The document discusses curricular aspects for National Webinar organized by J K C College in June 2020. It outlines the key indicators, weightage, metrics for curricular aspects for undergraduate, postgraduate, and autonomous institutes. These include curriculum planning and implementation, academic flexibility, curriculum enrichment, and feedback system. For each indicator, it lists the qualitative and quantitative metrics and their weightage. It provides examples of documents that can be maintained for effective curriculum delivery and questions for different metrics. Overall, the document provides guidelines for autonomous and non-autonomous institutes to assess their curricular aspects based on NAAC criteria.
The document outlines the key indicators, metrics, and weightage for evaluating curricular aspects of higher education institutions under the National Institutional Ranking Framework (NIRF). It discusses 4 key indicators for evaluation: 1) Curriculum Planning and Implementation, 2) Academic Flexibility, 3) Curriculum Enrichment, and 4) Feedback System. For each indicator, it lists the qualitative and quantitative metrics, including questions related to curriculum design, choice-based credit systems, experiential learning opportunities, integration of cross-cutting issues, and collection and use of feedback.
This PPT is presented at One-Day State Level Seminar on "NAAC Assessment and Accreditation Process in Affiliated Colleges" organized by IQAC, Asannagar MMT College, Nadia in collaboration with Nabadwip Vidyasagar College, Nadia on 15th July, 2023
This document provides an overview of the NAAC (National Assessment and Accreditation Council) Manual for Autonomous Colleges. It discusses the revised assessment and accreditation framework, which aims to make the process more objective, transparent, and data-driven. Key aspects of the framework include the 7 criteria used for assessment, 34 key indicators, metrics and their weightages, and how these vary depending on the type of higher education institution. The document also provides examples of specific qualitative and quantitative metrics used under different criteria, such as the number of days to declare exam results, percentage of full-time teachers, and attainment of program and course outcomes.
Revised Framework of NAAC ASSESSMENT AND ACCREDITATION (From Jan 2023).pdfDr. Santhosh Hrishikesh
_____
Associate:_____
Professor:_____
2.4.1.2 Number of full-time teachers during the last five years:_____
20
2.4.2.
QnM
Percentage of teachers with Ph.D. during the last five years
2.4.2.1 Number of teachers with Ph.D. during the last five years:_____
20
47
santhoshhrishikesh@gmail.com
Key Indicator- 2.5 Evaluation Process
and Reforms (40)
Metric
No.
Weightage
2.5.1.
QlM
Mechanism of internal assessment is
The Annual Quality Assurance Report (AQAR) of the IQAC provides details on the activities of the Internal Quality Assurance Cell (IQAC) of an institution. It details the tangible results achieved in key areas identified by the IQAC at the beginning of the academic year. The AQAR also details the results of the perspective plan worked out by the IQAC. It includes information like number of programs offered, faculty and students details, research publications, funds received, activities conducted, feedback analysis, and plans for the next academic year.
The document outlines the format and contents for a Self Assessment Report (SAR) for undergraduate pharmacy programs seeking first time accreditation from the National Board of Accreditation.
The SAR contains 3 parts - Part A covers institutional information, Part B includes criteria summary and self assessment against each criteria, and Part C is a declaration by the institution.
Part B assesses the program based on 7 program level criteria and 2 institute level criteria. Criterion 2 assesses the program curriculum and teaching-learning processes, and outlines details required around delivery of syllabus contents, initiatives to enhance teaching, quality of student projects and industry interaction. Criterion 3 requires establishing correlation between courses and program outcomes, defining course outcomes
This document provides recommended benchmarks for quality metrics (QnMs) across 7 criteria for affiliated/constituent colleges. It includes benchmarks for metrics related to curriculum, teaching-learning practices, research activities, infrastructure, student support services, governance practices, and institutional values. Metrics are scored on a 5-point scale based on quantitative data reported by institutions over the last 5 years. The benchmarks provide guidance for minimum performance levels expected under each metric.
The document outlines the key indicators, metrics, and weightage for evaluating curricular aspects of higher education institutions under the National Institutional Ranking Framework (NIRF). It discusses 4 key indicators for evaluation: 1) Curriculum Planning and Implementation, 2) Academic Flexibility, 3) Curriculum Enrichment, and 4) Feedback System. For each indicator, it lists the qualitative and quantitative metrics, including questions related to curriculum design, choice-based credit systems, experiential learning opportunities, integration of cross-cutting issues, and collection and use of feedback.
This PPT is presented at One-Day State Level Seminar on "NAAC Assessment and Accreditation Process in Affiliated Colleges" organized by IQAC, Asannagar MMT College, Nadia in collaboration with Nabadwip Vidyasagar College, Nadia on 15th July, 2023
This document provides an overview of the NAAC (National Assessment and Accreditation Council) Manual for Autonomous Colleges. It discusses the revised assessment and accreditation framework, which aims to make the process more objective, transparent, and data-driven. Key aspects of the framework include the 7 criteria used for assessment, 34 key indicators, metrics and their weightages, and how these vary depending on the type of higher education institution. The document also provides examples of specific qualitative and quantitative metrics used under different criteria, such as the number of days to declare exam results, percentage of full-time teachers, and attainment of program and course outcomes.
Revised Framework of NAAC ASSESSMENT AND ACCREDITATION (From Jan 2023).pdfDr. Santhosh Hrishikesh
_____
Associate:_____
Professor:_____
2.4.1.2 Number of full-time teachers during the last five years:_____
20
2.4.2.
QnM
Percentage of teachers with Ph.D. during the last five years
2.4.2.1 Number of teachers with Ph.D. during the last five years:_____
20
47
santhoshhrishikesh@gmail.com
Key Indicator- 2.5 Evaluation Process
and Reforms (40)
Metric
No.
Weightage
2.5.1.
QlM
Mechanism of internal assessment is
The Annual Quality Assurance Report (AQAR) of the IQAC provides details on the activities of the Internal Quality Assurance Cell (IQAC) of an institution. It details the tangible results achieved in key areas identified by the IQAC at the beginning of the academic year. The AQAR also details the results of the perspective plan worked out by the IQAC. It includes information like number of programs offered, faculty and students details, research publications, funds received, activities conducted, feedback analysis, and plans for the next academic year.
The document outlines the format and contents for a Self Assessment Report (SAR) for undergraduate pharmacy programs seeking first time accreditation from the National Board of Accreditation.
The SAR contains 3 parts - Part A covers institutional information, Part B includes criteria summary and self assessment against each criteria, and Part C is a declaration by the institution.
Part B assesses the program based on 7 program level criteria and 2 institute level criteria. Criterion 2 assesses the program curriculum and teaching-learning processes, and outlines details required around delivery of syllabus contents, initiatives to enhance teaching, quality of student projects and industry interaction. Criterion 3 requires establishing correlation between courses and program outcomes, defining course outcomes
This document provides recommended benchmarks for quality metrics (QnMs) across 7 criteria for affiliated/constituent colleges. It includes benchmarks for metrics related to curriculum, teaching-learning practices, research activities, infrastructure, student support services, governance practices, and institutional values. Metrics are scored on a 5-point scale based on quantitative data reported by institutions over the last 5 years. The benchmarks provide guidance for minimum performance levels expected under each metric.
The criteria based assessment forms the backbone of A&A process of NAAC. The seven criteria represent the core functions and activities of a HEI. In the revised framework not only the academic and administrative aspects of institutional functioning but also the emerging issues have been included. The seven Criteria to serve as basis for assessment of HEIs are:
2. Teaching-Learning and Evaluation
3. Research, Innovations and Extension
4. Infrastructure and Learning Resources
5. Student Support and Progression
6. Governance, Leadership and Management
7. Institutional Values and Best Practices
Under each Criterion a few Key Indicators are identified. These Key Indicators (KIs) are further delineated as Metrics which actually elicit responses from the HEIs. These seven criteria along with their KIs are given below explicating the aspects they represent.
The document provides information about a workshop on Quality Indicator Framework (QIF) and preparation for NAAC accreditation. Some key details include:
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- It outlines the procedural details of NAAC accreditation, including the two application windows, requirements for IIQA and SSR submissions, pre-qualification requirements, and the peer team visit process.
- Short summaries are provided for each of the 7 criteria, including the weightage and key aspects assessed under each criterion.
- Details of selected metrics are shown for Criteria 1 (Curricular
The document outlines the criteria and information required for National Board of Accreditation (NBA) evaluation of engineering programs. It includes 10 criteria covering areas like vision and mission, curriculum, outcomes, faculty, facilities, governance and more. Institutions must provide details on these criteria in 3 parts - institutional information, departmental information, and program-specific information. They must also declare that the information provided is correct. The NBA will evaluate programs based on these criteria to determine accreditation.
NAAC (Criterion-I : Curricular Aspects for Autonomous Engineering Colleges)Dr.Raja R
This document provides information on curricular aspects for autonomous engineering colleges. It discusses the key indicators being assessed, including curriculum design and development, academic flexibility, curriculum enrichment, and feedback systems. Under each key indicator, it lists the quantitative metrics and documents required for assessment. It then provides templates for collecting quantitative data on various metrics, such as percentage of syllabus revision, courses focusing on employability/entrepreneurship, new courses introduced, implementation of choice based credit systems, and value added courses imparting life skills.
To foster the global competency, NAAC includes in its
the scope of assessment, skill development of students and also promoted the use of technologies and e-resources in teaching and learning processes for significant impact on stakeholders.
The document provides details on the criteria and sub-criteria for evaluating NBA accreditation. It outlines 7 main criteria: 1) vision, mission and objectives, 2) curriculum and teaching, 3) course and program outcomes, 4) student performance, 5) faculty, 6) facilities, and 7) continuous improvement. Under each criterion are several sub-criteria with guidelines on documentation required and maximum points allotted. The document serves as a rubric for institutions to prepare self-assessment reports and obtain accreditation from the National Board of Accreditation.
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.
The document outlines the components of a BERMUTU education program in Indonesia between 2008-2013. The program aims to improve education quality through teacher competency reform. It describes 4 components: 1) reforming teacher education, 2) strengthening continuous teacher professional development locally, 3) revising teacher accountability and incentive systems, and 4) increasing monitoring and evaluation of teacher performance and student achievement.
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The document provides information about the Choice Based Credit System (CBCS) being implemented at the University of Delhi. It discusses the key aspects of CBCS including:
1. The CBCS provides students flexibility to choose from a range of core, elective, and skill-based courses. Grading is used instead of marks to evaluate student performance.
2. Uniform grading across institutions is beneficial for student mobility and allows employers to better understand student performance. Guidelines have been introduced by the UGC to standardize the grading system.
3. The document then outlines the structure of courses offered under CBCS for Bachelor's programs in different disciplines like Economics, Commerce, and Sciences. Details about core courses, electives
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.
Presentation On Institute Acreditation.pptxSmppMondha
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The document summarizes a presentation given by ABES Engineering College, Ghaziabad to the NBA expert committee on March 11th-13th, 2022. Over 11 slides, it provides information on the institute's achievements, faculty policies and performance, student policies and performance, quality assurance initiatives, curriculum, research projects and more. It demonstrates how the institute meets NBA accreditation standards and fulfills its vision of providing quality engineering education.
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This document outlines the revised curriculum for the third year (semesters V and VI) of the Bachelor of Electronics Engineering program from the University of Mumbai effective the 2014-2015 academic year. It introduces a semester-based credit and grading system to shift the focus from teacher-centered to learner-centered education. The curriculum was developed based on program educational objectives defined by experts from colleges and industry. Course objectives and outcomes are included to support outcome-based education. The subjects offered in semester V are intended to provide both a strong foundation in fundamentals as well as prepare students for industry and further studies with an emphasis on the latest technologies.
The document provides an overview of the AUN-QA (ASEAN University Network Quality Assurance) models and assessment process at the programme level. It describes the evolution of AUN-QA from its establishment in 1998 to promote quality assurance among ASEAN universities. Key points include:
- AUN-QA models encompass strategic, systemic and tactical quality assurance dimensions at the institutional, internal quality assurance system and programme levels.
- The criteria for AUN-QA assessment at the programme level have evolved over three versions to the current 11 criteria that cover expected learning outcomes, programme specification, structure and content, teaching/learning approach, student assessment, staff quality, facilities and more.
- Quality assurance involves both internal and
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The criteria based assessment forms the backbone of A&A process of NAAC. The seven criteria represent the core functions and activities of a HEI. In the revised framework not only the academic and administrative aspects of institutional functioning but also the emerging issues have been included. The seven Criteria to serve as basis for assessment of HEIs are:
2. Teaching-Learning and Evaluation
3. Research, Innovations and Extension
4. Infrastructure and Learning Resources
5. Student Support and Progression
6. Governance, Leadership and Management
7. Institutional Values and Best Practices
Under each Criterion a few Key Indicators are identified. These Key Indicators (KIs) are further delineated as Metrics which actually elicit responses from the HEIs. These seven criteria along with their KIs are given below explicating the aspects they represent.
The document provides information about a workshop on Quality Indicator Framework (QIF) and preparation for NAAC accreditation. Some key details include:
- The workshop will cover the 7 criteria and 121 metrics used for NAAC assessment. It discusses the distribution of metrics and key indicators across criteria.
- It outlines the procedural details of NAAC accreditation, including the two application windows, requirements for IIQA and SSR submissions, pre-qualification requirements, and the peer team visit process.
- Short summaries are provided for each of the 7 criteria, including the weightage and key aspects assessed under each criterion.
- Details of selected metrics are shown for Criteria 1 (Curricular
The document outlines the criteria and information required for National Board of Accreditation (NBA) evaluation of engineering programs. It includes 10 criteria covering areas like vision and mission, curriculum, outcomes, faculty, facilities, governance and more. Institutions must provide details on these criteria in 3 parts - institutional information, departmental information, and program-specific information. They must also declare that the information provided is correct. The NBA will evaluate programs based on these criteria to determine accreditation.
NAAC (Criterion-I : Curricular Aspects for Autonomous Engineering Colleges)Dr.Raja R
This document provides information on curricular aspects for autonomous engineering colleges. It discusses the key indicators being assessed, including curriculum design and development, academic flexibility, curriculum enrichment, and feedback systems. Under each key indicator, it lists the quantitative metrics and documents required for assessment. It then provides templates for collecting quantitative data on various metrics, such as percentage of syllabus revision, courses focusing on employability/entrepreneurship, new courses introduced, implementation of choice based credit systems, and value added courses imparting life skills.
To foster the global competency, NAAC includes in its
the scope of assessment, skill development of students and also promoted the use of technologies and e-resources in teaching and learning processes for significant impact on stakeholders.
The document provides details on the criteria and sub-criteria for evaluating NBA accreditation. It outlines 7 main criteria: 1) vision, mission and objectives, 2) curriculum and teaching, 3) course and program outcomes, 4) student performance, 5) faculty, 6) facilities, and 7) continuous improvement. Under each criterion are several sub-criteria with guidelines on documentation required and maximum points allotted. The document serves as a rubric for institutions to prepare self-assessment reports and obtain accreditation from the National Board of Accreditation.
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The document outlines the components of a BERMUTU education program in Indonesia between 2008-2013. The program aims to improve education quality through teacher competency reform. It describes 4 components: 1) reforming teacher education, 2) strengthening continuous teacher professional development locally, 3) revising teacher accountability and incentive systems, and 4) increasing monitoring and evaluation of teacher performance and student achievement.
This document contains details of an evaluation for a postgraduate program, including the program curriculum, teaching-learning processes, outcomes, student performance, faculty, laboratories/research facilities, and continuous improvement. It lists various criteria and sub-criteria to be evaluated on a scale of 0-10 or 0-20 points. For each section, the evaluators are to provide the marks awarded and observations justifying the marks. The overall aim is to evaluate the quality of the program and identify any gaps to help improve student learning outcomes.
The document provides information about the Choice Based Credit System (CBCS) being implemented at the University of Delhi. It discusses the key aspects of CBCS including:
1. The CBCS provides students flexibility to choose from a range of core, elective, and skill-based courses. Grading is used instead of marks to evaluate student performance.
2. Uniform grading across institutions is beneficial for student mobility and allows employers to better understand student performance. Guidelines have been introduced by the UGC to standardize the grading system.
3. The document then outlines the structure of courses offered under CBCS for Bachelor's programs in different disciplines like Economics, Commerce, and Sciences. Details about core courses, electives
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.
Presentation On Institute Acreditation.pptxSmppMondha
This document presents information on Criterion VI - Governance, Leadership and Management of the NAAC framework. It discusses the institution's vision and leadership, strategic planning, faculty empowerment, financial management, and internal quality assurance systems. Some of the key points covered include the institution's decentralized management approach, implementation of e-governance, welfare measures for faculty, professional development programs, performance appraisal systems, internal and external audits, IQAC's contributions to quality assurance, and quality initiatives undertaken in the last five years.
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.
The document provides guidance on conducting quality assessments at the programme level using the AUN-QA (ASEAN University Network - Quality Assurance) model. It describes the 11 criteria of the AUN-QA model, which cover expected learning outcomes, programme specification, structure and content, teaching and learning approach, student assessment, academic staff quality, support staff quality, student quality and support, facilities and infrastructure, quality enhancement, and output. The guidance explains each criterion and its requirements, and provides checklists, diagnostic questions, and sources of evidence to help implement quality assessments according to the AUN-QA framework.
The document summarizes a presentation given by ABES Engineering College, Ghaziabad to the NBA expert committee on March 11th-13th, 2022. Over 11 slides, it provides information on the institute's achievements, faculty policies and performance, student policies and performance, quality assurance initiatives, curriculum, research projects and more. It demonstrates how the institute meets NBA accreditation standards and fulfills its vision of providing quality engineering education.
This document provides information about a class orientation at Universidad De Manila for the BSDS 21 course. It includes the course schedule, institutional vision and goals, information about the College of Engineering and Technology, and details about the specific ITE212 Fundamentals of Database Management course. The course objectives, requirements, grading system, textbook, and class policies are outlined. Students will work in groups to design a database, which is a major course requirement. Attendance and following proper online etiquette are emphasized.
This document outlines the revised curriculum for the third year (semesters V and VI) of the Bachelor of Electronics Engineering program from the University of Mumbai effective the 2014-2015 academic year. It introduces a semester-based credit and grading system to shift the focus from teacher-centered to learner-centered education. The curriculum was developed based on program educational objectives defined by experts from colleges and industry. Course objectives and outcomes are included to support outcome-based education. The subjects offered in semester V are intended to provide both a strong foundation in fundamentals as well as prepare students for industry and further studies with an emphasis on the latest technologies.
The document provides an overview of the AUN-QA (ASEAN University Network Quality Assurance) models and assessment process at the programme level. It describes the evolution of AUN-QA from its establishment in 1998 to promote quality assurance among ASEAN universities. Key points include:
- AUN-QA models encompass strategic, systemic and tactical quality assurance dimensions at the institutional, internal quality assurance system and programme levels.
- The criteria for AUN-QA assessment at the programme level have evolved over three versions to the current 11 criteria that cover expected learning outcomes, programme specification, structure and content, teaching/learning approach, student assessment, staff quality, facilities and more.
- Quality assurance involves both internal and
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Criteria-1-by-Prof.-Parag-Shah.pdf
1. Criterion I
Curricular Aspects
(UG, PG and Autonomous Institutes)
For National Webinar : June 2020
Organised by J K C College (Autonomous), Guntur, A.P.
Prof. Parag S. Shah
Founder Member IQAC Cluster India
IQAC Coordinator
PES Modern College of Arts, Science & Commerce, Gaheshkhind,
Pashan Road, Pune 411016.
3. Criteria I : Curricular Aspects
Distribution of weightage
Key Indicators (KIs) UG/PG Autono.
1.1 Curriculum Planning &
Implementation (UG-PG)
1.1 Curriculum Design &
Development
20 50
1.2 Academic Flexibility 30 40
1.3 Curriculum Enrichment 30 40
1.4 Feedback System 20 20
Total 100 150
IQAC Cluster India
4. Qualitative
Metrics
02 UG / 01 Au.
Quantitative
Metrics
01 UG / 02 Au.
K I
Weightage
20 UG / 50 Au.
IQAC Cluster India
1.1 Curriculum Planning &
Implementation (UG & PG)
OR
1.1 Curriculum Design &
Development (Autonomous)
5. IQAC Cluster India
1.1.1 The institution ensures effective curriculum
delivery through a well planned and documented
process (QlM 10 UG/PG)
(Write description in maximum 500 words)
Documentation is the key to show effective curriculum
delivery.
• Upload any additional information
• Link for additional information.
6. • Academic Calendar
• Teaching Plan
• Departmental meeting
• Learning Outcomes
• Time table
• Teaching – Learning
Resources
• Attendance Record
• Bridge & Remedial
Courses
What type of documentation can we maintain...
• Question banks, previous
years papers.
• Academic activity and its
planning
• Result analysis
• Teachers Diary
7. 1.1.2 The institution adheres to the academic
calendar including for the conduct of Continuous
Internal Evaluation (CIE) (QlM 05 UG/PG)
(Write description in maximum 500 words)
• Upload any additional information
• Link for additional information.
IQAC Cluster India
8. 1.1.3 Teachers of the institute participate in following
activities related to curriculum development and
assessment of the affiliating University and/are
represented on the following academic bodies during
the last five years...
1. Academic Council/ BoS of Affiliating University
2. Paper setting for UG/PG Programs
3. Design and Development of Curriculum for Add-on/
Certificate/ Diploma Courses
4. Assessment/ evaluation process of the affiliating
University. (QnM 05 UG/PG)
... ...
IQAC Cluster India
9. Year Name of teacher
participated
Name of the body in which full time
teacher participated
1.1.3 ...
1. Academic Council/ BoS of Affiliating University
2. Paper setting for UG/PG Programs
3. Design and Development of Curriculum for Add-on/ Certificate/
Diploma Courses
4. Assessment/ evaluation process of the affiliating University.
Options : All / Any 3 / Any 2 / Any 1 / None of the above.
10. 1.1.1 Curricula developed and implemented have
relevance to the local, national, regional and global
developmental needs which is reflected in POs, PSOs
and COs of the Programs offered by the institution.
(Write description in maximum 500 words) (QlM 20)
IQAC Cluster India
1.1.2 Percentage of Programs where syllabus revision
was carried out during the last five years. (QnM 20)
1.1.3 Average percentage of courses having focus on
employability / entrepreneurship / skill development…
offered by the institution during the last 5 years.
(QnM 10)
Autonomous Institutes
11. Key Indicator - 1.2
Academic Flexibility
Qualitative
Metrics
NIL
Quantitative
Metrics
03 UG / 02 Au.
K I
Weightage
30 UG / 40 Au.
IQAC Cluster India
12. 1.2.1 Percentage of Programmes in which Choice
Based Credit System (CBCS)/ elective course
system has been implemented (QnM 10 UG/PG)
(QnM 20 Au. 1.2.2)
• List of Programmes with CBCS
• List of Programmes adopting elective course system
Percentage = (No. of Programs with CBCS or Elective
Course System x 100) ÷ Total No. of Programs offered
• Upload any additional information
... ...
IQAC Cluster India
13. 1.2.1 ...
1.2.1 Percentage of programs in which Choice Based Credit System (CBCS)/
elective course system has been implemented (10)
Program
Code
Program
name
Year of
Introduction
Status of
implementation
of CBCS /
elective course
system
(Yes/No)
Year of
implementation
of CBCS /
elective course
system
Link to the
relevant
document
14. IQAC Cluster India
1.2.2 Number of Add-on / Certificate Programs
offered during the last five years (QnM 10 UG/PG)
1.2.3 Average percentage of students enrolled in
certificate / Add-on programs as against the total
number of students during last five years
(QnM 10 UG/PG)
• Year wise Details of each program like
– Name,
– Duration,
– Curriculum,
– Assessment procedure,
– Outcome of the program,
– List of enrolled students,
– Attendance record of students,
– Certificates issued and feedback should be uploaded.
... ...
15. 1.2.2 Number of Add on /Certificate programs offered during the last five years (10)
1.2.3 Average percentage of students enrolled in Add-on/Certificate programs as
against the total number of students during the last five years (10)
Year -1 / 2 / 3 / 4 / 5
Name of
Add-on
Certificate
Programs
offered
Course
Code
Year of
offering
No. of
times
offered
during
the same
year
Duration of
the course
Number of
students
enrolled in
the year
Number of
Students
completing the
course in the
year
1.2.2 & 1.2.3 ...
16. IQAC Cluster India
1.2.1 Percentage of new courses introduced of the total
number of courses across all programs offered during
the last five years. (QnM 20)
Autonomous Institutes
17. Key Indicator - 1.3
Curriculum Enrichment
Qualitative
Metrics
01
Quantitative
Metrics
02 UG / 03 Au.
K I
Weightage
30 UG / 40 Au.
IQAC Cluster India
18. IQAC Cluster India
1.3.1 Institution integrates crosscutting issues
relevant to Professional Ethics, Gender, Human
Values, Environment and Sustainability into the
Curriculum (QlM 10 UG/PG/Auto.)
(Write description in maximum 500 words)
• Cross cutting means something that is disturbing in the
society – gender balance, environmental hazards, changing
human values, religion and religious sentiments, dowry etc.
• Description of courses and list of Core Courses from syllabus
and enrichment offered.
19. IQAC Cluster India
1.3.2 Average percentage of courses that include
experiential learning through project work/ field
work/ internship during last five years (QnM 10 UG/PG)
1.3.2 Average percentage of courses that include experiential learning through
project work/ field work/ internship during last five years (10)
Program
name
Program
code
Name of the Course
that include
experiential learning
through project
work/ field work/
internship Course
code
Year of
offering
Name of the student
studied course on
experiential learning
through project
work/ field work/
internship
Link to the
relevant
document
20. IQAC Cluster India
1.3.3 Percentage of students undertaking project
work/field work/ internships (Data for the latest
completed academic year) (QnM 10 UG/PG)
(QnM 10 Au. 1.3.4)
1.3.3 Percentage of students undertaking project work/field work/internship
(Data for the latest completed academic year) (10)
Programme
name
Program
Code
List of students undertaking
project work/ field work/
internship
Link to the
Relevant
document
21. 1.3.2 Number of value added courses for imparting
transferable and life skills offered during last five years.
(QnM 10)
IQAC Cluster India
1.3.3 Average Percentage of students enrolled in the
courses under 1.3.2 above. (QnM 10)
Autonomous Institutes
22. Key Indicator - 1.4
Feedback System
Qualitative
Metrics
NIL
Quantitative
Metrics
02
K I
Weightage
20
IQAC Cluster India
23. KI - 1.4 Feedback System
• The process of revision and redesign of curricula
is based on recent developments and feedback
from the stakeholders.
• It helps in improving the inputs.
• The HEI with feedback system in place will have
an active process of not only collecting feedback
from all stakeholders, but also analysing it and
identifying and drawing relevant pointers to
enhance the learning effectiveness.
IQAC Cluster India
24. IQAC Cluster India
1.4.1 Institution obtains feedback on the syllabus
and its transaction at the institution from the
following stakeholders
1. Students 2. Teachers 3. Employers 4. Alumni
(QnM 10)
Options : All / Any 3 / Any 2 / Any 1 / None of the above.
• Feedback should be related to design and review of
syllabus only
• Sample filled forms (at least 3) from each stakeholder
to be provided
• DVV may ask for feedback form for randomly selected
stakeholders for verification.
25. IQAC Cluster India
1.4.2 Feedback process of the Institution may be
classified as follows: (QnM 10)
• Feedback should be –
– Collected,
– Analysed,
– Action taken ,
– Feedback and Action Taken Report available on website.
• Feedback and Action Taken Report signed by the Head
of Institute should be provided and should be uploaded
on the institutional website.
• Documents showing feedback communicated to
University and action taken by university should be
provided.
26. Thank You...
IQAC Cluster India
Contact details…
Prof. Parag S. Shah
Mobile : 988 131 3944
Email : paragshah.8july@gmail.com
https://iqacclusterindia.com/