It is a strategic planning tool used to identify and analyze the Strengths, Weaknesses, Opportunities and Threats for the students and bring up their skill.

Students from rural areas are not subjected to the curriculum and are new to the syllabus. They feel difficult to study as they have studied from their regional language and find difficult to study in English medium. They find difficult not only in the language but also in the subject and find engineering subject as a challenge.

The information helps the mentor to assess the students as slow or fast learner. The interaction is on a regular basis and communication occurs through digital media.

The SWOT system benefits faculty and students in better understanding either personal or academic issues.

•Offering Skillbasedcourses for financial independence.

•Offering value added and capacity enhancement programme to elevate their knowledgeandskills.

 •Mentors can help students with their academic troubles, studying, and choosing their schedule. And also help students with their personal life, goals and overall personality development. They can also be a trusted confidant and listening ear to boost morale and motivation.

 •Encourage student-led activities that promote organizationalskills,digitalliteracyandaboutthe challengesfacedbyruralwomen.

•Gender equity is practiced in the college where students of both the gender are treated equally.

 •Integrate courses / curriculum focused on gender sensitization within relevant academicprograms.

 •Finding the weak students where they find difficult to concentrate on the subject and are provided assistance. •Bright students are identified by winning in the competition and are awarded rewards.

•It inspires a healthy relationship between the teacher and student.

•It supports students in their academic and personal development.

 •To observe the overall progress of the pupils during their education period in the department.

•To identify the career paths of the students and guide them in placement perspective.

The strength quadrant indicates the following in the SWOT analysis for students

• Listing out things students are good at.

• Identifying things to know which will help when to have a problem.

• Try thinking of different ways in which to stand out from the crowd.

• Track the academic chart for a better understanding.

The following weakness quadrants are recognised through the SWOT analysis.

• Note the areas where there is a scope for improvement.

 • Visiting the academic chart of the student for this part of the SWOT analysis will be fruitful.

• Identifying what the student needs to move or improve from the weakness to the strength’s quadrant.

The opportunities quadrant of SWOT analysis for students reveals the following.

 • After identifying strengths and areas for improvement, excelling part has to be identified.

• Listing out opportunities that come to mind and then shortlist.

• Do not be too specific and list as many as you think a student can achieve.

 • Identify possible or different opportunities around one that can act out in one’s favour.

 The threats quadrant of SWOT analysis for students indicates the following.

 • Threats should be the easiest to fill in the SWOT analysis chart.

 • It is clear what one wants to achieve by now, and also to know what could go wrong. • List out things that might come in the way of one’s goals.

• Also, write about what scares one the most and the demotivating factor.

•Alumni Success Stories – Success stories of college alumni who originated from ruralareashighlightingtheiraccomplishmentsandcontributiontosociety.

•Continued Education Pursuits – Tracking the number of rural girls from the collegewho pursue further education or advanced degrees, showcasing a commitment to lifelonglearning.

•AcademicAchievements–Recognitionofruralstudents foracademicexcellence,scholarshipsorawards withinthecollege.

•Graduation Rates – Higher Graduation Rates among rural girls indicating successfulcompletionoftheirchosencourses.

•Employment and Entrepreneurship – Tracking the number of college-educated ruralgirlswhosecure employmentorstarttheirownventurespost-graduation.

The communication skill has to be improved for rural students.
 

It is an educational approach where students engage in firsthand activities that facilitate learning. Rather than relying solely on traditional lecture-based methods, ABL emphasizes learning through experience, interaction, and exploration.

Activity-Based Learning has appeared as a response to the limitations of traditional education systems, which often emphasize rote memorization and passive learning. Conventional education often relies on teacher-centered instruction, where the teacher lectures and students passively receive information. This method, while effective in some contexts, can limit student engagement and critical thinking. ABL was introduced as a way to make learning more dynamic, engaging, and relevant to students' lives. It shifts the focus from passive reception to active participation, where students learn by doing, experimenting, and reflecting.

• Experiential Learning: Students learn by doing. Activities may include experiments, projects, role-playing, games, and other interactive methods.

• Student-Centered: The focus is on the learner, encouraging them to take an active role in their education. This can lead to better retention and understanding of concepts.

• Practical Application: Activities are often linked to real-world scenarios, helping students understand the practical applications of what they are learning.

• Collaborative Learning: Many activities involve group work, promoting teamwork, communication, and social skills.

• Critical Thinking: Students are encouraged to analyse, question, and explore ideas, fostering critical thinking and problem-solving skills.

• Creativity and Innovation: ABL often involves creative tasks that allow students to explore and express their ideas in unique ways.

• Improved Learning Outcomes: A study conducted by the Indian Institute of Management (IIM) Ahmedabad found significant improvements in literacy and numeracy skills among students in ABL campus compared to those in traditional campus.

• Enhanced Student Engagement: Teachers reported higher levels of student engagement, with students showing more interest in learning and participating actively in classroom activities.

• Reduced Dropout Rates: The introduction of ABL contributed to a decrease in dropout rates, particularly in rural areas, as students found the learning environment more stimulating and enjoyable.

Resource Constraints:

In some contexts, implementing ABL can be challenging due to limited resources, such as materials, trained teachers, or time. However, innovative approaches, such as using low-cost materials or community involvement, can help overcome these challenges.