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.

1. Presentation by
Mr.Yoonus salim

2. The Global Education scenario is rapidly transforming. Our education
system basically formulated for colonial requirements also went on
updating with various commissions and timely experiments under the UGC.
Finally the National Accreditation and Assessment Council was set up in
1994. NAAC assess the universities deemed to be universities,
autonomous colleges, Affiliated colleges and institutions recognized by
competent authorities as Educational institution.
At present the Country has 700 universities 38000 colleges and 25 million
students. Our GER is only 18% whereas the global GER is 29, for the Asia
Pacific Nations it is 37 and in developed countries still higher.
It is in this context NAAC becomes relevant and essential.

3. All institutions intending to apply for
Accreditation and Assessment by NAAC need
to mandatorily upload the information on All
India Survey on Higher Education (AISHE)
portal. AISHE code is one of the requirements
for registration.

4. NAAC is an autonomous body established by the University Grants
Commission (UGC) of India to assess and accredit institutions of higher
education in the country
It is an outcome of the recommendations of the National Policy in
Education (1986) which laid special emphasis on upholding the quality
of higher education in India
To address the issues of quality, the National Policy on Education (1986)
and the Plan of Action (POA-1992) advocated the establishment of an
independent national accreditation body.
NAAC was established in 1994 with its headquarters at Bangalore.

5. Education plays a vital role in the development of any nation.
Therefore, there is a premium on both quantity (increased
access) and quality (relevance and excellence of academic
programmes offered) of higher education.
Like in any other domain, the method to improve quality
remains the same. Finding and recognizing new needs and
satisfying them with products and services of international
standards.
The NAAC has been set up to help all participating institutions
assess their performance vis-à-vis set parameters. A rating
agency for academic excellence across India, and the country's
first such effort.

6. Contributing to National Development
Fostering Global Competencies among Students
Inculcating a Value System among Students
Promoting the Use of Technology
Quest for Excellence

7. 1. Institution to know its strengths, weaknesses,
and opportunities through an informed review
process.
2. Identification of internal areas of planning and
resource allocation
3. Collegiality on the campus.
4. Funding agencies look for objective data for
performance funding.
5. Institutions to initiate innovative and modern
methods of pedagogy.

8. 6. New sense of direction and identity for
institutions.
7. The society look for reliable information on
quality education offered.
8. Employers look for reliable information on the
quality of education offered to the prospective
recruits.
9. Intra and inter-institutional interactions.

9. Vision
To make quality the defining element of higher
education in India through a combination of self
and external quality evaluation, promotion and
sustenance initiatives.
Guided by its vision and striving to achieve its mission, the NAAC
primarily assesses the quality of institutions of higher education
that volunteer for the process, through an internationally accepted
methodology.

10. Mission
1. To arrange for periodic assessment and accreditation of
institutions of higher education or units thereof, or
specific academic programmes or projects;
2. To stimulate the academic environment for promotion
of quality of teaching-learning and research in higher
education institutions;
3. To encourage self-evaluation, accountability, autonomy
and innovations in higher education;
4. To undertake quality-related research studies,
consultancy and training programmes, and
5. To collaborate with other stakeholders of higher
education for quality evaluation, promotion and
sustenance.

11. NAAC’s working is governed by the General Council (GC)
and the Executive Committee (EC) on which University Grants
Commission (UGC), All India Council for Technical Education
(AICTE), Ministry of Human Resource Development (MHRD),
Association of Indian Universities (AIU), Universities, Colleges and
other professional institutions are represented. Senior academics
and educational administrators are nominated as members on
these two bodies.

12. The Revised Assessment and Accreditation (A&A) Framework was
launched on 7th July 2017. It represents an explicit paradigm shift
making it ICT enabled, objective, transparent, scalable and robust.
The shift is:
1. From qualitative peer Judgement to data based quantitative
indicator evaluation with increased objectivity and transparency.
2. Towards extensive use of ICT confirming scalability and
robustness.
3. In terms of simplification of the process drastic reduction in
number of questions, size of the report, visit days, and so on
4. In terms of boosting benchmarking as quality improvement tool.
This has been attempted through comparison of NAAC indicators
with other international QA framework

13. 5. Introducing pre-qualifier for peer team visit, as 30% of system
generated score.
6. Introducing system generated scores (SGS) with combination of
online evaluation (about 70%) and peer judgement (about 30%)
7. In introducing the element of third party validation of data
8. In providing appropriate differences in the metrics, weightages
and benchmarks to universities, autonomous colleges and
affiliated/constituent colleges
9. In revising several metrics to bring in enhanced participation of
students and alumni in the assessment process

14. Institutional Information for Quality Assessment (IIQA) and Self Study
Report (SSR)
The three level accreditation processes would be more ICT enabled with
Student Satisfaction Survey and Data Verification and Validation adding value to the
process. The first level would be submission of Institutional Information for Quality
Assessment (IIQA) which is more or less similar to the Letter of Intent (LoI) of the
earlier process. Unlike in the earlier system, two specific Windows will be opened in
an year for HEIs to submit their applications. The first window will be from May –
June and the second window will be from November-December. Attempts have
been made to make the whole process user friendly and link the formats with
National databases on HEIs. Towards this providing the AISHE reference
number/code is mandatory at the application stage itself and affiliating Institutions
can submit a self declaration with reference to the latest affiliation status. On
acceptance of the IIQA, institutions can submit their data /information online in
the formats provided as Manuals for Self Study Report (SSR). There would be no
requirement for submission of hard copies of the SSR. The formats for submission
of online SSR are available on NAAC website.

15. Data Validation and Verification (DVV) and Pre-qualifier Score
At the second level, data /information submitted in
the SSR will be subjected to an online assessment
mechanism/process with Data Validation and Verification
(DVV) process. After an online evaluation generating a pre-
qualifier score. Institutions securing 30% on the quantitative
metrics will qualify for onsite peer review/ assessment. The
pre-qualifier scores are exclusive of the Student Satisfaction
Survey (SSS).

16. The introduction of Student Satisfaction Survey (SSS) is an
attempt to engage students who are the main stakeholders in the
quality assurance process. The SSS is conducted concurrent to the
DVV. The scores obtained in the SSS will be part of the overall
CGPA. For taking the Student Satisfaction Survey institutions will
be required to submit the details of all the students enrolled in
the institution i.e. student enrolment number, Programme, Year
of Study(1st year, 2nd year etc.),email Id and mobile number.
NAAC will randomly select students for the survey to be
responded on the questionnaire of NAAC. Response from 10% of
the enrolled students qualifies for scoring on the metric.
Preparation towards Student Satisfaction Survey (SSS)

17. The onsite assessment will be a peer review by visiting teams
nominated by NAAC and will focus on the assessment of the
information provided on the qualitative metrics.
Onsite Assessment - Peer Review by Visiting Teams
HEIs will submit the information and data online in the formats
provided by NAAC. The compiled online SSR will be used for
the onsite and offsite evaluations. Institutions scoring 30% and
above qualify for the third level of A&A which would have two
sub processes viz. Onsite assessment by visiting Peer Teams
and generation of results by the NAAC.

18. a.) An Onsite assessment of the qualitative components of the SSR
by a visiting team resulting in generation of a qualitative report of
the institution identifying the strengths, weaknesses,
opportunities and challenges(SWOC) and assigning scores as per
the performance on each of the qualitative metric.
b.) On completion of onsite evaluation NAAC will combine the
scores assigned by the teams, the pre-qualifier scores and the SSS
to arrive at overall Criterion wise Grade Point Averages (CrGPA).
c.) The final outcome will be placed for approval of Executive
council of NAAC before declaring the Accreditation status and the
institutional Grade.

19. Based on the size and scope of academic offerings at the
HEIs, the number of days and experts for onsite visit may vary
from 2-3 days with 2-5 expert reviewers visiting the institutions.
The visiting teams’ role would be very specific in the revised
model limited to Qualitative Metrics (QlM).
The teams would play an important role in reviewing the
intangible aspects. Unlike in the past 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 make necessary
logistics.

20. The NAAC has identified the following seven criteria to
serve as the basis for assessment of HEIs:
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 and Leadership, and
7.Institutional Values and Best Practices

21. KEY ASPECTS
i. Curricular Design
and Development
ii. Academic
Flexibility
iii. Feedback on
Curriculum
iv. Curriculum
Update
v. Best Practices in
Curriculum Aspects

22. KEY ASPECTS
i. Admission Process
ii. Catering to Diverse Needs
iii. Teaching-Learning
Process
iv. Teacher Quality
v. Evaluation Process and
Reforms
vi. Best Practices in teaching & learning

23. KEY ASPECTS
Promotion of Research
Research and Publication Output
Consultancy
Extension Activities
Collaborations
Best practices in research,
consultancy & extension

24. KEY ASPECTS
Physical Facilities
Maintenance of Infrastructure
Library as a Learning Resource
ICT (Information and Communication Technologies )as
Learning Resources
Other Facilities
Best practices in the development of infrastructure and
learning resources

25. KEY ASPECTS
Student Progression
Student Support
Student Activities
Best Practices in student
 support and progression

26. KEY ASPECTS
Institutional vision and Leadership
Organizational arrangements
Stategy development and deployment
Human resource management
Financial management and
 resource Mobilization
Best practices in governance and
 leadership

27. KEY ASPECTS
Internal Quality assurance system
Inclusive practices
Stake holder relationship

28. Curricular Aspects 150 (U) 150 (Au) 100 (Aff)
Teaching-learning and
Evaluation
200 (U) 300 (Au) 350 (Aff)
Research, Innovations
and Extension
250 (U) 150 (Au) 120 (Aff)
Infrastructure and
Learning Resources
100 (U) 100 (Au) 100 (Aff)
Student Support and
Progression
100 (U) 100 (Au) 130 (Aff)
Governance,
Leadership and
Management
100 (U) 100 (Au) 100 (Aff)
Institutional Values
and Best Practices
100 (U) 100 (Au) 100 (Aff)
***University (U), Autonomous College(AU), and Affiliated/Constituent
College(Aff)

34. An institution not accredited or want to improve its accreditation status can
apply for re-accreditation after a period of one year not exceeding 3 years. such
applicants should undergo all the original process and specifically state the
remedial measures for points mentioned in earlier accreditation

35. The websites may contain the following information:
 Goals and objectives
 Program options
 Eligibility criteria
 Admission policy and process
 Academic calendar
 Examination and other assessment schedules and
procedures
 Infrastructure facilities available for teaching, learning,
sports, residence, research and recreation
 Scholarships given by the state and institution
 Fee structure
1. Vision and Mission statements of the university
and of the college to be displayed.
2. Creation of websites for all the
colleges/departments.

36.  Alumni association
 Data banks, Event registers, Hand books
 Data banks to consist of all academic activities of teachers
 Event registers to maintain all the activities of the
Departments/Colleges
 Hand books containing information about faculty, courses,
almanac, research and other facilities available in the
Departments/Colleges

37.  Provide internet facility to all departments
in the colleges and provide access to all
students, teachers and research students.
 Constitute a college level Research
Advisory Committee to encourage and
guide teachers applying for research
projects and monitor research work done.
 Provide Assistance to teachers for filing
patents
 Creation of student councils, appointment
of teacher counselors and a lady counselor
for all Departments/Colleges.
 Creation of placement and guidance cells
in all departments/colleges.

38.  Organizing seminars in all colleges for students
through students councils to get feedback from the
students regarding the academic activities of the
departments & colleges and any other students
problems
 Suggestions to be invited for enhancement of
quality.
 Provision of basic facilities like telephone, safe
drinking water, toilet facilities in all
departments/colleges.
 Introduction of teacher-ward system in the
departments/colleges.
 Undertaking of community activities –each college
to adopt 2 or 3 villages under NSS activity.

39.  Creation of academic audit units in all
colleges.
 Collection and analysis of feedback from
students and employees.
 Arranging parent teacher meets.
 Undertaking programmes for soft skills
and personality development