The feedback on the B. Ed. Curriculum was obtained from the alumni of the institute. The alumni are also the stakeholders. Some of them are managers of schools or their headmasters, who are the employers of the alumni. Others are assistant teachers teaching in high schools and higher secondary schools.

Majority of the trainees who responded to feedback on curriculum said that the syllabus of the course was excellent. Most of them felt that the opportunities they got for self-learning were excellent. Appropriateness of the sequence of units in the courses was rated as excellent by most of the respondents. Some of the qualitative feedback received from the alumni is as follows:

The course of 2 years was well planned and executed beautifully with lot of co-curricular activities to support our learning process.

It was a pleasure being a part of the B.Ed. programme at Nirmala Institute of Education. The institution focusses on holistic development of students to promote teachers with better capabilities. I especially loved the sports department at Nirmala Institute of Education which presents a wide variety of sports choices to participate in. The faculty members are ever helpful. The facilities and infrastructure at Nirmala Institute of Education are pleasant with an ambience that helps learning in a peaceful, clean and pleasant environment.

In this case, I have no suggestions. Nirmala Institute of Education takes risks and endures hardships to better itself every day. It will be no exaggeration to say that the said Institute thinks ahead of time.

If required, the syllabus of the B.Ed. degree programme could be revamped and restructured as per the grade level of the students applying to complete the said degree and also in tune with the New Education Policy, if implemented in the future since there would be a restructuring of the classes and the grades.

The faculty is doing a great job training teachers to give of their best.

It would be beneficial for the teacher trainees who have already done their Masters, if they could get an opportunity to intern at Higher Secondary School level during the course besides interning at High schools. Participation in sports should be encouraged. The institution could have a Placement cell for the students and campus interviews for placement.

The institute also collects feedback from the internship schools. The internship schools accept the trainees willingly and are mostly happy with their performance. They said that they were a great help to them in helping to organise and conduct various school activities. However, the schools prefer to have fewer trainees who have different subject pedagogies at a time in their schools as they have to give lessons in their pedagogies. This is to avoid pressure on the school teachers to give many lesson units to teach. The feedback of internship schools was discussed with the faculty. Based on the feedback obtained from the schools the faculty decided to minimize the number of students assigned to each school from five to three. Some of the schools said that they would like to have the list of trainees assigned to their schools at the beginning of the academic year so that they could regulate the intake of trainees from different institutions. The schools said that the trainees were a great help especially during the pandemic year for the online lessons.