The document provides guidance for institutions on filling out the Institutional Information for Quality Assessment (IIQA), which is the first step in the NAAC accreditation process. It outlines the registration process and requirements for completing the IIQA application. Key requirements include uploading affiliation letters, statutory approval documents, AISHE certificates, and AQAR reports. The document emphasizes ensuring accurate institution name matching and selecting the correct accreditation cycle number. It also provides tips for filling program details and uploading required documents.
The document discusses the 7 criteria used by the National Assessment and Accreditation Council (NAAC) to assess higher education institutions in India. The 7 criteria are: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Each criterion contains several key components that are evaluated such as curriculum design, teaching quality, research publications, physical facilities, student support services, governance structures, and innovative practices. The accreditation process involves an institution conducting a self-study based on these criteria and
The document provides an overview of the National Assessment and Accreditation Council (NAAC) in India. It discusses NAAC's history, vision, mission and core values. The revised assessment and accreditation framework focuses on making the process more objective, transparent and data-driven. Institutions submit a self-study report which undergoes data validation and verification to obtain a pre-qualifier score before an onsite peer review. Seven criteria are used to assess institutions, including teaching-learning, research, infrastructure, and governance. Weightages are assigned across key indicators under each criterion.
Complete process of Assessment and Accreditation of Higher Education Institutions in India. The applicant HEIs are expected to be aware of all requirements and to submit all required information. Applicants are encouraged to be conversant on related topics before launching the application form.
An all-inclusive procedure of Assessment & Accreditation of Higher Education Institutions, including Universities, Autonomous, Affiliated and Constituent Colleges (all Government institutions, Grant-in-aid colleges or Self-financed institutes) in India.
It explains step wise process of Registration, Online submission of IIQA (Institutional Information for Quality Assessment); SSR (Self-Study Report); DVV (Data Validation and Verification); SSS (Student Satisfaction Survey); PTV (Peer Team Visit); and Institutional Grading.
The document discusses the National Assessment and Accreditation Council (NAAC) of India. It provides the following key points:
- NAAC was established in 1994 by the University Grants Commission to assess and accredit institutions of higher education in India.
- NAAC accreditation ensures quality standards in higher education by assessing institutions based on criteria like curricular aspects, teaching-learning and evaluation, research and infrastructure.
- The assessment results in an overall grade for the institution on a scale of A++ to C. Key indicators include curricular planning, teacher quality, research publications, facilities, student support and governance.
The document discusses the seven criteria used by the National Assessment and Accreditation Council (NAAC) to assess and accredit higher education institutions in India. It describes each criterion in detail: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. It outlines the key components considered under each criterion to ensure educational quality. The accreditation process involves an institution submitting a Self-Study Report and undergoing an on-site peer evaluation visit conducted by NAAC.
The role of the coordinator of the IQAC is crucial in ensuring the effective functioning of all the members. The coordinator of the IQAC may be a senior person with expertise in quality aspects. She/he may be a full-time functionary or, to start with, she/he may be a senior academic /administrator entrusted with the IQAC as an additional responsibility. Secretarial assistance may be facilitated by the administration. It is preferable that the coordinator may have sound knowledge about the computer, its various functions and usage for effective communication.
The document discusses the 7 criteria used by the National Assessment and Accreditation Council (NAAC) to assess higher education institutions in India. The 7 criteria are: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Each criterion contains several key components that are evaluated such as curriculum design, teaching quality, research publications, physical facilities, student support services, governance structures, and innovative practices. The accreditation process involves an institution conducting a self-study based on these criteria and
The document provides an overview of the National Assessment and Accreditation Council (NAAC) in India. It discusses NAAC's history, vision, mission and core values. The revised assessment and accreditation framework focuses on making the process more objective, transparent and data-driven. Institutions submit a self-study report which undergoes data validation and verification to obtain a pre-qualifier score before an onsite peer review. Seven criteria are used to assess institutions, including teaching-learning, research, infrastructure, and governance. Weightages are assigned across key indicators under each criterion.
Complete process of Assessment and Accreditation of Higher Education Institutions in India. The applicant HEIs are expected to be aware of all requirements and to submit all required information. Applicants are encouraged to be conversant on related topics before launching the application form.
An all-inclusive procedure of Assessment & Accreditation of Higher Education Institutions, including Universities, Autonomous, Affiliated and Constituent Colleges (all Government institutions, Grant-in-aid colleges or Self-financed institutes) in India.
It explains step wise process of Registration, Online submission of IIQA (Institutional Information for Quality Assessment); SSR (Self-Study Report); DVV (Data Validation and Verification); SSS (Student Satisfaction Survey); PTV (Peer Team Visit); and Institutional Grading.
The document discusses the National Assessment and Accreditation Council (NAAC) of India. It provides the following key points:
- NAAC was established in 1994 by the University Grants Commission to assess and accredit institutions of higher education in India.
- NAAC accreditation ensures quality standards in higher education by assessing institutions based on criteria like curricular aspects, teaching-learning and evaluation, research and infrastructure.
- The assessment results in an overall grade for the institution on a scale of A++ to C. Key indicators include curricular planning, teacher quality, research publications, facilities, student support and governance.
The document discusses the seven criteria used by the National Assessment and Accreditation Council (NAAC) to assess and accredit higher education institutions in India. It describes each criterion in detail: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. It outlines the key components considered under each criterion to ensure educational quality. The accreditation process involves an institution submitting a Self-Study Report and undergoing an on-site peer evaluation visit conducted by NAAC.
The role of the coordinator of the IQAC is crucial in ensuring the effective functioning of all the members. The coordinator of the IQAC may be a senior person with expertise in quality aspects. She/he may be a full-time functionary or, to start with, she/he may be a senior academic /administrator entrusted with the IQAC as an additional responsibility. Secretarial assistance may be facilitated by the administration. It is preferable that the coordinator may have sound knowledge about the computer, its various functions and usage for effective communication.
The document provides information about the Internal Quality Assurance Cell (IQAC) of Gautam Buddha Mahila College in Gaya, India. It outlines the following key details:
1. The composition and roles of the IQAC committee, which includes the principal, faculty members, students, parents, and alumni.
2. The vision, mission, goals, and functions of the IQAC which aim to promote quality in teaching, learning, research, extension activities, governance, and innovations.
3. The various mechanisms adopted by the IQAC to ensure quality, including curriculum development, teaching-learning processes, research, community engagement programs, student-centric learning, and best practices.
The document outlines the criteria and process for quality assurance and accreditation of higher education institutions in India by the National Assessment and Accreditation Council (NAAC). It discusses the 7 criteria that are assessed, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovative practices. Institutions are given an institutional cumulative grade point average (CGPA) on a scale of 1 to 4 based on their performance across the 7 criteria to determine their accreditation level.
ASSESSMENT AND ACCREDITATION:REVISED PROCESS -AFFILIATED/CONSTITUENT COLLEGESAbhay Khandagle
The document discusses the revised process of assessment and accreditation for affiliated and constituent colleges by the National Assessment and Accreditation Council (NAAC) effective from July 2017. It provides an overview of NAAC's vision, mission, core values, and the revised assessment framework. The framework focuses on data-based quantitative indicators for evaluation with increased objectivity and transparency. It introduces pre-qualifiers for peer team visits and system-generated scores. The assessment will be based on a Quality Indicator Framework across 7 criteria including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and best practices.
This document provides information about accreditation and the NAAC assessment process. It discusses why accreditation is important for improving quality in higher education. The benefits of accreditation for institutions and stakeholders are outlined. The seven criteria used by NAAC for assessment are described in detail, including key performance indicators under each criterion. Guidelines are provided for institutions to prepare for the accreditation process, such as establishing vision/mission statements, developing websites, enhancing facilities and resources, collecting feedback, and conducting self-analysis. Overall, the document aims to outline the NAAC accreditation framework and support institutions in undergoing quality assessment.
This slide show describes about the criterion 6 of NAAC as per latest guidelines 2020. It is about institutional vision, leadership, strategic management, faculty empowerment, financial management and Internal Quality Assurance System .
The Revised Assessment and Accreditation Framework is launched in July 2017. It represents an explicit Paradigm Shift making it ICT enabled, objective, transparent, scalable and robust. The Shift is:
• from qualitative peer judgement to data based quantitative indicator evaluation with increased objectivity and transparency
• towards extensive use of ICT confirming scalability and robustness
• in terms of simplification of the process drastic reduction in number of questions, size of the report, visit days, and so on
• in terms of boosting benchmark as quality improvement tool. This has been attempted through comparison of NAAC indicators with other international QA frameworks
• introducing Prequalifier for peer team visit
• introducing System Generated Scores (SGS) with combination of online evaluation (about 70%) and peer judgement (about 30%)
• in introducing the element of third party validation of data
• in providing appropriate differences in the metrics, weightages and benchmarks to universities, autonomous colleges and affiliated/constituent colleges
• in revising several metrics to bring in enhanced participation of students and alumni in the assessment process.
Presentation at State level FDP at Government Arts College, Kangayam, Tamil Nadu by Dr.M.Madhavan, Coordinator, IQAC, Arignar Anna Government Arts College, Namakkal
Naac presentation education department - central university of keralaThiyagu K
This power-point was prepared for the purpose of NAAC Peer team visit to our Department of Education, Central University of Kerala on 25th October 2016. It is my pleasure to share our department profile power-point in this social platform...
Proposed by NAAC, IQAC or Internal Quality Assurance Cell is a structure that helps educational institutions to improve their work processes and achieve learning outcomes & objectives.
The document discusses accreditation in technical education. It provides definitions of key terms like accreditation, National Board of Accreditation (NBA), and explains the purpose of accreditation. It outlines the objectives and authorities of NBA. The benefits of accreditation for institutions, students, and employers are highlighted. Eligible programs, fees, and policies of the accreditation process are summarized.
An overview on the National Board of Accreditation (NBA). This slide presentation covers the basic steps of accreditation and the assessment criteria of the NBA. Outcome Based Education (OBE) is also mentioned accordingly.
This document provides an overview of the revised accreditation framework for NAAC. Some key points:
- The process involves institutional registration, submission of an Institutional Information for Quality Assessment, uploading a Self Study Report online, undergoing Data Validation and Verification, and potentially a Peer Team Visit.
- The Self Study Report involves both qualitative and quantitative metrics across 7 criteria, with 70% evaluation done online and 30% onsite.
- Institutions must meet a minimum score on quantitative metrics to be eligible for the optional Peer Team Visit, which focuses on qualitative metrics.
- Based on scores across criteria, institutions will receive an overall grade between A++ and D, determining their accreditation status.
NAAC Presentation - Dr HK Garg, Sarojini Naidu Govt Girls College BhopalPROFESSOR Dr. H.K. Garg
This presentation is an overview of all necessary facts & figures pertaining to our College for assessment and accreditation. It is not a more plethora of achievements; rather, it is revelation of a path we have adhered to. Let us invite you to reel through the pages and be a part of our legacy.
Prof HK Garg, Coordinator IQAC & NAAC Steering Committee.
The document discusses the National Assessment and Accreditation Council (NAAC) process for assessing and accrediting higher education institutions in India. It provides details on the revised assessment framework, including the three levels of accreditation (Institutional Information for Quality Assessment, Self Study Report, and Onsite Assessment), key assessment criteria and metrics, and the process for applying for accreditation and re-accreditation. It also outlines some best practices for higher education institutions to improve quality.
This document discusses teaching-learning and evaluation processes. It begins with an introduction on the importance of effective teaching-learning and how it should be outcome-based and promote the advancement of knowledge. It then provides a brief historical background of modern teaching pedagogy from the 1950s to present. Some key concepts in teaching-learning and evaluation are then outlined such as identifying student learning styles and examples of teaching-learning methods like problem-based learning and participative learning. The document also discusses evaluation processes and attaining program and course outcomes. It concludes with remarks on the need for examination procedures to better evaluate student learning rather than just syllabus.
NAAC is an organization established in 1994 that assesses and accredits higher education institutions in India. It aims to contribute to national development, foster global competencies in students, and promote excellence through inculcating values, technology use, and quality education. NAAC evaluates institutions to identify strengths and weaknesses, provide objective data to funders, and inform society about quality. Its objectives are to assess institutions for continuous quality improvement in teaching, learning, research, self-evaluation and innovation. NAAC devises accreditation mechanisms, assesses quality using international criteria, and recommends norms for teaching and research improvement.
The document outlines the new scheme of education and training introduced by the Institute of Chartered Accountants of India. Some key points:
- The new scheme redefines the curriculum with 6 papers each at the intermediate and final levels and introduces 2 years of uninterrupted practical training.
- It focuses on experiential learning through self-paced online modules, multi-disciplinary subjects, ethics and emerging technologies.
- Exams will have 30% MCQ questions at intermediate and final levels. Students can exit with a Business Accounting Associate recognition after intermediate.
- The conversion scheme automatically moves existing students to the new scheme after the November/December 2023 exams. It provides exemptions and outlines exam
Ca intermediate registration & eligibilityRohan Jakhade
CA Intermediate Eligibility
With the introduction of revised scheme of education, CA Intermediate, previously known as CA IPCC, examinations were conducted for the first time in May, 2018. The next exams are going to happen in November, 2018 and further in May, 2019.
The document provides information about the Internal Quality Assurance Cell (IQAC) of Gautam Buddha Mahila College in Gaya, India. It outlines the following key details:
1. The composition and roles of the IQAC committee, which includes the principal, faculty members, students, parents, and alumni.
2. The vision, mission, goals, and functions of the IQAC which aim to promote quality in teaching, learning, research, extension activities, governance, and innovations.
3. The various mechanisms adopted by the IQAC to ensure quality, including curriculum development, teaching-learning processes, research, community engagement programs, student-centric learning, and best practices.
The document outlines the criteria and process for quality assurance and accreditation of higher education institutions in India by the National Assessment and Accreditation Council (NAAC). It discusses the 7 criteria that are assessed, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovative practices. Institutions are given an institutional cumulative grade point average (CGPA) on a scale of 1 to 4 based on their performance across the 7 criteria to determine their accreditation level.
ASSESSMENT AND ACCREDITATION:REVISED PROCESS -AFFILIATED/CONSTITUENT COLLEGESAbhay Khandagle
The document discusses the revised process of assessment and accreditation for affiliated and constituent colleges by the National Assessment and Accreditation Council (NAAC) effective from July 2017. It provides an overview of NAAC's vision, mission, core values, and the revised assessment framework. The framework focuses on data-based quantitative indicators for evaluation with increased objectivity and transparency. It introduces pre-qualifiers for peer team visits and system-generated scores. The assessment will be based on a Quality Indicator Framework across 7 criteria including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and best practices.
This document provides information about accreditation and the NAAC assessment process. It discusses why accreditation is important for improving quality in higher education. The benefits of accreditation for institutions and stakeholders are outlined. The seven criteria used by NAAC for assessment are described in detail, including key performance indicators under each criterion. Guidelines are provided for institutions to prepare for the accreditation process, such as establishing vision/mission statements, developing websites, enhancing facilities and resources, collecting feedback, and conducting self-analysis. Overall, the document aims to outline the NAAC accreditation framework and support institutions in undergoing quality assessment.
This slide show describes about the criterion 6 of NAAC as per latest guidelines 2020. It is about institutional vision, leadership, strategic management, faculty empowerment, financial management and Internal Quality Assurance System .
The Revised Assessment and Accreditation Framework is launched in July 2017. It represents an explicit Paradigm Shift making it ICT enabled, objective, transparent, scalable and robust. The Shift is:
• from qualitative peer judgement to data based quantitative indicator evaluation with increased objectivity and transparency
• towards extensive use of ICT confirming scalability and robustness
• in terms of simplification of the process drastic reduction in number of questions, size of the report, visit days, and so on
• in terms of boosting benchmark as quality improvement tool. This has been attempted through comparison of NAAC indicators with other international QA frameworks
• introducing Prequalifier for peer team visit
• introducing System Generated Scores (SGS) with combination of online evaluation (about 70%) and peer judgement (about 30%)
• in introducing the element of third party validation of data
• in providing appropriate differences in the metrics, weightages and benchmarks to universities, autonomous colleges and affiliated/constituent colleges
• in revising several metrics to bring in enhanced participation of students and alumni in the assessment process.
Presentation at State level FDP at Government Arts College, Kangayam, Tamil Nadu by Dr.M.Madhavan, Coordinator, IQAC, Arignar Anna Government Arts College, Namakkal
Naac presentation education department - central university of keralaThiyagu K
This power-point was prepared for the purpose of NAAC Peer team visit to our Department of Education, Central University of Kerala on 25th October 2016. It is my pleasure to share our department profile power-point in this social platform...
Proposed by NAAC, IQAC or Internal Quality Assurance Cell is a structure that helps educational institutions to improve their work processes and achieve learning outcomes & objectives.
The document discusses accreditation in technical education. It provides definitions of key terms like accreditation, National Board of Accreditation (NBA), and explains the purpose of accreditation. It outlines the objectives and authorities of NBA. The benefits of accreditation for institutions, students, and employers are highlighted. Eligible programs, fees, and policies of the accreditation process are summarized.
An overview on the National Board of Accreditation (NBA). This slide presentation covers the basic steps of accreditation and the assessment criteria of the NBA. Outcome Based Education (OBE) is also mentioned accordingly.
This document provides an overview of the revised accreditation framework for NAAC. Some key points:
- The process involves institutional registration, submission of an Institutional Information for Quality Assessment, uploading a Self Study Report online, undergoing Data Validation and Verification, and potentially a Peer Team Visit.
- The Self Study Report involves both qualitative and quantitative metrics across 7 criteria, with 70% evaluation done online and 30% onsite.
- Institutions must meet a minimum score on quantitative metrics to be eligible for the optional Peer Team Visit, which focuses on qualitative metrics.
- Based on scores across criteria, institutions will receive an overall grade between A++ and D, determining their accreditation status.
NAAC Presentation - Dr HK Garg, Sarojini Naidu Govt Girls College BhopalPROFESSOR Dr. H.K. Garg
This presentation is an overview of all necessary facts & figures pertaining to our College for assessment and accreditation. It is not a more plethora of achievements; rather, it is revelation of a path we have adhered to. Let us invite you to reel through the pages and be a part of our legacy.
Prof HK Garg, Coordinator IQAC & NAAC Steering Committee.
The document discusses the National Assessment and Accreditation Council (NAAC) process for assessing and accrediting higher education institutions in India. It provides details on the revised assessment framework, including the three levels of accreditation (Institutional Information for Quality Assessment, Self Study Report, and Onsite Assessment), key assessment criteria and metrics, and the process for applying for accreditation and re-accreditation. It also outlines some best practices for higher education institutions to improve quality.
This document discusses teaching-learning and evaluation processes. It begins with an introduction on the importance of effective teaching-learning and how it should be outcome-based and promote the advancement of knowledge. It then provides a brief historical background of modern teaching pedagogy from the 1950s to present. Some key concepts in teaching-learning and evaluation are then outlined such as identifying student learning styles and examples of teaching-learning methods like problem-based learning and participative learning. The document also discusses evaluation processes and attaining program and course outcomes. It concludes with remarks on the need for examination procedures to better evaluate student learning rather than just syllabus.
NAAC is an organization established in 1994 that assesses and accredits higher education institutions in India. It aims to contribute to national development, foster global competencies in students, and promote excellence through inculcating values, technology use, and quality education. NAAC evaluates institutions to identify strengths and weaknesses, provide objective data to funders, and inform society about quality. Its objectives are to assess institutions for continuous quality improvement in teaching, learning, research, self-evaluation and innovation. NAAC devises accreditation mechanisms, assesses quality using international criteria, and recommends norms for teaching and research improvement.
The document outlines the new scheme of education and training introduced by the Institute of Chartered Accountants of India. Some key points:
- The new scheme redefines the curriculum with 6 papers each at the intermediate and final levels and introduces 2 years of uninterrupted practical training.
- It focuses on experiential learning through self-paced online modules, multi-disciplinary subjects, ethics and emerging technologies.
- Exams will have 30% MCQ questions at intermediate and final levels. Students can exit with a Business Accounting Associate recognition after intermediate.
- The conversion scheme automatically moves existing students to the new scheme after the November/December 2023 exams. It provides exemptions and outlines exam
Ca intermediate registration & eligibilityRohan Jakhade
CA Intermediate Eligibility
With the introduction of revised scheme of education, CA Intermediate, previously known as CA IPCC, examinations were conducted for the first time in May, 2018. The next exams are going to happen in November, 2018 and further in May, 2019.
The document provides guidelines for partner institutions of the University. It outlines rules regarding incomplete applications, simultaneous registration in multiple programs, re-registration, re-admission, refunds, changing courses or programs, counseling and examinations, address changes, transferring between institutions, official transcripts, program recognition, and credit transfer. Key details include late applications will not be considered, the maximum duration students can be re-admitted for additional time to complete a program, fees for changing courses or transferring institutions, and that degrees are recognized by other Indian universities.
The document summarizes California's Education Technology K-12 Voucher Program, which resulted from a legal settlement to provide $500 million in vouchers to eligible K-12 public schools. Schools with at least 40% of students eligible for free/reduced lunch qualify. Vouchers between $98-150 per student can be redeemed for approved hardware, software, professional development and services to support schools' technology plans through 2022. The application process and voucher redemption procedures are outlined, along with restrictions and guidance from the Settlement Claims Administrator.
This document provides information about coaching and guidance offered for the Government Diploma in Co-operation & Accountancy (GDC&A) and Certificate in Co-operative Housing Management (CHM) examinations in Maharashtra, India.
It outlines the benefits of passing the GDC&A and CHM exams, which include career opportunities in the co-operative sector such as working as a consultant, internal auditor, accountant, or society manager. The document also provides details about the exam dates and centers, application process, eligibility criteria, fees, syllabus, and guidelines for the 2015 GDC&A and CHM exams.
The document announces job openings at the Centre for Development of Advanced Computing (C-DAC) in Mohali, Punjab, India. C-DAC is looking to fill 33 positions such as Project Manager, Project Engineer, and Project Associate on a contract basis. The positions involve work related to areas like high performance computing, cyber security, artificial intelligence, and more. Interested candidates meeting the eligibility criteria must apply online by September 30, 2021 by paying a 500 rupee application fee, except for female candidates, SC, ST, PwD and EWS categories. Shortlisted candidates will be informed about the written test and interview dates. Final selection will be based on performance in the written test and interview.
ICAI Proposed scheme of Education and Training PPT.pdfhozefanatalwala1
The document proposes revisions to the scheme of education and training for Chartered Accountants in India. Key changes include reducing the total time period to become a CA to 42 months from 48 months currently, decreasing the duration of practical training from 36 to 24 months, introducing self-paced online modules, and increasing emphasis on ethics and IT integration. Examinations at each level would be restructured to assess a variety of skills through case studies and inter-disciplinary questions. The goal is to make the curriculum more globally relevant, industry-oriented, and aligned with the National Education Policy.
The document provides guidelines for the Provisional Accreditation for Colleges (PAC) process of the National Assessment and Accreditation Council (NAAC) in India. It outlines the objectives of PAC as widening accreditation, accommodating colleges not eligible for regular accreditation, providing feedback on improvements needed, and identifying and supporting colleges preparing for regular accreditation. It details eligibility conditions such as having completed one academic year and a maximum of two consecutive PACs. It also describes the application process, peer review procedures, outcome measures, and validity of PAC for two years to encourage colleges to pursue full accreditation.
The document provides guidelines for higher education institutions (HEIs) regarding the data validation and verification process of the National Assessment and Accreditation Council (NAAC). It outlines general guidelines such as only uploading original signed documents, hosting documents over 5MB on the institution's website, and responding to all clarification requests. It also provides specific guidelines on topics like geo-tagging photos, avoiding duplicating data across metrics, and defining key terms. The document is intended to help HEIs properly submit and verify documents for the NAAC assessment process.
This document provides information about admissions to the MBA (Executive) Program at the University of Kashmir for the 2020 academic session. It outlines the eligibility requirements, selection process, important dates, and application procedures. Candidates with a bachelor's degree and 3 years of managerial experience can apply. Selection will be based on a written test, group discussion, interview, and work experience. Online applications can be submitted between September 21st and 30th, 2020. Shortlisted candidates will be notified about admission.
The University Grants Commission (UGC) has made NAAC Accreditation mandatory by 2022. It very much indicates the attention the NAAC is drawing lately. Institutes, colleges, and universities are using NAAC as a benchmark to authenticate their excellent standards.
The document provides information about the Chartered Accountant (CA) credential in India, including the eligibility requirements, course structure, exam process and statistics. The CA course in India consists of three levels - Foundation, Intermediate, and Final. It is conducted by the Institute of Chartered Accountants of India and takes 3-7 years to complete, with a low pass percentage. The document also summarizes alternative accounting certifications like the US CPA and UK's ACCA, which have higher pass rates and are completed in less time than the CA.
The document outlines PEAC's alternative recertification protocols for the 2020-2021 school year in light of the COVID-19 pandemic. It discusses conducting recertification remotely and digitally using online platforms to assess institutional quality and compliance with standards within quarantine parameters. Evidence of compliance will be submitted digitally through documents, video recordings, and online meetings. Schools must show continued efforts to meet standards and how programs have been adapted for the interim. A school recovery and readiness assessment tool and plan are presented to help schools address concerns from the pandemic and transition to different learning modalities.
The document announces recruitment for 150 Assistant, 50 Associate and 100 Assistant Manager positions. Candidates meeting the eligibility criteria of nationality, age, educational qualifications and computer skills can apply online by September 6, 2018. The selection will involve an online exam in October 2018 followed by an interview. The notification provides pay scales and allowances for the roles.
The document proposes revisions to the scheme of education and training for chartered accountants in India. Key changes include reducing the total time period to become a CA to 42 months from 48 months currently, integrating ethics and IT across all subjects, introducing specialization electives and self-paced online learning modules, and conducting examinations for all levels more than twice a year. The constitution of a new Committee for Review of Education and Training commenced the process of revising the scheme to align it with international standards and the National Education Policy.
This document provides an overview of the university accreditation process conducted by the National Assessment and Accreditation Council (NAAC) in India. It discusses the advantages of accreditation, eligibility criteria, key steps in the process like submitting the Institutional Information for Quality Assessment (IIQA) and Self-Study Report (SSR). It also describes the Quality Indicator Framework (QIF) used for assessment, including the seven criteria and their associated metrics. The accreditation process aims to help universities evaluate their strengths, weaknesses and improve the quality of education.
The document provides information about various entrance exams, eligibility criteria, exam patterns, and admission processes for MBA programs in Telangana, India. It discusses exams like TS ICET, CAT, MAT and their syllabi. It outlines the eligibility for these exams including required qualifications, reservation policies, and documents needed for counseling. It also provides details about the admission processes after qualifying exams, including timelines, shortlisting criteria at different stages and joining requirements. Overall, the document serves as a guide for MBA aspirants in Telangana on important entrance exams, eligibility and the complete admission process.
There are three eligibility criteria and selection procedures for admission to BIMTECH programs:
1. 90% of seats are filled through merit-based admission which requires a minimum 50% in graduation, a valid CAT/XAT/GMAT score, and selection through GD/PI and academic criteria.
2. 10% of seats are filled through other categories including corporate sponsored, NRI, NRI sponsored, and international students which require the same academic eligibility but separate selection criteria weighting GD/PI, work experience, and academic scores differently.
3. The selection process involves applying online, appearing for GD and PI if shortlisted based on academic and test scores, with final admission determined by overall merit calculated based on
The document provides information about the Graduate Aptitude Test in Engineering (GATE). GATE is an examination that tests undergraduate and post-graduate level subjects in engineering, technology, architecture, and science. It is jointly administered by IITs and IISc. A valid GATE score is required for admission and financial assistance for post-graduate programs at institutes supported by MHRD. The document outlines eligibility, application process, examination pattern, results, and use of GATE scores for admission and employment purposes.
Similar to Assessment & Accreditation Process of NAAC in Revised Accreditation Framework_Dr. Ruchi Tripathi_NAAC Blore.pdf (20)
This document summarizes the National Ethical Guidelines for Biomedical and Health Research Involving Human Participants released by the Indian Council of Medical Research (ICMR) in 2017. The guidelines cover 12 sections that establish general ethical principles, review procedures, informed consent processes, and regulations for research involving vulnerable groups or children. Key points include requirements for ethics committee review and clinical trial registration, guidelines for informed consent depending on the situation, ownership of biological materials and data, and conducting research during emergencies or with vulnerable populations.
The document discusses Academic Performance Indicators (API) for evaluating faculty performance for career advancement under the Career Advancement Scheme (CAS) in universities and colleges. It outlines the categories and sub-categories of activities considered for API scoring, including: Category I for teaching, learning and evaluation; Category II for professional development, co-curricular and extension activities; and Category III for research and academic contributions. Tables are provided to calculate scores for each category based on hours spent on related activities. Minimum scores required at different stages are also indicated. The document provides an example calculation.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document provides information about electrocardiograms (ECGs):
1) It defines an ECG as the physical translation of the electrical phenomena created in the heart muscles and produced as a graph by an ECG machine.
2) It describes how ECGs can be used to identify arrhythmias, ischemia, chamber hypertrophy, and other cardiac conditions.
3) It explains the basics of heart anatomy including the four chambers and valves, and how the electrical conduction system generates and transmits electrical impulses to trigger contractions.
AYUSH-Report of Steering Committee on AYUSH for 12th Five Year PlanDr. Sreedhar Rao
The document is a report from the Steering Committee on AYUSH for the 12th Five Year Plan (2012-2017).
The report provides an introduction and overview of the committee's work. It notes that the committee was formed to help formulate recommendations for the development of AYUSH systems in India's 12th Five Year Plan. The report reviews the progress of AYUSH schemes in the 11th Plan and provides strategic recommendations for the 12th Plan with a focus on education reforms, health services, quality standards, and research. The committee advocates aligning AYUSH programs and policies with India's national health goals and utilizing existing AYUSH infrastructure and resources.
10% of the total project cost
Junior Research Fellow: 15% of the total project cost
Technician: 10% of the total project cost
Chemicals/Glassware: 10% of the total project cost
Consumables: 10% of the total project cost
Travel: 5% of the total project cost
Contingency: 5% of the total project cost
Equipment: 25% of the total project cost (non-recurring)
Overheads: 10% of the total project cost
Total: 100% of the total project cost
The financial norms are indicative and may vary depending upon the nature of the project. However, the total cost ceiling would
Ultrasound uses high-frequency sound waves to produce images of the inside of the body in real-time without using radiation. It is widely used due to its availability, low cost, speed, and ability to show internal structures and blood flow. Common uses include examining organs like the heart, liver, and kidneys, as well as guiding procedures, imaging breasts and blood vessels, and assessing fetal development in pregnancies. The procedure works by a transducer sending sound waves into the body and receiving echoes to create images based on the return signal.
MRI uses magnetic fields and radio waves to produce detailed images of organs and tissues in the body. It is commonly used to evaluate the chest, abdomen, pelvis, and breasts to diagnose conditions like tumors, heart problems, and liver or kidney diseases. During an MRI exam, the patient lies still inside the machine while images are taken. MRI has benefits over other tests as it does not use radiation and can clearly depict soft tissues, though movement can cause blurred images and certain implants are not compatible.
CT scans provide detailed cross-sectional images of the body by combining x-rays with computer technology. CT scans are useful for diagnosing many medical conditions by allowing physicians to examine tissues and organs. While CT scans provide valuable medical information with minimal risks, they do involve exposure to radiation, so the benefits must be weighed against the risks for each individual patient's circumstance.
This document provides an overview of a chest x-ray procedure, including:
- What a chest x-ray is and its common uses such as evaluating the lungs, heart, and chest for conditions like pneumonia or lung cancer.
- How the procedure is performed, including positioning the patient and obtaining frontal and lateral x-ray images.
- How chest x-rays work by exposing the chest to low-dose radiation and producing images based on tissue density.
- The benefits of chest x-rays in providing fast, low-risk imaging to diagnose chest conditions, weighed against the small radiation exposure risk.
- Key anatomy seen on chest x-rays like the lungs, heart borders, f
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Need for Objective, transparent and robust system of
accreditation
A methodology that can emphasize more on objectivity
and rule out subjective judgement
A framework that can establish scores quantitatively.
Integrate performance of the institution in Seven broad
criteria (about 70%) including Student Satisfaction
Survey, perception of the Peer group (about 30%).
Performance of the institutions can be analysed as
metric level, Key indicator level or criteria level.
The methodology that is transparent and completely
ICT enabled, so that assessment results can be
obtained quickly.
Strategies for un-influential results and can be best
representation of the real world
3. The preparation of RAF began in June 2016
By forming different Core Work groups the design
and metrics started then
The formalities of development of portal based
application processing was initiated in June 2016,
initially designed to be a window based process.
By July 2017, the first window was inaugurated
and the maiden process of RAF began.
Many hurdles and challenges were faced and
resolved during the implementation phase.
➢Introducing key indicators on Alumni engagement
and Student satisfaction survey.
Data validation by external professional agencies
4. ➢ Total 13072 accreditation visits (includes multiple
cycles) covering 598 universities and 12474
colleges.
➢ Grade Break Up of Institutions accredited as on
09/08/2019. 1891 Institutions are A grade, 5523
Institutions are B grade & 950 Institutions are C
grade
➢ Facilitating quality and excellence by establishing
Internal Quality Assurance Cells (IQACs) and
series of good practices and quality initiatives.
➢ System Generated scores(SGS) with combination of
online evaluation(70%) quantitative data based
and peer judgment (30%) qualitative data based
➢ Significant difference in evaluation of Universities,
Autonomous Colleges and Affiliated/Constituent
Colleges.
➢.
5. (IIQA)- Rs. 25,000/- + GST 18%.
General College with multi faculty
viz., i.e. Arts, Commerce and Science
- Rs. 1,85,000/- + GST18%.
General College with mono faculty
viz., Arts/Commerce/Science/or
any other – Rs. 1,25,000/- +
GST18%.
For Universities and Professional
Institutions:- 1 to 10 departments -
Rs. 3,75,000/-+ GST18%. More
than10 departments - Rs.
7,50,000/- + GST18%
The accreditation fee will be
limited to a maximum amount of
Rs. 7,50,000/- + GST18%, per
institution.
Logistics Fee: for Colleges
Rs.1,50,000/- + GST 18% for
Universities & Professional
Institution Rs.3,00,000/- + GST
18%
Higher Education
Institutions (HEIs),
with a record of at
least two batches of
students graduated,
or been in existence
for six
years, whichever is
earlier, are eligible to
apply for the process
of Assessment and
Accreditation (A&A) of
NAAC, and fulfil the
other conditions or
are covered by the
other provisions, if
any.
6. 1. Institutional Information for Quality
Assessment (IIQA)
2. Self-Study Report (SSR)
3. Data Validation and Verification (DVV)
4. Student Satisfaction Survey (SSS)
5. Peer Team Visit.
6. Institutional Grading.
7. Registration
Institutional Information for Quality Assessment (IIQA)
30 to
45 days
Self Study Report (SSR) (minus Optional Metrics)
Yes
No ?
Data Validation and Verification (DVV) for QnM
30
days
Student Satisfaction Survey (SSS)
Pre-
qualification
Peer Team Visit (PTV) for QLM
No ?
Update
Of SSR
QnM+QlM
Calculation of CGPA and Declaration of Results
RAF flow chart:
9. www.naac.gov.in
Apply online
Apply
HEI Login
New Registration
Institution mail id is log in id
& {Name of Institutions, Type
of Institution, AISHE(C-college,
S- stand alone college), email
ID, Mobile number & Are you
previously Accredited-yes, no}
After completion of
registration, an auto-generated
email to the registered email id
which contains a link for
activation along with login
credentials for accessing the
HEI portal.
The link for activating the HEI
portal is valid with in 7 days
10. On successful Completion of Registration, a HEI
portal is created which is specific to your
Institution. For all future submissions HEI may
login to their portal (HEI portal) with the
credentials (Institutional Email id, Password)
which are received in HEI’s registered email id.
Institution needs to submit all applications, send
communications to NAAC only through HEI
portal.
In case you have forgotten the password, Click on
“Forgot Password” option and follow the
instructions to reset the password.
For any queries regarding credentials please
contact NAAC helpdesk naachelpdesk@gmail.com .
In all your communications, kindly mention
College Name, AISHE ID/ Track ID and Contact
number.
11. Institution has to submit the IIQA application
through the HEI portal. Please note the system
will automatically display the Cycle number in
the IIQA application based on the registration
record.
Using the tabs (Basic Eligibility, Affiliation
Compliance, Profile Information, Academic
Information, Quality Information) proceed for
completing and submitting the IIQA
Please verify and edit the data/information
prior to submission.
For IIQA fee details, please visit NAAC website.
NAAC accepts only online Payments.
All documents to be uploaded in pdf format
only and should not exceed 1 MB.
12. Affiliating University(ies) letter(s) for the current academic
year for all the programs offered by the HEI. In case the HEI is not
having affiliation for the current academic year (for all or some of
the programs offered), the HEI need to submit the latest
affiliation letter(s) along with the copy of the request letter /
application and fee details (as applicable) sent to the University
for renewal of affiliation.
Approval of UGC/MHRD/State government for establishment
of the University(in case of University)
Current academic year approval letter from Statutory
Regulatory Authority (SRA) like AICTE, MCI, BCI, PCI, etc... if
applicable. However in case of BCI, if the HEI does not have the
approval letter for the current academic year then HEI need to
submit University affiliation letter for the current academic year
for all the programs covered under BCI. Along with the above the
HEI should submit a copy of the latest BCI approval and the copy
of the application and fee submitted to BCI for extension of
approval for the current year.
13. Colleges with CPE / CE / UPE Status – Latest letter from UGC
awarding CPE / CE Status.
Autonomous Colleges- Latest letter from UGC conferring
Autonomous Status.
Upload the latest AISHE certificate which specifies correct
college name. Do not upload the PRINT COPIES of detailed
data sheets uploaded on AISHE portal. All the institutions
intending to apply for Assessment and Accreditation by NAAC
need to mandatorily upload the information on All India
Survey on Higher Education (AISHE) portal. AISHE code
(reference number) is one of the requirements for Registration.
If there is a change in name, submit approval of the affiliating
University indicating the change. HEIs covered by any SRA /
UGC should also submit the approvals from the respective
SRA/UGC indicating the change.
Standalone institutions should submit equivalence
certificate (UG/PG) from AIU or any other governmental
agencies.
Submit SRA or other governmental agencies approval for
standalone institutions.
14. Stand alone institutions should submit their SSR
using autonomous manual.
Upload AQARs in the website and provide
URL/web links in IIQA (applicable for institutions
applying for Cycle 2 and subsequent cycles).
Undertaking by the HEIs complying with rules
and regulations of Central Government/State
Government, UGC, Affiliating University and other
applicable SRA in the prescribed format of NAAC.
Self declaration with respect to Affiliation status
in the prescribed format of NAAC.
UGC 2f/12(B) recognition certificate(s) along with
latest Plan /General Development Grant release
letter from UGC (if applicable).
15. 1. Kindly provide the English translated version of all the
documents with self attestation if the documents are in regional
language.
2. Ensure the name of the Institution is same in IIQA
application, affiliation letter(s), SRA approval letter(s) (if
applicable), UGC letter granting autonomous status (if
applicable) and AISHE certificate submitted. Otherwise, IIQA
application may not be processed further.
3. Ensure that the previous four years AQARs are uploaded on
the HEI website (applicable for institutions applying for Cycle 2
and subsequent cycles).
4. Ensure that the HEI website is functioning.
5. When an institution undergoes the accreditation process
for the first time it is referred to as cycle 1 and the
subsequent A & A process are referred as cycle 2, 3, etc. If
your institution is accredited by NAAC at any point of time
under any methodology, HEI need to apply for cycle 2
(reassessment and revisit are counted as within the same cycle).
Similarly if institution is accredited by NAAC twice
(reassessment and revisit are not counted for this purpose), HEI
need to apply for cycle 3 and so on. Kindly ensure that the
correct cycle number is entered during registration
16. 6. Re-assessed institution cannot come for another re-assessment in
the same cycle.
7. During registration process kindly ensure that the AISHE code of the
institution as mentioned in the AISHE certificate only is entered.
8. Details of all the programs offered at the institution including PG
Diploma must be entered in IIQA. But only number of Certificate /
Diploma programs needs to be mentioned Program Details of
Certificate/Diploma programs need not be entered. Please ensure that
the program details are entered by mentioning the subject
combinations in the field “Specialization” for general programs
whereas for Honours program, subject specialization may be entered.
9. If there is any discrepancy in the data/information provided or the
required documents are not submitted by the HEI, a clarification will
be sent by the coordinator to the HEI portal. The clarification
should be answered only through HEI portal. The HEI need to
provide the clarification and the required documents (if any) within
the timeline. During Clarification, some of the columns will be
enabled for editing so that correct and appropriate information to be
provided in IIQA.
17. 10.All the notifications, communications, alerts and
timelines with respect to application for A & A
process are available on the HEI portal. Please log on
to HEI portal regularly.
11.Stand alone institutions are considered as
autonomous institutions for the purpose of
Assessment and Accreditation.
12.HEIs can apply for A & A process throughout the
year. There is no timeline for registration and
submission of IIQA. However, HEIs should submit SSR
within 45 days from the date of acceptance of IIQA.
Otherwise, HEI need to come afresh by applying IIQA
paying the requisite fee.
13. Before submission of data/information please view the
tool tips by moving the cursor on the question mark
symbol at appropriate places in the IIQA application.
18. IIQA Application Process
Basic
Institution
Eligibility
Affiliation /
SRA
Compliance
HEI
Academic
Data Inputs
HEI
Document
Verification
Application*
Fees
Payment
In case of rejection of IIQA
application, HEI may resubmit
IIQA applications for
maximum of three attempts
without IIQA fees , including
the rejection attempt within
the period of a year
HEIs may submit online application of IIQA round the
year with effect from 1st June 2018
Supported by
uploading essential
documents
Accepted
Yes
No
Resubmit
IIQA
SSR
Application
19. Details of various data required for filling up the
online format of the Self - Study Report, viz.,
1. Executive Summary
2. Profile of the Institution
3. Extended Profile of the Institution
4. Quality Indicator Framework (QIF)
5. Data Templates / Documents (Quantitative
Metrics)
6. Optional Metrics
20.
21. 1-Executive Summary
Executive Summary highlighting the main features
of the Institution including
◦ * Introductory Note on the Institution: location,
vision mission, type of the institution etc.
Preface to be added
◦ * Criterion-wise Summary on the Institution’s
functioning in not more than 250 words for each
criterion.
◦ Brief note on Strength Weaknesses
Opportunities and Challenges (SWOC) in
respect of the Institution.
◦ * Any additional information about the
Institution other than ones already stated.
◦ * Over all conclusive explication about the
institution’s functioning - The Executive
summary shall not be more than 5000 words
22. 1.Basic Information: Name and Address of the College:
2. For Communication: Principal, Vice-Principal & IQAC Co-
ordinator
3. Status of the Institution: Affiliated College, Constituent College,
Any other (specify)
4. Type of Institution: a. By Gender i. For Men ii. For Women iii.
Co-education b. By Shift i. Regular ii. Day iii. Evening
5. Is it a recognized minority institution? Yes, No
6. Sources of funding: Government, Grant-in-aid, Self- financing
Any other
7. a. Date of establishment of the college
b. University to which the college is affiliated /or which
governs the college (If it is a constituent college)
c. Details of UGC recognition
d. Details of recognition/approval by statutory/regulatory
bodies like AICTE, NCTE, MCI, DCI, PCI, RCI etc (other than
UGC).
23. 8. Does the affiliating university Act provide for conferment of
autonomy (as recognized by the UGC), on its affiliated colleges?
Yes No If yes, has the College applied for availing the autonomous
status? Yes No
9. Is the college recognized a. by UGC as a College with Potential for
Excellence (CPE)? Yes No If yes, date of recognition: ………
10. Location of the campus and area in: sq.mts: Location, Campus
area in sq. mts. Built up area in sq. mts
11. Details of programmes offered by the college (Give data for
current academic year)
12. Please fill in the following details if applicable: Number of
programs Self-financed programmes offered New Programmes
introduced during the last five years
13. List the departments: (respond if applicable only and do not list
facilities like Library, Physical Education as departments, unless
they are also offering academic degree awarding programmes.
Similarly, do not list the departments offering common compulsory
subjects for all the programmes: Science Arts Commerce Any Other
(Specify)
14. Number of teaching and non-teaching positions in the
Institution: Teaching faculty Positions Non-teaching Technical
Professor Associate Assistant staff .
15. Qualifications of the teaching staff: Permanent teachers
D.Sc./D.Litt. Ph.D. M.Phil. PG. Temporary teachers Ph.D. M.Phil.
PG Part-time teachers Ph.D. M.Phil. PG
24. 16. Number of Visiting Faculty /Guest Faculty engaged with the College.
17. Furnish the number of the students admitted to the college during
the last four academic years: SC ST OBC General Others
18. Details on students enrollment in the college during the current
academic year: Type of students UG,PG, M. Phil, Ph.D. Total Students
from the same state where the college is located Students from other
states of India NRI students Foreign students Total
19. Please fill in the following details if applicable: Unit Cost of Education
Including Salary Component Excluding Salary Component * (Unit cost =
total annual recurring expenditure (actual) divided by total number of
students enrolled )
20. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and
reassessment only) Cycle 1: ……………… (dd/mm/yyyy) Accreditation
Outcome/Result….…....Cycle2: ……………… (dd/mm/yyyy) Accreditation
Outcome/Result….…....Cycle3: ……………… (dd/mm/yyyy) Accreditation
Outcome/Result…….....Cycle4:………………. (dd/mm/yyyy) Accreditation
Outcome/Result…….....
21. Date of establishment of Internal Quality Assurance Cell (IQAC) IQAC
…………………… (dd/mm/yyyy)
22. Details regarding submission of Annual Quality Assurance Reports
(AQAR) to NAAC AQAR (i) ……………… (dd/mm/yyyy) AQAR (ii)
……………… (dd/mm/yyyy) AQAR (iii) ……………… (dd/mm/yyyy) AQAR
(iv) ……………… (dd/mm/yyyy
25. Extended profile contains all the questions which are basically
the figures of denominators of the formulas used for
calculation of various Quantitative Metric values.
1-Programme:
1.1 Number of courses offered by the Institution across all programs
during the last five years.
2-Student:
2.1 Number of students year wise during the last five years
2.2 Number of seats earmarked for reserved category as per GOI/
State Govt rule year wise during the last five years
2.3 Number of outgoing/ final year students year wise during the
last five years
3-Academic:
3.2 Number of full time teachers year wise during the last five years
3.3 Number of Sanctioned posts year wise during the last five years
4. Institution:
4.1 Total number of Classrooms and Seminar halls _______
4.2 Total expenditure excluding salary year wise during the last five
years (INR in lakhs)
28. Criteria Key Indicators Universiti
es
Autonomou
s
Colleges
Affiliated /
Constituent
Colleges
1.
Curricular
Aspects
1.1 *(U)Curriculum Design and
Development
50 50 NA
1.1. *(A) Curricular Planning and
Implementation
NA NA 20
1.2 Academic Flexibility 50 40 30
1.3 Curriculum Enrichment 30 40 30
1.4 Feedback System 20 20 20
Total 150 150 100
2.
Teaching-
Learning
and
Evaluation
2.1 Student Enrolment and
Profile
10 20 30
2.2 Catering to Student Diversity 20 30 50
2.3 Teaching-Learning Process 20 50 50
2.4 Teacher Profile and Quality 50 60 80
2.5 Evaluation Process and
Reforms
40 40 50
2.6 Student Performance and
Learning Outcomes
30 50 40
29. Criteria Key Indicators Universities Autonomou
s
Colleges
Affiliated /
Constituent
Colleges
3.
Research,
Innovations
and
Extension
3.1 Promotion of Research
and Facilities 20 20 NA
3.2 Resource Mobilization for
Research
20 10 10
3.3 Innovation Ecosystem 30 20 10
3.4 Research Publications
and Awards
100 20 20
3.5 Consultancy 20 10 NA
3.6 Extension Activities 40 50 60
3.7 Collaboration 20 20 20
Total 250 150 120
4.
Infrastructu
re and
Learning
Resources
4.1 Physical Facilities 30 30 30
4.2 Library as a Learning
Resource
20 20 20
4.3 IT Infrastructure 30 30 30
4.4 Maintenance of Campus
Infrastructure
20 20 20
Total 100 100 100
5. Student
Support
5.1 Student Support 30 30 50
5.2 Student Progression 40 30 45
30. Criteria Key Indicators Universities Autonomou
s
Colleges
Affiliated /
Constituent
Colleges
6.
Governance
,
Leadership
and
Managemen
t
6.1 Institutional Vision and
Leadership 10 10 10
6.2 Strategy Development and
Deployment
10 10 10
6.3 Faculty Empowerment
Strategies
30 30 30
6.4 Financial Management and
Resource Mobilization
20 20 20
6.5 Internal Quality
Assurance System
30 30 30
Total 100 100 100
7.
Institutiona
l Values
and Best
Practices
7.1 Institutional Values and
Social Responsibilities 50 50 50
7.2 Best Practices 30 30 30
7.3 Institutional
Distinctiveness
20 20 20
Total
100 100 100
31. 2.7 - Student satisfaction Survey 30 50 50
3.3 - Innovation Ecosystem 30 20 10
5.4 - Alumni Engagement 10 10 10
7.1 - Institutional Values and Social
Responsibilities 50 50 50
7.2 - Best Practices 30 30 30
7.3 - Institutional Distinctiveness 20 20 20
The highlights of present QIF is as follows:-
32. Stakeholders’ Satisfaction
Input Process Output
• Students
• Curricula
• Faculty staff
• Non-teaching staff
• Facilities &
Infrastructure
• Teaching
resources
• Teaching &
Learning
• Staff
development
• Student support
& evaluation
• Research
• Administration
• Skilled and
employable
graduates
• Research
publications &
output
• Contribution to
community
32
33. Qualitat
ive/
Quantit
ative
Metrics
1.3. Curriculum Enrichment
(30)
Benchmark Values
4 3 2 1 0
1.3.1
QlM
Institution integrates cross cutting
issues relevant to Gender,
Environment and Sustainability,
Human Values and Professional
Ethics into the Curriculum
(10)
1.3.2
QnM
Number of value-added courses
imparting transferable and life skills
offered during the last five years
(10)
≥AA AA-BB BB-CC DD-CC <DD
1.3.3
QnM
Percentage of students enrolled in the
courses under 1.3.2 above
(5)
≥AA AA--BB BB-CC DD-CC <DD
1.3.4
QnM
Percentage of students undertaking
field projects / internships ≥AA AA–BB BB–CC DD–CC <DD
Example: Qualitative Metric (QlM) and Quantitative Metric (QnM)
34. (Quantitative Metrics) The online formats (Templates) for submitting
data with respect to Quantitative Metrics (QnM) are given in
consecutive pages. Kindly Note: For each Quantitative Metric the
kinds of data to be uploaded are indicated in tabular form and/ or
documents required are listed.
➢ Documents such as minutes of meeting, decisions, statements of
accounts, award letters, letters of appointments, etc., need to be
uploaded as required; wherever these are in bulk, hyperlinks to the
appropriate website be given.
➢ There could be some variation in the metrics from the QIF; this is
due to rendering it to the IT format for online submission.
35. Data Templates and suggested Documents for verification –
Universities (Quantitative Metrics)
Sl. NO. Criterion I – Curricular Aspects
Key Indicator - 1.1 Curriculum Design and Development
1 1.1.2 Percentage of programs where syllabus revision was carried out during the last five
years
Program Code of revised
syllabus
Program name of revised
syllabus Year of revision
Documents:
• Minutes of relevant Academic Council/BOS meeting
• Institutional data in prescribed format.
2
1.1.3 Average percentage of courses having focus on employability/ entrepreneurship/ skill
development
Name of the
Course Course Code
Name of the
Program
Activities with direct bearing on
Employability/ Entrepreneurship/
Skill development
Year of
introduction
Documents:
• Program/ Curriculum/ Syllabii of the courses
• Minutes of the Boards of Studies/ Academic Council meetings with approvals for these
courses.
• MoU’s with relevant organizations for these courses, if any.
• Institutional data in prescribed format.
36. In this diversified education system of India, there
can be few metrics which may not be applicable to
the HEIs. Thus in order to facilitate the HEIs, NAAC
has come out with this concept of Non Applicable
Metrics.
Thus the provision is made for the HEIs to opt out
some of the metrics which may not be applicable to
them for various reasons.
The rules for opting out non applicable metrics:
a) Maximum weightage of metrics that can be opted out
shouldn’t exceed 50 (up to 5%).
b) Metrics with maximum of total 20 weightage per
criteria can only be opted out.
37. c) All metrics in Criterion 7 are essential. None of the
metrics in this Criterion can be opted out.
d) Metrics identified as essential cannot be opted
e) Qualitative metrics cannot be opted out.
•The essential metrics across 6 criteria have been
identified for Universities, Affiliated/constituent
colleges and Autonomous Colleges which cannot be
opted out.
•The calculation of Cumulative Grade Point Average
(CGPA) of Higher Education Institutions (HEIs) will be
done excluding the 5% metrics as opted out by the
HEIs.
•This decision is aimed at helping HEIs, as they will not
be assessed on metrics not applicable to them.
•HEIs willing to opt out the 5% of non applicable
metrics need to exercise the same, prior to final
submission of SSR to NAAC.
38.
39. The Quantitative Metrics (QnM) of SSR will be sent for
Data Validation and Verification (DVV) Partners.
Total Metrics in Universities =137 out of which 99 are
(QnM) Metrics.
Total Metrics in Autonomous Colleges =136 out of which 98
are (QnM) Metrics.
Total Metrics in Affiliated/Constituent Colleges =121 out of
which 80 are (QnM) Metrics.
Institutions found to be providing incorrect
information/data for Quantitative metrics, during
validation and verification stage will be asked for
clarifications.
There is a fixed timeline for the entire DVV process.
Institutions are supposed to respond within stipulated time
given by DVV partner, during DVV clarification stage.
On the basis of clarifications submitted by the HEIs, the
data will be again sent for DVV Partners.
40. After DVV process, a DVV
Deviation report will be
generated.
Extended Profile Deviation
Metrics Level Deviation
Status of each deviated metric
will be classified a follows:
1. No Answer Change
2. HEI Clarification Accepted
3. DVV Suggestion
Recommended
4. Changed after
Clarification
41.
42.
43.
44.
45. ➢ Third Party Validation and Verification Process
➢ HEI provide the supporting documents during the SSR submission
to facilitate speedy DVV clarification process.
➢ It is mandatory to respond to DVV clarification raised in extended
profile and metrics with in stipulated time
➢ It is mandatory to fill the Data Template
➢ The NAAC Portal supports only 5MB data. If size of the document
exceeds 5MB, the HEI can host the supporting document(s) on the
HEI’s website and provide the link of the same in the template
and/or in the HEI-DVV clarification response box.
➢ Extended Profile & Metric wise, Documents/and specific instruction
to HEI are available in Standard Operating Procedure for all
quantitative metrics.
➢ For documents in regional language, kindly provide an attested
translated version in English
➢ Though the data is large, the HEI has to fill the Data Template.
During DVV clarification, the DVV will seek for sample selective
documents. for validation.
http://naac.gov.in/images/docs/apply_online/SOP-DVV-HEI/SOP-
General-University-for-HEIs-26-8-19.pdf
46. Block Year: Number of certificate/diploma program introduced during last
five years
Year Wise during last five years: Average percentage of students from
other States and Countries during the last five years
Optional: Structured feedback received from
Students 2)Teachers 3)Employers 4)Alumni 5)Parents for design and review
of syllabus-Semester wise/ year wise
Options:
Any 4 of the above, Any 3 of the above, Any 2 of the above, Any 1 of the above
None of the above
Yes/No type: The institution offers a course on Human Values and
professional ethics (Yes/ No)
Current Year : Percentage of Programmes in which Choice Based Credit
System (CBCS)/ elective course system has been implemented (current year
data)
Year
Number
47. 4.1.4:Average percentage of budget allocations,
excluding salary for infrastructure
augmentation during last five years(INR in
Lakhs)
4.2.4:Average annual expenditure for purchase
of books and journals during the last five years
(INR in Lakhs)
4.4.1:Average expenditure incurred on
maintenance of physical facilities and
academic support facilities excluding salary
component, as a percentage during the last five
years(INR in Lakhs)
7.1.8:Average percentage expenditure on green
initiatives and waste management excluding
salary component during the last five years (INR
in Lakhs)
48. 2.4.4:Average percentage of full time teachers
who received awards, recognition, fellowships
at State, National, International level from
Government, recognized bodies during the last
five years
3.4.2:Number of awards and recognition
received for extension activities from
Government recognized bodies during the last
five years
3.5.1:Number of linkages for faculty exchange,
student exchange, internship, field trip, on-the-
job training, research, etc during the last five
years
3.5.2:Number of functional MoUs with
institutions of national, international
importance, other universities, industries,
corporate houses etc. during the last five years
(only functional MoU’s with ongoing activities to
be considered)
49. Peer Team Visit
Pre- Qualification
Qualified Not Pre qualified
Apply afresh for A&A
through IIQA, After six
months from the date of
declaration about
prequalification
50. SSS will be conducted simultaneously with DVV
process.
➢ The data of the students for Student
Satisfaction Survey (SSS) has to be submitted
concurrently during online submission of SSR.
Student Satisfaction Survey (2.7.1) which is
part of criterion II on Teaching – Learning and
Evaluation
A stratified random sample of students will be
chosen for the survey. In sample, students would
be spread evenly across different classes, year of
enrolment and gender as far as possible.
51. Maximum of Two survey attempts will be initiated to
reach the desired level response as per requirements
mentioned below
i. For Colleges – (UG/PG and Autonomous)
responses should be received from at least
10% of the student population or 100,
whichever is lesser.
ii. For Universities 10% of the student population or
500, whichever is lesser.
➢Student Details:-The HEIs are required to submit
data of all students. (Class wise with name, e-mail &
mobile number and Aadhaar number)
➢There are two separate columns for Student ID
and Enrollement ID. In the absence of separate
IDs the institutions can repeat same Id in the two
columns
52. ➢ Student details
➢ Total entries should not be greater than the
students marked in Institutional Information
for Quality Assessment (IIQA)
➢ The SSS questionnaire: (20 objective & 01
subjective) which is available in NAAC website
and will also be e-mailed to students.
➢ SSS questionnaire is in English. NAAC
website will have both versions available. If
needed HEIs can make local language
translation available for information of
students before they take the survey.
Questionnaire for Students
English Version
Hindi Version
53.
54. NAAC will not pre-disclose the details of the visiting
teams and HEIs will not be responsible for
Logistics for the Visiting Teams.
NAAC will directly take care of all the logistics
regarding the Peer Teams visiting the
institutions, TA, DA, Honorarium, etc.
The institution needs to pay the second instalment of
A & A fee and logistics fee along with three
preferences of PTV Dates , nearest Airport / Hotels
details for the peer team visit with in 15 days from the
date of pre-qualification . An auto generated email will
be sent to the registered email ID regarding the same.
The institution will be informed about the finalised
PTV dates through the portal. No physical documents
will be sent to the institution . The communication will
be through portal and or by email of Coordinator.
55. Institutions which are recognized under section
2(f) and 12B of UGC Act, 1956 and receiving the
General Developmental Grants from UGC should
also pay the assessment and accreditation fees.
The A&A fees and expenses on TA and logistics
expenses of peer team would be reimbursed as
per NAAC guidelines on submission of the latest
General Developmental Grants sanction letter of
UGC with an attestation by the Head of the
Institution and other necessary documents, as
and when NAAC receives grants from UGC
56. ➢NAAC has a large database of experts, who
are reputed academicians, senior
educational administrators and researchers.
These experts undergo an Assessors
Orientation Programme prior to being
inducted as Peer Team Members.
➢Automated Peer Team Selection will be
carried out by the system.
57. The results of institutions will be declared by taking
into consideration of System Generated Scores on all
Qualitative Metrics, Score on the Student Satisfaction
Survey and Scores given by Peer Team
The Accreditation is valid for a period of Five years. If
an institution secures Grade A and above for two
consecutive cycles then the validity of next cycle of
accreditation will be for Seven years instead of Five
years.
HEIs may opt for re-assessment only after on year and
before three years from the date of declaration of result.
58. 1 Peer Team Report
2 Statistical Analysis of Quantitative Metrics (QnM)
3 Institutional Grade Sheet
Above three (3) parts would be combined together to form
“NAAC Accreditaiton Outcome” document. It would be made
mandatory for HEIs to display it on Institutional website
apart from hosting it on NAAC website.
59. Range of
Institutional
Cumulative Grade
Point Average (CGPA)
Letter Grade Status
3.51-4.00 A++ Accredited
3.26-3.50 A+ Accredited
3.01-3.25 A Accredited
2.76-3.00 B++ Accredited
2.51-2.75 B+ Accredited
2.01-2.50 B Accredited
1.51-2.00 C Accredited
<= 1.50 D Not Accredited
Grading System adopted in the RAF
60. Grading and Accreditation
Combine
quantitative
and
qualitative
scores for
CGPA
Grade
Qualification
Process -- Rules
for Mapping to 7-
point grade
Accreditation
For 5 years or
7 years
Repeat A&A
process from
IIQA
Not Accredited
Appeal
(within a
month of
declaration)
Re-
Assessment
(applied after
1 to 3 years)
Post
Accreditation
Regular
AQAR
Submission