Best practices are defined as strategies, activities or approaches that have been shown through research and evaluation to be effective and / or efficient. Benchmarking is the process of learning by making comparisons.

2. Best practices
Benchmarking
Concluding message

3. 1.Curriculum planning and design- goal orientation,
curriculum development, programme options,
academic flexibility, feed- back mechanism
2.Curriculum transaction and evaluation- admission
process, catering to diverse needs, teaching-
learning process, teacher quality, evaluation of
teaching, evaluation of learning and examination
reforms.

4. 3.Research,development and extension- promotion of
research, research output, publication output,
consultancy, extension activities, participation in
extension and linkages
4.Infrastructure and learning resources- physical
facilities, maintenance of infrastructure, library as
learning resource, computers as learning resources
and other facilities.
5.Student support and progression- student profile,
student progression, student support and student
activities.

5. 6.Organization and management- goal orientation
and decision making; organization- structure,
powers and functions; perspective planning-
academic calendar; human power planning and
recruitment, performance appraisal, staff
development programmes, resource mobilization
and financial management
7.Healthy practices- TQM, innovations, value based
education, social responsibilities and citizenship
roles, overall development of institutional
ambience and initiatives.

6. Meaning of curriculum
 Curriculum is the sum total of experiences
that the student receives through a variety
of activities in the College.
 The curriculum is a specialized learning
environment with a focus on the interests
and abilities of students towards effective
participation in the life of the community
and nation.

7.  Basic / core aspects - 15%
 Current aspects – 45%
 Regional aspects – 20%
 Global aspects – 20%

8.  A Topic –dictated by standards, curriculum
guidelines, and text books
 A focus on “the genius of the topic”-what is unique
about the topic, why it is worthy of our time, how it
gives purpose to our lives?
 Illustrations-ways to make the abstract to
concrete& real in the eyes of learners.
 Experiences-real - world examples.
 Questions – connect with learners lives.
 Story – a progression of the telling of events.

9.  Activities-personally link students with the
important ideas.
 Skills and habits- develop competent
skills and work habits necessary into
doing.
 Products- good products are natural,
purposeful, authentic, connective,
unique, relevant and significant to the
discipline, the student and the broader
community.

10.  Use of advanced  Use of rules and tools
objectives  Focus on ethical dilemmas
 Scope for idea generation  Unsolved problems.
& creativity.  Use of multiple abstractions
 Complexity of ideas.  Divergent points of views
 Variety of approaches to on topics &issues.
learning  Detecting patterns / trends
 Multifacetedness of tasks.  Flexibility to cater different
 Depth and complexity of learner needs
study.  Flexible time frame

11.  Need based.
 Socially relevant.
 Promote creativity in students.
 Job / Career Oriented.
 Research – based.
 Value / ethic based.

12. Need based system approach
(based on collective thinking of faculty members)
Need Assessment Identification of objectives
-Based on needs.
-Perception of future society and
-Present/future needs individual.
-User needs Individual needs
-Social,local, national, global -Knowledge development.
-Skill development.
needs -Attitude/character ethics
development.
Process to achieve
objectives
Execution Review
-philosophy of the Institution
-Training Strategies
-Teaching methods

13.  Modular curricula
 Regular up gradation
 Advanced theoretical &
experimental thrust
 Credibility of contents
 Interdisciplinary
orientation
 Sensitivity to change
 Need-based & job -
oriented

14.  Core courses
 Elective courses
 Core-Supportive
courses
 Allied courses
 Extra- departmental
courses
 Extra - credit courses
 Vocational & add-on
courses

15.  Incorporation of suggestions from the feedback.
 Involvement of all staff members.
 Referred modules from universities in India/abroad.
 Revision of syllabus once in three years with a focus on
thrust areas.

16.  Teaching (instructional) strategies
 Direct- teacher-
directed(lectures)
 Indirect – inquiry induction,
problem solving, discovery
 Interactive – discussion,
sharing
 Experiential – learner-
centered, activity oriented
 Independent – students
initiative

17. Teaching technology tools
 Educational technology tools-pedagogical tools
 Information and communication tools –ICT
Teaching skills
Techniques-demonstrating
-explaining
-discussing
-questioning
-direction giving
Actions -planning
-structuring
-focusing
-managing

18.  Commitment: Personal commitment of the teacher to his skills and
emotional commitment of working together as a team.
 Competence: Always exploring new areas as there is scope for
creativity.
 Compassion: Looking at the students through the eyes of God.

19.  Well organized lectures
 Well prepared lectures
 Competence in subject matter.
 Communication skills.
 Commitment to facilitating student learning.
 Concern for individual students.
 Friendly, flexible, helpful, clear, enthusiastic and open.
 Systematic and creative.

20.  Computers
 Internet
 Information technology
 Audio visual aids
 Computer aided packages

21.  Maintaining teacher quality through orientation
sessions, and annual feedback from students
 Promoting the growth of the teaching staff by
organizing quality enhancement and teacher
enrichment programmes regularly.
 Performance appraisal of the faculty.
 Encouraging faculty to organize and attend
international/national level
seminars/workshops/symposia.
 Filling vacancies on a regular basis by the
management.
 Orientation and induction programmes for new
recruits.

22. 6- Dimensions of teacher
empowerment
1. Decision Making -(participation and responsibility for
decisions)
2. Opportunities for professional growth- (helping
teachers to become more knowledgeable about
teaching)
3. Status – (having respect and admiration from
colleagues)
4. Self-Efficacy- (having the skills and ability to help
students learn)
5. Autonomy- (belief that you are in control of certain
aspects of your professional life)
6. Impact- (having an effect and influence on college
life)

23.  Books and journals.
 Booklets.
 Course handouts.
 Maps, charts, diagrams, models.
 Audio – visual aids: slides,
transparencies -OHPs, LCDs, VCRs,
DVDs.
 Live and preserved specimens.
 Demonstration kits.
 Software for teaching.

24. Continuous assessment Double valuation of end
and innovative methods semester exams.
of evaluation (objective Provision for revaluation
questioning, and re-totaling.
assignments, seminars, Adhering to
viva, quizzes). transparency in
Course teacher evaluation.
evaluation. Supplementary end
Question setting by semester exams.
external examiners. Improvement of CIA.
Freedom to change the Project and Viva Voce.
question paper pattern.
Periodical Review of On the spot study
assessment methods. reports.
Oral examinations for
languages.

25.  Research output- ongoing
minor/major projects; Major  Consultancy- broad areas
research facilities; relevant ,publish expertise available;
research journals; fellowship to finances generated
scholars  Extension activities- college –
 Research guidance – M.Phil. neighborhood development
Ph.D, post-doctoral  Linkages- list of organizations,
nature of linkages
 Research awards
 Publication output – research
article; books; abstracts;
proceedings; thesis

26.  Infrastructure – classrooms, laboratories,
auditorium, conference halls , student rest rooms,
canteen, hostel facilities, play grounds.
 Video -conferencing facility
 Location maps, notice/Bulletin boards
 Library as learning resource – Language lab,
multimedia centre, dept’l libraries,
 Computer as learning resource - provisions for e-
leaning-INFLIPNET,DELNET ( Network resource
centre)

27. Student support Student activities
 Scholarships/freeships/ fee  Participation in and
concessions organization of diverse cultural
 Finance for bus pass/ activities - intra and
books intercollegiate levels
 Mid-day meal/medical aid  Extensive participation and
achievement in intercollegiate
 Students grievance fests at university/
redressal cell/ sexual state/national levels.
harassment cell/  performance in sports field at
counseling cell institution/ state/national levels.
 Campus recruitments

28.  Perspective planning
 Man – power planning & recruitment
 Performance appraisal
 Self – development programs- program for
skill up - gradation
 Resource mobilization
 Finance management

29. Quality audit
Quality improvement
Quality assurance
Quality control

30.  Curricular Aspects-Various departments in
different areas of their curricula have to identify
best practices.
 Focus on local/regional/national/global needs and
women’s empowerment.
 Awareness of human rights, civic consciousness,
social justice, service to society, promotion of
communal harmony and universal brotherhood.
 Importance for concepts like secularism,
communalism, world peace, environmental issues.

31. Encouragement for research based assignments.
Practical training of students through
industrial/field visits.
Promotion of environment awareness and
citizenship programmes.
Recruitment of alumni as staff.
Leadership training for students
Regular parent teacher programmes

32.  Financial management and resource
mobilization
 Budget allocation and optimum utilization
of finances.
 Regular internal and external audits.
 Mobilization of resources from various
funding agencies/alumni/benefactors

34.  Best practices are defined as strategies, activities or approaches
that have been shown through research and evaluation to be
effective and / or efficient.
 A method or an innovative process resulting in the improved
performance of a HEI , usually recognized as ‘best’ by other peer
organizations. e.g., cooperative learning-allowing students to learn
together.(UNESCO ,2007)

35.  Annual academic calendar
 Teacher diary with personal
information/achievements/academic
growth/unitized syllabus/ teaching
schedule plan/students performance
record/leave record/movement register.
 Learner-centered activities like
participative learning, interactive sessions,
student seminars, case studies, project
work, assignments, problem solving
exercises, practicals/field work and use of
audio-visual teaching aids.

36. The term "Best Practice" has been used to describe
"what works" in a particular situation or
environment.
 A clear and common focus
 High standards and expectations
 Strong leadership( the principal)
 Supportive, personalized, and relevant learning
 Parent/community involvement
 Monitoring, accountability and assessment
 Quality curriculum and instruction
 Professional development
 Time and structure

37.  A Student-centered Teaching-learning
supplemented with role play, group work,
project, industry visit, case study,
comprehensive viva, power point
presentation of seminar and internship.
 Addition of Communicative English
 Objective type test, oral test, group
discussion, open book test and quizzes
 Tutorial System and Remedial Teaching.

38.  Bridge Course in English for fresher's.
 streamlining first year students into Basic, Intermediate,
Advanced Course for Part II English.
 Weekly Departmental Meetings for planning and
monitoring teacher’s progress as per time schedule
allotted for the units.
 Encouraging teachers to undertake Research,
leading to Ph.D. Degree and applying for minor /
major project.
 Conducting Repeat Exams (Supplementary) after the
publication of the result.
 Giving corrected answer scripts of Internal Tests and
End Semester Examinations to the students in order to
facilitate 100% transparency.

39.  Having a MISSION and VISION statement
 Evolving specific goals and aims
 Strategies to realize the goals
 Restructuring of administration
 Sharing and decentralizing of power
 Encouraging multi-disciplinary and skill-oriented
learning
 Setting benchmarks
 Restructuring of courses

40.  Revamping the contents
 More emphasis on skill development
 Constant monitoring of one’s performance and
standards
 Clear job descriptions
 Facilities for research, extension and
development
 Linkages with other institutions

42.  The process identifying and
learning from good practices
in other organizations.
 Benchmarking is the process
of learning by making
comparisons.
 A benchmark is a point of
reference to make
comparisons.

43. 1. Understanding in detail
one’s own processes.
2. Analyzing processes of
others.
3. Comparing your own
performance with that of
others analyzed and
4. Implementing the steps
needed to close the
gaps.

44.  Questionnaires
 Reports
 Handbooks of
best practices.

45. 1. Self-assess the institution.
2. Better understand the processes.
3. Measure and compare to the competitors.
4. Discover new ideas-learn from others how
to improve.
5. Obtain data to support decision-making.

46. 6. Set targets for improvement of processes and
approaches.
7. Strengthen institutional identity, strategy formulation
and implementation.
8. Enhance reputation and better position your
institution.
9. Respond to national performance indicators and
benchmarks.
10. Set new standards for the sector in the context of
higher education reforms.

47.  Graduation rate
 Graduate employment
 Graduate satisfaction
 Employer satisfaction
 Faculty satisfaction.

48.  Reputation of the
college
 Availability of the course
 Fee structure
 Placement
 ‘freedom’ on campus
 Proximity to home
 Sports facility
 Company of friends

49. 1. Outstanding 5. Plentiful resources
teachers 6. Applications of
2. High moral values latest technology
3. Excellent exam 7. Strong and
purposeful
results leadership
4. Support of 8. A well balanced
stakeholders and challenging
curriculum.

50.  Dr.B.Victor is a highly experienced postgraduate
biology teacher, recently retired from the reputed
educational institution- St. Xavier’ s
College(autonomous), Palayamkottai, India-627001.
 He was the dean of sciences and assistant controller
of examinations.
 He has more than 32 years of teaching and research
experience
 He has taught a diversity of courses ranging from
pre- university to post graduate classes.
 Send your comments to : bonfiliusvictor@gmail.com