Holistic Education

Holistic Education

• To produce well-rounded individuals and capable of thinking critically and creatively.
• To train not just the mind, but also the body and the spirit.
• To nurture individuals to be responsible, ethical, and compassionate.
• To prepare individuals to be active and engaged citizens capable of making positive contribution to their communities and the world.

• In the context of holistic education, the focus is on the total development and well-being of the individual rather than on academic achievement. Teachers and educators aim to create a supportive learning environment that encourages students to explore their interest, develop their skills and discover their passions. They also work to foster relationships among students, and between students and teachers based on mutual respect, trust, and cooperation.
• Holistic education often incorporates experiential learning such as field trips, service learning, and hands-on projects which help students to connect their classroom learning to real-world experiences and to develop a deeper understanding of their place in the global context.
• Synergy among various discipline will lead to innovation and cross-disciplinary understanding of the problems of the society. An interdisciplinary culture will lead to inter-disciplinary projects and inter-disciplinary research which in-turn would lead to multi-disciplinary solution to the problems of the society.

• college has implemented outcome-based education to enhance the measurable outcomes in students and to create an academic ambience where learning and higher order thinking skills are given priority over rote learning.
• The college encourages students to participate in community-building activities such as extension/outreach, outdoor education trips, and cultural events.
• The college incorporates ICT into the curriculum in meaningful and engaging ways.
• Incorporation of add-on and self-study courses in the curriculum in addition to certificate courses help the students to acquire transferable skills and life skills.
• The college has adopted Content and Language Integrated Learning (CLIL) for its part – II English language curriculum, where the students learn English from subject content and vice versa. The CLIL model curriculum, developed by Tamil Nadu State Council for Higher Education.
• Projects have been introduced mandatorily for all PG students. Internship has been made mandatory for all students of B.Com. to bridge industry-academia gap.
• Inter-disciplinary and multi-disciplinary courses have been incorporated into the curriculum to promote cross-disciplinary skills.
• Courses focusing on professional ethics and traditional values are incorporated across all programmes.
• The curriculum is enriched with courses focusing on building capacity among students.
• The college has entered into MoUs with various organizations for curriculum enrichment.

• 1. Assessment to gauge the evidence of success of practices like CLIL, value addition courses, inter-disciplinary courses (IDC) / multi-disciplinary courses (MDC), employability and entrepreneurship, orientation, capacity building etc. is possible only after graduation
• 2. Qualitative methods of assessment of outcome attainments have been envisioned to be adopted (as detailed in "manual for calculation of outcome attainment")
• 3. Students of all UG programmes undertake extension activities as part of the curriculum. A total of 168 extension / outreach activities were organized. Recognition from various organizations stand testimony to the contribution of the college towards public service.

• 1. Attainment calculation as a part of OBE through well-discipline software is challenging and time consuming
• 2. Additional training on outcome-based assessment (with K-level in Revised Blooms Taxonomy) along with the philosophy behind were required to be organised during various stages of implementation