supported Welfare Fund is responsible for the collection and discharge of the fund maintained in the Bank account. The applicants are screened based on certain criteria established beforehand. Students coming from BPL family are given preference for the financial support. A duly constituted committee of teachers of the college after due verification of the documentary evidence and strictly following the guidelines framed for the given purpose may extend help wherever possible such as in the form of examination fee of regular and meritorious students who are unable to pay the fees due to their financial inability. The College also helps them to avail different types of state and central government scholarship programmes and special committee for students welfare are formed for the same. Students finding any difficulties can approach to the concerned convener and the issues are resolved to its best extent. Apart from the scholarships to the needy and poor section, the college assist a lot to motivate the students with academic excellence. To have all round development of the student, college also assist students to take up extension activities, co-curricular and extra-curricular activities. The students are awarded medals and certificates during the annual college fest
EVIDENCE OF SUCCESS:
The decision of creating Student Welfare Fund was made in the year. Till date, several students have been supported financially. Their examination fee were provided by this fund. Financial assistance on medical grounds was also provided to some of the students from the same fund. In one rare instance, the impoverished family of one female student who had committed suicide was also given some amount as financial assistance to carry out her funeral. Since the inception of this practice, our institution has been trying to help not only the students but also their families when they face such financial difficulties. In doing so, the institution has been extending its hand for the betterment of student’s community and the wider society. The increase in the number of students over the years and the diversity of the students in terms of religion, economic backgrounds, culture and region is a testimony of the success in providing such holistic and inclusive education as stated in the vision and mission of the institution. This practice is striving towards upholding equity and inclusion among the economically disadvantaged learners through such funding approaches.
PROBLEMS ENCOUNTERED AND RESOURCES REQUIRED:
It is known fact that every good initiation or practice would face ups and downs; our institution is no exception to this. Some of the problems encountered are:
• Since the teachers contribute willingly the amount is not certain and is very less.
• Verification of the financial backwardness of the aspirants was yet another challenge.
• Inappropriate or insufficient information contained in the supporting documents such as the income certificate of the parents is a technical difficulty.
• Inhibitions like low self-esteem, peer-opinion, and doubts among the recipients were also encountered.
Although the state government provides scholarship in the form of financial assistance to the students every year, the amount is very nominal considering the rise in price of commodities in today’s market. Thus, there is a need to increase the scholarship amount to provide more assistance.
BEST PRACTICE: 2
TITLE OF THE PRACTICE: ANIMAL CARE AND COMPASSION COMMITTEE.
This Committee has been recently formed in the year 2021 to inculcate the feeling of empathy towards stray animals among the students.
OBJECTIVES OF THE PRACTICE:
1. To develop empathy towards animals.
2. To minimise human animals conflict and putting an end to animal abuse.
3. Carrying out awareness buildings programmes.
4. Promoting animal rights.
5. Animal Advocacy.
6. Volunteer in animal birth control camp.
7. Volunteer and support local animal shelter when free.
8. To conduct workshops for raising funds for stray animals.
9. Workshops promoting animal adoptions.
10. Publishing success stories.
Also in order to motivate students and to reward active students certificates are given to work for animal welfare.
THE CONTEXT:
Our logo signifies “service through Education”. Hence in order to build a nation of youth and to develop the emotional feelings among the students, our college has formed Animal Care and Compassion Committee. Since the committee is a newly formed organisation, the key issues in the area of animal welfare includes animal testing and treatment of animals. This committee is dedicated towards helping stray animals in every possible way. The challenges faced is mainly the committee being a voluntary one and also those who have empathy towards the voiceless.
THE PRACTICE:
On the special occasion of World Animal Day, the members and 27 students of various departments visited animal shelter in Shapley run by an NGO where they donated food medicines to the voiceless animals. The aim to visit this shelter was to help the needy animals and was to teach value loaded actions where students are expected to be more sensitive and empathetic towards the voiceless. The Committee strives to highlights the urgent need of making the students aware of animal protection Acts and to unite all animal lovers among teaching, non-teaching members and students to protect and rescue animals stray in and around the college campus.
EVIDENCE AND SUCCESS:
As mentioned above, the Committee being a newly formed organization it has limited work done so far. On the auspicious day of “VIBES 2022” (College Annual Fest), the members of Animal Care and Compassion Committee along with ECO Club had opened a stall for fund raising programme. The main aim was to spread awareness among the college students and to raise few amounts of money for betterment of our voiceless needy animals. The members and students volunteers also visited local NGO and provided food, medicines and others items needed for the stray animals. The members also help all those needy stray animals who are found in and around the campus for medical treatment and better care by taking them to the nearby government veterinary centre.
PROBLEM ENCOUNTERED AND RESOURCES REQUIRED TO IMPLEMENT:
Animal Care and Compassion Committee was formed mainly in order to create awareness about our voiceless animals and to develop empathy towards animals who faces various problems in its path. The most important and vital issue is the non-availability of funds. The only source of funds collection is through fund raising programme by students or through voluntary donations for the needy. There is no single fund available to the Committee members in order to organise some workshops or awareness programme in the future. It is basically done in collaboration with local NGO. Our college and the members of Animal Care and Compassion Committee intends to set up one centre for stray animals in the form of parks where the homeless stray animals can be provided shelter and proper food in near future subject to availability of funds