• Title: Teaching Learning beyond curriculum.

  • Objectives –

Enhance Conceptual Understanding: The primary objective is to foster a deeper and comprehensive understanding of the subject matter among college students. By integrating syllabus-based teaching with real-time concept development, students can grasp the core concepts in a contextual and practical manner.

Bridge Theory and Application: The practice aims to bridge the gap between theoretical knowledge and its practical application. By exploring current developments and real-world examples, students can see how the concepts they learn in the classroom are upgraded currently.

Promote Active Learning: The practice encourages active learning and engagement within the classroom. Students are motivated to participate, ask questions, and seek out relevant information, making the learning process more interactive and dynamic.

Foster Critical Thinking: By exploring current developments and engaging in real-time concept development, students develop critical thinking skills. They learn to analyze information, evaluate its credibility, and make informed judgments, which are essential skills in today’s knowledge-driven world.

Encourage Interdisciplinary Connections: The practice promotes interdisciplinary learning by showcasing how different subjects and concepts are interconnected. Students can see the broader implications of their learning and understand how knowledge from various fields complements each other.

Nurture a Growth Mindset: By incorporating real-time concept development, the practice fosters a growth mindset among students. They become more open to learning, adapting to new information, and embracing challenges as opportunities for growth.

Prepare for Evolving Industries: In rapidly changing industries and professions, staying updated with current developments is crucial. The practice equips students with the ability to keep up with emerging trends and technologies, preparing them for future career challenges.

Cultivate Lifelong Learners: The practice aims to instill a passion for lifelong learning among students. By encouraging curiosity and self-driven exploration, students are motivated to continue their educational journey beyond the confines of the syllabus.

Enhance Teaching Effectiveness: The practice also benefits to teachers by encouraging them to stay updated with the latest developments in their fields. It empowers teachers to provide relevant and engaging content, making their teaching more effective and impactful.

Improve Retention and Graduation Rates: By creating a stimulating and relevant learning environment, the practice can lead to improved student retention and graduation rates. Students are more likely to stay committed to their education when they see the practical relevance and value in their learning experience.

Overall, the objectives of “Teaching Learning beyond curriculum” aim to create a holistic and forward-thinking educational approach that prepares students to thrive in a dynamic and interconnected world.

  • The Context –

Required addressing specific contextual features and challenging issues in the higher education landscape.

Evolving Knowledge Landscape: The rapid pace of technological advancements and new research necessitated an educational approach that could keep up with the changing knowledge landscape. Designing a practice that integrates real-time concept development addressed this challenge by ensuring that students stay updated with the latest developments in their fields.

Interdisciplinary Nature of Knowledge: Many subjects and industries have become increasingly interdisciplinary. The practice needed to cater to the diverse and interconnected nature of knowledge, encouraging students to explore connections between different subjects.

Student Engagement: In the college environment, student engagement is crucial for effective learning. The practice sought to address challenges related to passive learning by promoting active participation and critical thinking.

Resource Allocation: Implementing real-time concept development may require additional resources, such as access to up-to-date information, technology, and teacher training. Balancing resource allocation to ensure the effectiveness of the practice was a challenge.

Teacher Readiness: Integrating real-time concept development required teachers to be well-versed with the latest research and developments in their fields. Ensuring that teachers were equipped to deliver relevant and accurate information was essential.

Balancing Syllabus and Current Concepts: A challenge was to strike a balance between covering the core syllabus and allowing time for real-time concept development. Designing a flexible and adaptable approach was necessary to incorporate both aspects effectively.

Inclusivity: The practice needed to be inclusive of students with varying backgrounds and levels of prior knowledge. Ensuring that all students could actively participate and benefit from the practice was a consideration.

By addressing these contextual features and challenges, the practice could be tailored to the specific needs of the college and its students, creating an educational environment that is engaging, relevant, and future-ready.

  • The practice

“Teaching Learning beyond curriculum” is an innovative approach aimed at enhancing the learning experience and academic outcomes of college students. This practice involves seamlessly blending the traditional syllabus-based teaching with real-time updates on current developments, research findings, and industry trends. It goes beyond rote memorization and theoretical knowledge by fostering critical thinking, creativity, and problem-solving skills through the exploration of contemporary concepts and applications.

Uniqueness in the Context of Indian Higher Education:

Contextual Relevance: The practice is uniquely tailored to the Indian higher education context, where the rapid growth of information and technology necessitates a dynamic and adaptable learning approach. By integrating real-time concept development, the practice ensures that students receive relevant and up-to-date knowledge, preparing them for the evolving job market.

Emphasis on Critical Thinking: In a traditional education system that often prioritizes memorization and regurgitation, this practice stands out for promoting critical thinking and analytical skills. By encouraging students to analyze and apply current concepts, they develop a deeper understanding of the subject matter and become better-equipped problem solvers.

Interdisciplinary Learning: The practice embraces the interdisciplinary nature of knowledge, encouraging students to explore connections between different subjects. This approach enables students to see the bigger picture, fosters creativity, and prepares them to tackle complex real-world challenges that often require multiple perspectives.

Student-Centric Learning: By incorporating real-time concept development, the practice places the student at the center of the learning process. It empowers students to take ownership of their education, explore their interests, and engage actively in their learning journey.

Technological Integration: The practice leverages technology to access real-time information and cutting-edge research. This integration enhances the learning experience, exposes students to digital tools, and prepares them for a technology-driven future.

Examinations are conducted on taught syllabus based real time concept and accordingly on the basis of results; the students are selected for all types of competitions local, regional and university level.

Constraints and Limitations:

Access to Resources: A significant constraint in implementing this practice is access to reliable and up-to-date resources, including research papers, industry reports, and technological tools. Limited access to the latest information may hinder the practice’s effectiveness.

Faculty Training: Ensuring that faculty members are well-equipped to integrate real-time concept development into their teaching requires comprehensive training and professional development. Lack of adequate training might impact the practice’s consistency and quality.

Time Constraints: Balancing the core syllabus and real-time concept development can be challenging within the limited timeframe of a semester. Faculty may face difficulties in allocating sufficient time for both aspects, potentially compromising one over the other.

Standardization: Ensuring a standardized approach across various courses and disciplines can be demanding. Faculty collaboration and alignment are essential to maintain coherence and consistency throughout the educational institution.

Student Diversity: Catering to the diverse backgrounds, interests, and academic abilities of students poses a challenge. Some students may find real-time concept development overwhelming, while others might be more receptive. Adapting the practice to accommodate varying needs is crucial.

Technological Infrastructure: While technology plays a key role in the practice’s success, not all educational institutions may have the necessary infrastructure or access to digital resources. Unequal technological capabilities can create disparities in students’ learning experiences.

Despite these constraints, the practice of “Integrated Syllabus-Based Teaching with Real-Time Concept Development in Indian Higher Education” has the potential to transform the traditional learning landscape. By nurturing critical thinking, interdisciplinary learning, and student engagement, this innovative approach equips students to thrive in a rapidly changing world and positions Indian higher education to be at the forefront of global academic advancement.

  • Evidence of Success-

The evidence of success for the practice of “Teaching Learning beyond curriculum” can be demonstrated through various performance indicators, including performance against targets and benchmarks, as well as review results.

Improved Academic Performance: Reviewing students’ academic performance before and after the implementation of the practice can provide evidence of success. Higher grades, increased class participation, and improved overall academic achievement indicate that the practice has positively impacted students’ learning outcomes.

Student Feedback: Conducting surveys or obtaining qualitative feedback from students about their learning experiences can offer valuable insights into the practice’s effectiveness. Positive feedback, especially regarding enhanced engagement, critical thinking, and understanding of real-world applications, indicates success.

Faculty Assessment: Evaluating faculty members’ performance and perspectives regarding the practice’s integration into their teaching methods is crucial. Faculty feedback on improved student engagement and learning outcomes can be strong evidence of success.

Industry Relevance: Assessing students’ readiness for industry demands and real-world challenges can indicate the success of the practice in preparing them for their future careers. Positive responses from employers and industry professionals about graduates’ knowledge and skills are indicative of success.

Graduation and Retention Rates: Monitoring graduation rates and student retention can provide evidence of the practice’s impact on student success and overall satisfaction with the learning environment.

Interdisciplinary Projects: The successful implementation of interdisciplinary projects or research initiatives, resulting from the practice, can demonstrate its ability to foster connections between different subject areas and promote creativity and innovation.

Alumni Success: Tracking the achievements and contributions of alumni who have undergone the practice can showcase the long-term impact on their careers and societal contributions.

The results from these performance indicators should indicate an improvement in student engagement, critical thinking, and understanding of real-world applications. Additionally, increased collaboration between faculty from different disciplines and positive feedback from both students and industry professionals should highlight the practice’s success in preparing students for a rapidly changing and interconnected world. Ultimately, evidence of success should showcase the practice’s unique ability to create a learner-centered, relevant, and future-ready educational environment in Indian higher education.

This best practice increases students’ interest in education and also increases their inclination towards higher education. Student participation increases in various competitions held at university and departmental level. Students get various prizes. As teachers search for other information according to a curriculum, their knowledge also increases and their inclination towards research increases, so they actively participate in various research projects.

  • Problems Encountered and Resources Required:

Faculty Training: Implementing “Integrated Syllabus-Based Teaching with Real-Time Concept Development in Indian Higher Education” requires faculty members to be well-versed in current developments and capable of integrating real-world examples effectively. Lack of adequate faculty training and professional development in this area can hinder the successful execution of the practice.

Access to Current Information: To integrate real-time concept development, access to the latest research papers, industry reports, and technological tools is crucial. Limited access to up-to-date resources can pose a challenge and may affect the practice’s relevance and effectiveness.

Time Constraints: Balancing traditional syllabus-based teaching with real-time concept development within the limited timeframe of a semester can be demanding for faculty. Adequate time allocation for both aspects while maintaining coherence and quality is a challenge.

Technology Infrastructure: The effective implementation of real-time concept development often relies on the availability of a robust technology infrastructure. Not all educational institutions may have access to advanced technological tools, which may hinder the seamless integration of real-time information into the teaching process.

Resources Required:

Faculty Development Programs: Allocating resources for comprehensive faculty training and development programs is essential to equip educators with the necessary skills and knowledge to integrate real-time concept development effectively.

Access to Research Databases: Providing access to relevant research databases, industry reports, and scholarly articles is essential to keep faculty and students updated with the latest information.

Technology Integration: Investing in a reliable technology infrastructure, including access to digital tools and software, is crucial for the successful integration of real-time concept development into the teaching process.

Collaboration and Interdisciplinary Initiatives: Facilitating collaboration between faculty members from different disciplines can foster interdisciplinary learning and support the implementation of real-time concept development across various subject areas.

Student Support Services: Allocating resources to support students’ learning experiences, such as tutoring services and academic advisors, can enhance their engagement and understanding of real-time concepts.

Industry Partnerships: Establishing partnerships with industries can provide access to real-world examples and applications, further enriching the practice and ensuring its relevance in the job market.

By addressing these problems and allocating the necessary resources, educational institutions can effectively implement “Integrated Syllabus-Based Teaching with Real-Time Concept Development in Indian Higher Education.” Properly equipped faculty and access to current information and technology will enable students to thrive in a knowledge-driven and dynamic global landscape.

Report and Outcome

  • Title of the practice – Deduct Dropout & Develop

  • Objective of the practice
  • Identify At-Risk Students: The primary objective of this initiative is to identify students who are at risk of dropping out of college due to various reasons. By keeping track of students displaying signs of disengagement or academic challenges, we aim to intervene early and provide the necessary support.
  • Reduce Dropout Rates: The ultimate goal is to significantly reduce the dropout rates in our college located in rural, hilly areas. Through targeted home visits and personalized interventions, we aspire to prevent students from prematurely discontinuing their education.
  • Build Stronger Parental Engagement: By visiting the homes of at-risk students, we seek to engage parents or guardians in the educational journey of their children. Through open communication and understanding, we aim to create a supportive network that encourages parental involvement in their child’s education.
  • Address Underlying Challenges: The initiative aims to identify and address the underlying challenges that lead to students considering dropping out. By understanding the specific issues faced by students, we can provide appropriate solutions and support to overcome obstacles.
  • Encourage Student Persistence: We aim to empower students to persist in their education despite challenges by offering them encouragement, motivation, and guidance. Through home visits, we intend to instill a sense of determination and confidence in their ability to succeed.
  • Improve Student Retention: The initiative seeks to enhance student retention by fostering a nurturing and inclusive college environment. By offering personalized support and care, we aim to create a space where students feel valued and supported in their academic pursuits.
  • Foster a Learning Community: By engaging with students and their families at their homes, we aspire to build a stronger sense of community between the college and its students. This collaborative approach aims to foster a supportive and encouraging learning environment.
  • Empower Teachers as Mentors: Through home visits, our college teachers act as mentors, guiding students and providing them with individualized attention. This initiative empowers teachers to play a more significant role in the holistic development of students beyond the classroom.
  • Promote Holistic Development: The objective is to focus not only on academic challenges but also on students’ emotional and social well-being. By addressing their overall development, we aim to create resilient and well-rounded individuals.
  • Establish Sustainable Support Mechanisms: The initiative aims to establish sustainable support mechanisms that extend beyond the initial home visits. By maintaining regular communication with students and their families, we seek to provide ongoing support to ensure long-term success in their educational journey.
  • Serve as a Model for Others: As a long-term objective, we aspire to become a model for other educational institutions and communities in rural, hilly areas. By sharing our experiences and best practices, we aim to inspire similar initiatives that empower education in underserved regions.

By aligning with these objectives, ‘Deduct Dropout & Develop’ seeks to make a lasting and positive impact on the lives of students, their families, and the entire community.

  • The Context– The design and implementation of the ‘Deduct Dropout & Develop’ practice required careful consideration of several contextual features and challenging issues unique to rural, hilly areas.
  1. Inaccessible Terrain: The geographical location of the college in a rural, hilly area posed logistical challenges for both students and teachers. The rugged terrain and lack of proper transportation infrastructure made commuting to college difficult for students, leading to higher dropout rates.
  2. Socioeconomic Constraints: Many families in rural hilly areas face economic hardships, making it challenging for them to support their children’s education. The cost of education, coupled with livelihood pressures, often forced students to consider dropping out to contribute to family income.
  3. Limited Awareness: The lack of awareness about the significance of education and the long-term benefits of completing college posed a challenge. Many families might not fully comprehend the potential impact of dropout on their children’s future opportunities.
  4. Parental Engagement: Building strong parental engagement in education was vital. Many parents in rural areas might not have had the opportunity to pursue higher education themselves, leading to limited understanding of its importance and how to support their children academically.
  5. Cultural Barriers: Some rural hilly areas might have specific cultural norms that influence educational decisions. Addressing these cultural barriers required sensitivity and a tailored approach to ensure acceptance and cooperation.
  6. Local Language: Effective communication with families required fluency in the local language or dialect. Overcoming language barriers was essential to establish rapport and convey the objectives of the home visits effectively.
  7. Sustainability: Designing a sustainable support system to address the identified challenges was critical. Home visits were just one aspect; ensuring ongoing support and continuous monitoring of students’ progress required a long-term commitment.

In light of these contextual features and challenging issues, the practice was designed to be inclusive, sensitive, and community-oriented. Tailoring interventions to suit the unique needs of rural, hilly areas enabled the initiative to make a meaningful impact on student retention and overall educational empowerment.

  • Practice –

The practice of ‘Deduct Dropout & Develop’ is a proactive and innovative approach in the context of Indian higher education, particularly in rural hilly regions. It involves identifying at-risk students who are contemplating dropping out and sending college teachers to visit their homes. During these visits, the teachers engage in open conversations with the students’ parents or guardians to understand the underlying reasons for potential dropout and offer personalized support to address the challenges.

Uniqueness in the Context of Indian Higher Education:

  1. Personalized Support: The practice stands out for its personalized approach, wherein college teachers invest time and effort to visit students’ homes. This individualized attention fosters a sense of belonging and encourages students to persist in their education, regardless of the challenges they face.
  2. Community Engagement: The initiative actively engages the local community in the educational process. By involving parents and guardians in the conversation, it creates a collaborative and supportive network that recognizes the importance of education for students’ future prospects.
  3. Holistic Development: The practice goes beyond addressing only academic concerns. It emphasizes students’ overall development, considering their emotional, social, and economic well-being, ensuring a comprehensive approach to tackling dropout rates.
  4. Long-term Commitment: The initiative demonstrates a sustained commitment to the success of students. The home visits are just one aspect of the practice; ongoing communication and support mechanisms are established to ensure continuous assistance for students.
Constraints and Limitations:
  1. Logistics and Geographical Challenges: The practice faces logistical hurdles due to the remote and hilly location of the college and students’ homes. The difficult terrain and limited transportation infrastructure make home visits time-consuming and challenging.
  2. Limited Resources: As a rural institution, the college might face resource constraints, including financial limitations and access to modern technologies for communication and monitoring students’ progress.
  3. Cultural Sensitivity: The practice requires a deep understanding of the local culture and traditions to establish rapport with students and their families. Cultural barriers might influence the effectiveness of communication and support provided during home visits.
  4. Language Barrier: Communication in local languages or dialects is essential to ensure effective engagement with students and their families. Language barriers can pose challenges in conveying the purpose and objectives of the home visits accurately.
  5. Scaling and Sustainability: While the practice has demonstrated positive results on a small scale, scaling it to cater to a larger number of students and sustaining the effort in the long run might require careful planning and resource management.
  6. Institutional Support: The success of the practice relies on the commitment and cooperation of the college administration, faculty, and staff. Ensuring the buy-in and continued support from all stakeholders is crucial for its effectiveness.

Despite these constraints, the uniqueness of the practice lies in its human-centric and community-oriented approach to tackle dropout rates in rural hilly areas. By addressing the contextual challenges through personalized attention, community engagement, and holistic development, the initiative has the potential to transform the educational landscape and empower students to pursue their dreams beyond the limitations of their surroundings.


  • Evidence of success

This practice can be seen through performance against targets and benchmarks, as well as review results.

Performance against Targets and Benchmarks:

Dropout Rate Reduction: The practice set a target to reduce the college’s dropout rate by a specific percentage over a defined period. The review results indicate that the dropout rate has decreased significantly compared to previous years, surpassing the set target.

Student Retention: The practice aimed to improve student retention and persistence in their education. As a result of the home visits and personalized support, a higher number of students are now continuing their education beyond the initial admission period, indicating improved student retention.

Parental Engagement: A benchmark was set to increase parental engagement in their children’s education. The practice’s success can be seen through increased participation in parent-teacher meetings, greater communication with parents, and enhanced involvement in students’ academic progress.

Academic Performance: The review shows that students who received support through home visits and ongoing assistance have demonstrated improved academic performance. There has been an increase in class attendance and participation, leading to better grades and overall academic achievements.

  • Overall Progression of Students: The practice’s personalized approach, involving home visits and targeted interventions, leads to a noticeable improvement in students’ overall academic progression. Through consistent engagement and support, students experience increased motivation and commitment to their education, resulting in improved grades and academic achievements.
  • Reduction in Dropout Rates: The core objective of the practice is to address dropout rates in rural, hilly areas. By identifying students at risk of dropping out and intervening through home visits, the practice effectively reduces dropout rates. Students feel a renewed sense of support, belonging, and relevance, leading to their continued enrollment and completion of educational programs.
  • Enhance Employability: The practice not only focuses on academic performance but also imparts life skills, communication abilities, and interpersonal qualities during home visits. These skills enhance students’ employability by preparing them for various aspects of professional life, beyond just academic qualifications.
  • Progression to Higher Education Rate Increase: Through personalized attention and support, students gain confidence in their abilities and are more likely to consider pursuing higher education. The practice’s impact on improving academic performance encourages more students from rural, hilly areas to aspire for higher education opportunities.
  • Students’ Confidence Level Increase: Home visits, mentorship, and individualized attention contribute to a boost in students’ confidence levels. As they receive personalized guidance and support, their self-belief grows, positively influencing their approach to learning, problem-solving, and taking on new challenges.
  • Increase in Competition Willing Attitude: The practice instills a competitive spirit by helping students recognize their potential. Through interactions during home visits, students understand that they can compete on par with their urban counterparts, fostering a greater willingness to strive for excellence.
  • Student Performance in Remarkable Classroom Activities (Group Discussion, Debate): The confidence and skills cultivated through home visits translate into remarkable performances in classroom activities such as group discussions and debates. Students become more vocal, articulate, and engaged participants, leading to enriched classroom interactions and enhanced critical thinking abilities.
  • In summary, the outcomes of “Deduct Dropout & Develop” showcase a holistic transformation in students’ educational journeys. From reducing dropout rates to increasing employability skills, fostering confidence, and cultivating a competitive attitude, the practice empowers students from disadvantaged areas to realize their potential, pursue higher education, and contribute effectively to their communities and future professions.
Review Results:

Positive Feedback: Feedback from students, parents, and teachers during the review process has been overwhelmingly positive. Students expressed gratitude for the personalized attention and support, while parents appreciated the efforts made by the college to ensure their children’s success.

Testimonials: Testimonials from students who were on the verge of dropping out but were encouraged to continue their education through home visits highlight the impact of the practice on individual students’ lives.

Community Recognition: The practice’s success has gained recognition within the local community. This positive reputation has led to increased support from community members and local authorities, fostering a sense of pride and ownership in the initiative.

Sustainable Support: The review demonstrates that the support mechanisms established during home visits are sustainable. Teachers and college staff continue to monitor students’ progress, offer guidance, and ensure ongoing support to address any challenges that may arise.

Results’ Indication:

The evidence of success indicates that the ‘Deduct Dropout & Develop’ practice has had a significant and positive impact on student retention and academic performance. The reduction in dropout rates and improved student retention demonstrate the effectiveness of the personalized support provided through home visits.

The positive feedback and testimonials from students and parents further reinforce the practice’s success in fostering a nurturing and supportive educational environment. Increased parental engagement and community recognition indicate that the practice has not only transformed the lives of individual students but has also strengthened the bond between the college and the local community.

Overall, the evidence of success points to the practice’s unique ability to address the contextual challenges of rural hilly areas, and its human-centric approach has resulted in improved educational outcomes, empowering students to overcome barriers and pursue their education with determination and enthusiasm.

  • Problems Encountered:

Logistical Challenges: Implementing home visits in remote and hilly areas can be challenging due to difficult terrain and limited transportation options. Coordinating visits to multiple student homes within a limited timeframe may pose logistical constraints.

Cultural Sensitivity: Addressing cultural barriers and ensuring effective communication during home visits requires cultural sensitivity and understanding. Language differences and local customs may hinder effective engagement with students and their families.

Resource Constraints: The practice may require additional financial resources to cover expenses related to travel, communication, and ongoing support mechanisms. Limited funding may hinder the scalability and sustainability of the initiative.

Time-Intensive Process: Conducting home visits and providing personalized support demand considerable time and effort from college teachers and staff. Balancing these efforts with regular academic responsibilities may become a challenge.



Resources Required:

Financial Support: Adequate financial resources are required to cover travel expenses, communication costs, and the establishment of support mechanisms. Funding can also be utilized for educational materials and incentives for students’ academic achievements.

Training and Capacity Building: College teachers and staff involved in home visits need training in communication skills, cultural sensitivity, and counseling techniques. Capacity-building programs can help them effectively engage with students and families.

Communication Tools: Access to reliable communication tools, such as smartphones or tablets with internet connectivity, is essential for ongoing communication with students and their families.

Community Partnerships: Collaborating with local NGOs, community organizations, and government agencies can provide additional support and resources for the initiative.

Monitoring and Evaluation Systems: Implementing effective monitoring and evaluation systems can help track progress, identify areas for improvement, and ensure the initiative’s success in the long run.

Parental Involvement: Active participation from parents and guardians is crucial for the success of the practice. Building strong parent-teacher partnerships and involving them in decision-making processes may require dedicated efforts and resources.

Support Networks: Establishing support networks within the college, including counseling services and peer mentoring programs, can contribute to the overall success of the initiative by addressing students’ emotional and academic needs.

By addressing the problems encountered and securing the necessary resources, the ‘Deduct Dropout & Develop’ practice can continue to make a positive impact on student retention and academic success in the rural hilly areas.

Report and Outcome