After completion of the training workshop, the participants will be able to know:
- the Significance of IQAC;
- QA in Higher Education;
- Institutional Quality Assurance Cell (IQAC)
- Establishment of IQAC
- Objectives of the IQAC
- Purposes of Quality in Higher Education
- The Role of IQAC
- IQAC Management
- Quality Assurance Committee (QAC)
- Functions of IQAC
- Conclusion
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 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.
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 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 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.
My Presentation as Principal of VAMCC ,before NAAC TEAM - Sunil Sharma
VAMCC apply for 2nd cycle to NAAC for its gradation. The team arrived for visit as per schedule. on 8th April-2015 , the proceeding kicked off with my PPT presentation. Here I am uploading the same to guide others
National Assessment and Accreditation Council (NAAC)
NAAC primarily focuses on the assessment of the quality of higher education institutions in the country:
1. Quality Initiatives in Internal Institutional processes
2. Quality Sustenance in Internal Institutional processes
3. Quality Enhancement in Internal Institutional processes
Assessment and Accreditation (A&A) Framework:
1. Extensive use of ICT confirming scalability and robustness
2. System Generated Scores (SGS) with combination of:
1. Online evaluation (about 70%) and
2. Peer judgement (about 30%)
3. QUALITY INDICATOR FRAMEWORK (QIF)
4. Quality Assessment (QA) & Self-evaluation process and submission of Self Study Report (SSR) with 137 Metrics in 2 categories:
a. Quantitative metrics (QnM) - 70%
b. Qualitative metrics (QlM). – 30%
5. (7) Criteria based assessment framework with key Indicators (KIs)
a. Curricular Aspects
b. Teaching-Learning and Evaluation
c. Research, Innovations and Extension
d. Infrastructure and Learning Resources
e. Student Support and Progression
f. Governance, Leadership, and Management
g. Institutional Values and Best Practices
Quality Assurance in Higher Education Institutions DrAnsari MQ
Quality does not occur, it evolves gradually with sincere efforts of one and all. It includes each and every individual of the institution. The cycle of quality takes time to stabilize, but once it gets its way into the heart and soul of the institution: the ball of quality rolls towards achieving excellence.
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 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.
My Presentation as Principal of VAMCC ,before NAAC TEAM - Sunil Sharma
VAMCC apply for 2nd cycle to NAAC for its gradation. The team arrived for visit as per schedule. on 8th April-2015 , the proceeding kicked off with my PPT presentation. Here I am uploading the same to guide others
National Assessment and Accreditation Council (NAAC)
NAAC primarily focuses on the assessment of the quality of higher education institutions in the country:
1. Quality Initiatives in Internal Institutional processes
2. Quality Sustenance in Internal Institutional processes
3. Quality Enhancement in Internal Institutional processes
Assessment and Accreditation (A&A) Framework:
1. Extensive use of ICT confirming scalability and robustness
2. System Generated Scores (SGS) with combination of:
1. Online evaluation (about 70%) and
2. Peer judgement (about 30%)
3. QUALITY INDICATOR FRAMEWORK (QIF)
4. Quality Assessment (QA) & Self-evaluation process and submission of Self Study Report (SSR) with 137 Metrics in 2 categories:
a. Quantitative metrics (QnM) - 70%
b. Qualitative metrics (QlM). – 30%
5. (7) Criteria based assessment framework with key Indicators (KIs)
a. Curricular Aspects
b. Teaching-Learning and Evaluation
c. Research, Innovations and Extension
d. Infrastructure and Learning Resources
e. Student Support and Progression
f. Governance, Leadership, and Management
g. Institutional Values and Best Practices
Quality Assurance in Higher Education Institutions DrAnsari MQ
Quality does not occur, it evolves gradually with sincere efforts of one and all. It includes each and every individual of the institution. The cycle of quality takes time to stabilize, but once it gets its way into the heart and soul of the institution: the ball of quality rolls towards achieving excellence.
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.
At the second Quality Council of India (QCI) National Quality Conclave in Feb 2007, Dr. APJ Abdul Kalam, the then President of India, stressed the need for development of a standard for the schools to ensure quality of education across the nation.
In line with his recommendation, QCI has developed the ACCREDITATION STANDARD
FOR QUALITY SCHOOL GOVERNANCE.
This standard provides a framework for the effective management and delivery of the HOLISTIC EDUCATION program aimed at OVERALL DEVELOPMENT OF STUDENTS
Impact of SA process on Quality Improvement in HEIsMd. Nazrul Islam
After completion of the presentation, the participants will be able to know the :
- Introduction and background of SA
- Purpose of SA Process
- Quality Assurance in Higher Education of Bangladesh
- Self-Assessment Process at the program level
- IQAC at SAU
- Conclusion
After completion of the presentation, the participants will be able to know:
- Quality has several definitions
- History of QA
- Functions of QA in Education
- QA Need and QA Model
- Definition of Accreditation
- Purpose of Quality Assurance and Accreditation
- The need for Quality Assurance and Accreditation in
Bangladesh
- Overview of QA and Aim and Objectives of IQAC
- Elements of the Quality Assurance process
- Setting Common Goals among faculty and administrators
- Quality Assurance Need
- Conclusion
To Study the Role of Quality Management System to Improve Effectiveness of Qu...lalikjan
Quality Management System (QMS) is a permanent feature of all renowned universities of the world. Earlier it was perceived that Quality Management is only an area which may be applied in manufacturing and other Engineering sectors of life. However, now this trend has been changed and quality assurance agencies of the world are giving due emphasis to apply QMS in education industry. This cultural change ultimately improves the quality of education and services as well. Higher Education of Pakistan has taken revolutionary steps in this regard and now Quality Assurance program is running in good number of universities of Public and private sectors. As per Higher Education Commission compulsions, all public and private universities of Pakistan are required to establish their Quality Enhancement Cells (QECs). There are multiple challenges, hindrances and reluctant behaviors in the way of QMS. The first and important hurdle is the cultural change and i.e quality culture. Furthermore, the implementation of quality culture may measure and evaluate educational performance of the process, and may be used for the evaluation of strengths and weaknesses. This programme may contribute for credibility and standardization of academic programmes. Different world wide recognized quality parameters like ISO 9001-2008, International Workshop Agreement-2 (IWA-2) certification may be accredited to different university programmes. This will increase the level of motivation, credibility and recognition both for students and the teachers. A thorough study has been conducted in university of Karachi (International Relations Department) Pakistan and existing trends, facts and quality culture parameters are evaluated in this paper.
Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
Assessment
Bloom's Revised Taxonomy
Lower and higher order questions
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
Objectives of program level SA
4 important principles of Self-Assessment
Basic Principles of a Team
The key elements of a team
Objectives of team building
How to develop teamwork?
Steps in SA Process
Description of Curriculum Format Approved by UGCMd. Nazrul Islam
Content of the Curriculum
Vision, Mission of the University
Mission and Vision of the Program
Program Educational Objectives (PEO)
PEO to Mission Statement Mapping
Program Learning Outcomes (PLO) with Graduate Attributes
Mapping of PLOs with PEOs
Scheme of the Program
7.1 Scheme of Second Semester/year
7.2 Scheme of Third Semester/year
7.3 Scheme of Third Semester/year………………..
Content of the Curriculum
Description of all Courses of the program
8.1 Course 1
Introduction of the Course
Course Learning Outcome
Mapping of CLO to PLO
Summary of Course Content
Text Book and Reference Books
Assessment Pattern (Continuous, Semester/year exam)
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
Understand the differences between statements of Vision, Mission, Values, Goals, and Objectives
Vision Statement
Mission Statement
Values Statement
Strategy Development
Goals and Objectives
Zoom meeting-presentation or How to conduct Online ClassMd. Nazrul Islam
Introduction
Web Portal
Login
Profile Settings
Meetings Settings
Reports
Desktop Application for Meetings
Meeting Settings
Schedule and Join Meetings
Desktop Application
Web Portal
Connecting to a Meeting
In Session Controls
Host – Camera View
In Meeting Control Bar
Participant Control
Invite and Group Chat
Share Screen
Annotate, More and End Meeting
Things to Remember
Helpful Links
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
What is Homeopathy?
Principles of classical homeopathy
The sources of the remedies
Remedies from the animal and mineral kingdom
Who can homeopathy help?
Conditions homeopathy can treat
What happens at a visit to a homeopath
Repertorizing your case
Administering the remedy
The follow-up consultation
Additional healing method
Exercise and health
Objectives of program level SA
Why is the team needed?
What does a team mean?
Basic Principles of a Team
The key elements of a team
Objectives of team building
How to develop teamwork?
First Task of the team
Steps in SA Process
Role of Online Learning in the Quality Improvement of Higher Education Md. Nazrul Islam
Introduction
Definition and Importance of E-Learning
Types of E-Learning
Approaches To E-Learning
E-Learning Improve The Quality Of Higher Education
Conclusion
References
Learning Outcomes
At the end of the workshop, the participants will be able to:
-Define and Classify the Types of Research
-Write the Research Proposal
How? Online or offline?
What Is the Meaning of Online Education?
Online?
Online Learning
Types of Online Learning or e-learning
Advantages Of e-Learning
Disadvantages Of e-Learning
Video on Tips for Online Learning
Supplemental Resources link
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Functions and Rules of Institutional Quality Assurance Cell (IQAC)
1. PROF. DR. MD. NAZRUL ISLAM,
FORMER DIRECTOR
IQAC, SAU, SYLHET
1
2. LEARNING OUTCOMES
After completion of the training workshop, the participants will
be able to know:
the Significance of IQAC;
QA in Higher Education;
Institutional Quality Assurance Cell (IQAC)
Establishment of IQAC
Objectives of the IQAC
Purposes of Quality in Higher Education
The Role of IQAC
IQAC Management
Quality Assurance Committee (QAC)
Functions of IQAC
Conclusion
2
3. SIGNIFICANCE OF IQAC
The scope of HE is expanding rapidly in
Bangladesh both in public and private
sector.
Institutional set up with defined vision,
mission, goal, objectives and
responsibility in accordance with
accepted QA principles within the
university is available.
3
4. CONT.
Without effective QA culture, the ongoing
practices lacks transparency, accountability,
consistency and evidence of good practice.
IQA infrastructure is indispensable for a QA
culture in a university.
The setting up of IQACs at public and private
universities would promote the QA culture to
ensure quality in education.
4
5. 5
QA can be described as the systematic, structured and
continuous attention to quality in terms of quality
maintenance and improvement. Quality Assurance System
has two distinct wings: (i) Internal Quality Assurance (IQA),
and (ii) External Quality Assurance (EQA).
Accreditation
Internal Quality
Assurance (IQA)
Follow up
Self-Assessment
Enhancement
External Quality
Assurance (EQA)
External
assessment
Certification
Quality
Assurance
System in
Higher
Education
QUALITY ASSURANCE
6. QA IN HIGHER EDUCATION
The Concept
QA is a continuous process of evaluation
(assessing, monitoring, guaranteeing,
maintaining, and improving) the quality of HE
Institutions or study programs.
QA focuses on both accountability and
improvement, providing information and
judgments (not ranking) through an agreed
upon and consistent process and well-
established criteria.
QA activities depend on the existence of the
necessary institutional mechanisms
preferably sustained by a sound quality
culture.
6
7. CONT.
Quality management, enhancement, control
and assessment are means through which
quality assurance is ensured.
The scope of QA is determined by the shape
and size of the HE system.
QA varies from accreditation.
The capacity to operate, provide educational
services and to award officially recognized
degrees.
7
8. INSTITUTIONAL QUALITY ASSURANCE CELL (IQAC)
HE forms the basis of knowledge society, a
comprehensive system of creativity and
innovation for attaining rapid socioeconomic
development.
In Bangladesh the scope of HE is expanding
fast in both public and private sectors.
The government, UGC and the universities feel
an increasing need to look at the quality and
standard of HE.
Fostering global competence through QE needs
the development of benchmarks of
excellences, good practices in HE and
institutionalization of continuous improvement
process.
8
9. CONT.
UGC is responding positively to these
challenges and is committed to change
the higher education landscape through
establishing IQAC at the university level.
Now the IQAC is functional cell at the
university level with specific responsibility
of ensuring good practices.
The establishment of an IQAC is an
indispensable first step towards the
development of internal quality assurance
system in a university.
9
10. CONT.
The general objective of IQAC is to
promote a QC within the university and
implement QA standards and
benchmarked quality criteria.
The IQAC established following an
administrative order of the university
authority.
It is organized in such a way as befits the
size, existing structure and capacity of
the university as defined in the Act.
10
11. International Context
The QA in HE has become an important
global trend. Nearly half of all countries
worldwide have established quality
assurance mechanisms of one type or
another, during the last decade or two.
The following factors help to explain this
trend:
The rapid expansion of higher education
systems.
11
12. CONT.
Globalization
The quality of HEI has suffered in many
countries due to economic constraints and a
priorities placed on basic education rather
than on the advanced levels.
Strong expectations that quality assurance
mechanisms will ensure continuous quality
control and improvement.
12
13. CONT.
QA is linked to professional mobility, and a
growing number of regional and international
integration processes.
Effective mechanisms for the professional
recognition of higher education credentials.
The global organization for coordinating the
activities of national QA agencies and for
providing guidance for good practices:
International Network for Quality Assurance
Agencies in Higher Education (INQAAHE)
13
14. CONT.
The regional QA organizations:
Asia pacific quality network (APQN)
Caribbean Area Network for Quality Assurance in
Tertiary Education (CANQATE)
European Association for Quality Assurance in Higher
Education (ENQA)
Arab Network for Quality Assurance in Higher
Education (ANQAHE)
INQAAHE secretariat is situated in Barcelona, Spain.
In South Asia, India, Pakistan, Sri Lanka and Maldives
are full members of INQAAHE.
14
15. CONT.
At present there is only one private
sector accreditation agency for the
Engineering and Technology Degree in
Bangladesh called Board of Accreditation
for Engineering & Technical Education
(BAETE).
15
16. ESTABLISHMENT OF IQAC
The IQAC already has been established in
each university under an Administrative Order
of the University Authority on 2015.
Initially the IQAC has been established with
the financial assistance from HEQEP.
IQACs shall become a permanent organ of the
Universities and their operations will be
sustained and maintained under the revenue
budget of the institution.
16
17. CONT.
Universities will prepare a succession plan during the
project period with the objectives of its continuity.
For a dynamic and effective IQAC, the concerned
University must take initiative to increase the availability
of experienced and competent academics. This may
include the followings:
Providing critical development experiences through
training, workshop and study visit;
University shall identify, train, and retain talents to
ensure the smooth functioning of the IQAC and
development of the QA culture in the University;
The University make necessary funding provisions in its
revenue budget to meet the costs of the IQAC on a
regular basis and include the IQAC in its permanent
organizational set up.
17
18. OBJECTIVES OF THE IQAC
The general objective of the IQAC is to promote
a QA culture within the University.
The Specific Objectives are to:
Institutionalize the QA culture in accordance
with national QA guidelines and international
practices;
Ensure that the University’s QA procedures are
designed following the QAU guidelines and
national requirements;
Develop, maintain and enhance QE and
people’s perception in favour of the University
through consistent QA practice and
performance; 18
19. PURPOSES OF QUALITY IN HIGHER EDUCATION
Knowledge is power
Action speaks louder than
words
Attitude is a little thing, but
it makes a big difference.
There are Two main purposes for Attaining Quality in Higher Education:
(a) Fitness of the Purpose for…
Graduates to attain outcomes in terms of Knowledge, Skills and Attitudes so that
they are being able to meet the needs of stakeholders.
20. 20
Improving
Quality in
Higher
Education
Teaching: formal
arrangement for
increasing
KNOWLEDGE,
attitude and skills of
learners
Training:
formal
arrangement
for increasing
SKILLS,
knowledge
and
attitudes of
existing job
holdersInformal
Education: family,
halls of residence,
play ground &
environment etc.
Learning:
increasing
ATTITUDES,
knowledge and
skills of learners
by their own
initiatives and
efforts
Non-Formal Education of
Learners:
co-curricular, extra-curricular
activities, seminar, conference,
workshops, study visits, tours,
debates etc.
Guidance and
Counseling:
constant
monitoring,
feedback &
How to Improve Quality in Higher Education ?
Holistic Approach to
Improve the Quality in
Higher Education
21. 5/11/202021
Quality of Learners: commitment and interest with respect to
knowledge, attitudes and skills
Quality of Staff: commitment, to knowledge, skills and attitudes
Content: reflected in relevant curricula for the acquisition of basic
skills, attitude and knowledge referring for life.
Facilities: physical, co- & extra-curricular activities.
Environments: governance, safety and security
Capacity:
b) Fitness for the purpose of....
Improving HEI/program offering entity in terms of its Capacity &
Process to facilitate the attainment of Intended Learning Outcomes (ILOs):
22. 5/11/202022
Enrollment: admission policies
Curricula: effective and student centered
learning(SCL)/ outcome based teaching learning
(OBTL).
Budgeting: salaries; capital; endowment
management etc.
Planning: strategic planning, curricular planning,
etc.
Staff development: education/training,
communication
Processes:
23. 5/11/202023
Student Support: student advising & counseling,
progress towards degree completion, scholarship
sanctions, etc.
Residence Life: housing selection, training for
residential hall staff, conflict resolution/mediation
Advancement: fund-raising, alumni relations, public
relations, government/corporate relations, community
relations, etc.
Processes (contd…..)
24. THE ROLE OF IQAC
The role of IQAC is to:
Support the University in achieving its vision
through providing good quality education;
Function as a central quality assurance unit for
the University and review existing standards and
procedures;
Develop new standards, policies, systems,
processes, and procedures by adapting and
incorporating best practices;
Systematically monitor and evaluate University’s
practices and processes through audit, survey and
other instruments as deemed fit to ensure
generally acceptable standards of quality;
24
25. CONT.
Build image of the University with confidence
of the stakeholders ensuring transparency,
accountability and good practices in all
aspects of management; and
Prepare the University to meet the External QA
Assessment and Accreditation Requirements.
Review of existing policies, systems, processes
and procedures.
Assessing and strengthening capacity for
effective governance, teaching- learning,
research and community services.
25
26. CONT.
Organize trainings, workshops and seminars
on quality related themes towards the
promotion of quality culture.
Arrangement of feedback processes from
students, academic and non-academic staffs,
alumni and employers.
Coordinate among different institutions for
quality related activities including adoption
and dissemination of best practices.
26
27. CONT.
To execute the IQAC activities in the
University
To develop action plan for IQAC activities
To develop awareness in the University about
quality culture
To motivate the faculty members and staff in
the IQAC activities
To communicate with VC, QAC and SAC for
doing all IQAC activities successfully in the
University
To motivate the self assessment activities
To assist in report preparation and submission27
28. CONT.
Prepare the project completion report(PCR)
and monitoring for preparing the Self-
Assessment Report (SAR) by SAC, External
Validation Report by EPRT and Post Self-
Assessment Improvement Plan(PSAIP) by the
SAC and submit to the QAU through IQAC.
28
29. IQAC MANAGEMENT
IQAC : The Head of the IQAC called Director
and he supported by Additional
Director(s)(AD).
IQAC Staffing: Non-academic personnel are
already appointed as technical/support staff,
e.g., administrative/office manager, accounts
officer, record keeper, data entry/computer
operator, MLSS etc. to assist the Director
and Additional Director for the operation and
management of the IQAC.
29
30. CONT.
Work Arrangements for Director and AD: The AD engaged
actively in IQAC management along with the Director and
assist in the administration of the IQAC.
Director’s Responsibilities:
The implementation of the programmed activities of the
IQAC as delineated in the IQAC Operations Manual to
carry out the QA activities.
The Director together with the Additional Director(s)
take the responsibility to mobilize the IQAC staff and
logistics.
30
31. CONT.
31
The management and operational leadership of
IQAC vested in the hands of the Director who shall
function as the chief executive officer (CEO) and
Drawing and Disbursement Officer (DDO) of the
IQAC.
The Director shall be accountable to the VC and
would report to him periodically. Additionally he
will liaise with the QAU and the University in
respect of QA activities.
The Director shall maintain close communication
and correspond with the project director, HEQEP in
all matters of Sub-project Implementation.
32. 32
QUALITY ASSURANCE COMMITTEE (QAC)
Institutional Oversight
In order to look after the key issues of quality assurance and
activities of the IQAC the Quality Assurance Committee (QAC)
already has been constituted in each university. The IQAC shall
report to the VC and be supervised by the University’s QAC. The
composition of the QAC has been designed as follows:
1. Vice Chancellor of the university (Chair)
2. Director of Finance and Accounts
3. Director of IQAC
4-10. All Deans
11-12. Any other two senior academics/personnel appointed by
the Syndicate nominated by the Vice-Chancellor
13. Registrar of the University
14. Additional Director of IQAC (Member-Secretary of the QAC )
33. 33
Functions of IQAC
In order to achieve the objectives the major functions of the IQAC
are as follows:
Facilitate the mission and objectives of the university for
enhancing the quality and relevance of HE and respond to
global trends on QE;
Guide and assist the program offering entities of the university
to define program objectives;
Develop standards and benchmarks for various academic and
administrative activities of the University;
Review existing procedures for further improvement of delivery
of HE
Prepare QA documents and procedures for use within the
University following specifications and guidelines provided in
the IQAC OM;
Encourage staffs to maintain professional code of conduct in
accordance with the QAU guidelines and international
practices and facilitate to maintain good practices in
operations;
34. CONT.
Provide necessary support to the program
offering entities, i.e., departments, faculties
and institutes to conduct the self-assessment,
external peer review and implement QA process
at the program level;
Development and application of quality
benchmarks/parameters for various academic
and administrative activities of an institution.
Documentation of the various programmes /
activities leading to quality improvement.
Conduct regular monitoring of implementation
of policies, systems, processes and procedures;34
35. CONT.
Facilitate the approval of new program
offering entity and new programs for existing
entities using appropriate procedures;
Develop an Institutional QA Strategic Plan for
every 5 years and ensure its implementation
and monitoring of achievements;
Co‐ordinate all QA related activities within the
university;
Liaise with QAU and other external QA
agencies; 35
36. CONT.
Organize workshops, seminars and appropriate
training for capacity building and promoting QA
culture at all levels of the University;
Advise University management, faculty and
departments on QA and related matters;
Take initiative and lead to establish
Professional Development Center at the
University;
Prepare the detailed budget of the IQAC; and
Conduct improvement audit at any level of the
University if necessary.
Acting as a nodal agency of the institution for
quality-related activities.
37. 5/11/2020
37
Administrative &
Financial
Support to SA
Activities
Organize
Workshops/
Seminars
Summary of the Major Functions of the IQAC
Training
of
Teachers
Reporting Procurement
Establishing
QA Culture at
the University
Liaison betn.
QAU & Univ.
Competent
Staff
Recruitment
Hiring
EPRs
Form
QAC
IQAC
38. CONCLUSION
IQAC is the totally of systems, resources and
information devoted to setting up, maintaining and
improving the overall quality and standards of an
institution. Thus, if quality is required to be assured
we need a structured quality assurance mechanism
that makes it possible to monitor, improve and
evaluate quality. Therefore, each and every
institution will have to build its own IQAC keeping
certain objectives in mind namely monitoring,
evaluation quality assurance for specific activities
and instruments for quality assurance.
38