The document outlines the criteria and process for quality assurance and accreditation of higher education institutions in India by the National Assessment and Accreditation Council (NAAC). It discusses the 7 criteria that are assessed, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovative practices. Institutions are given an institutional cumulative grade point average (CGPA) on a scale of 1 to 4 based on their performance across the 7 criteria to determine their accreditation level.
The document discusses the 7 criteria used by the National Assessment and Accreditation Council (NAAC) to assess higher education institutions in India. The 7 criteria are: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Each criterion contains several key components that are evaluated such as curriculum design, teaching quality, research publications, physical facilities, student support services, governance structures, and innovative practices. The accreditation process involves an institution conducting a self-study based on these criteria and
The document provides an overview of the National Assessment and Accreditation Council (NAAC) in India. It discusses NAAC's history, vision, mission and core values. The revised assessment and accreditation framework focuses on making the process more objective, transparent and data-driven. Institutions submit a self-study report which undergoes data validation and verification to obtain a pre-qualifier score before an onsite peer review. Seven criteria are used to assess institutions, including teaching-learning, research, infrastructure, and governance. Weightages are assigned across key indicators under each criterion.
The document discusses the National Assessment and Accreditation Council (NAAC) of India. It provides the following key points:
- NAAC was established in 1994 by the University Grants Commission to assess and accredit institutions of higher education in India.
- NAAC accreditation ensures quality standards in higher education by assessing institutions based on criteria like curricular aspects, teaching-learning and evaluation, research and infrastructure.
- The assessment results in an overall grade for the institution on a scale of A++ to C. Key indicators include curricular planning, teacher quality, research publications, facilities, student support and governance.
This document discusses student support and progression criteria for universities. It outlines the key indicators and metrics used to evaluate universities in this criterion, including student support, career counseling, capacity development initiatives, grievance redressal mechanisms, student progression including placement, higher education and qualifications in exams, and student participation in activities. It also discusses alumni engagement and contribution. The document provides information on data collection, a gap analysis and declaration of teams to work on preparation according to this criterion.
The document provides information about the Internal Quality Assurance Cell (IQAC) of Gautam Buddha Mahila College in Gaya, India. It outlines the following key details:
1. The composition and roles of the IQAC committee, which includes the principal, faculty members, students, parents, and alumni.
2. The vision, mission, goals, and functions of the IQAC which aim to promote quality in teaching, learning, research, extension activities, governance, and innovations.
3. The various mechanisms adopted by the IQAC to ensure quality, including curriculum development, teaching-learning processes, research, community engagement programs, student-centric learning, and best practices.
Assessment & Accreditation Process of NAAC in Revised Accreditation Framework...Dr. Sreedhar Rao
The document provides guidance for institutions on filling out the Institutional Information for Quality Assessment (IIQA), which is the first step in the NAAC accreditation process. It outlines the registration process and requirements for completing the IIQA application. Key requirements include uploading affiliation letters, statutory approval documents, AISHE certificates, and AQAR reports. The document emphasizes ensuring accurate institution name matching and selecting the correct accreditation cycle number. It also provides tips for filling program details and uploading required documents.
ASSESSMENT AND ACCREDITATION:REVISED PROCESS -AFFILIATED/CONSTITUENT COLLEGESAbhay Khandagle
The document discusses the revised process of assessment and accreditation for affiliated and constituent colleges by the National Assessment and Accreditation Council (NAAC) effective from July 2017. It provides an overview of NAAC's vision, mission, core values, and the revised assessment framework. The framework focuses on data-based quantitative indicators for evaluation with increased objectivity and transparency. It introduces pre-qualifiers for peer team visits and system-generated scores. The assessment will be based on a Quality Indicator Framework across 7 criteria including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and best practices.
This document provides information about accreditation and the NAAC assessment process. It discusses why accreditation is important for improving quality in higher education. The benefits of accreditation for institutions and stakeholders are outlined. The seven criteria used by NAAC for assessment are described in detail, including key performance indicators under each criterion. Guidelines are provided for institutions to prepare for the accreditation process, such as establishing vision/mission statements, developing websites, enhancing facilities and resources, collecting feedback, and conducting self-analysis. Overall, the document aims to outline the NAAC accreditation framework and support institutions in undergoing quality assessment.
The document discusses the 7 criteria used by the National Assessment and Accreditation Council (NAAC) to assess higher education institutions in India. The 7 criteria are: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Each criterion contains several key components that are evaluated such as curriculum design, teaching quality, research publications, physical facilities, student support services, governance structures, and innovative practices. The accreditation process involves an institution conducting a self-study based on these criteria and
The document provides an overview of the National Assessment and Accreditation Council (NAAC) in India. It discusses NAAC's history, vision, mission and core values. The revised assessment and accreditation framework focuses on making the process more objective, transparent and data-driven. Institutions submit a self-study report which undergoes data validation and verification to obtain a pre-qualifier score before an onsite peer review. Seven criteria are used to assess institutions, including teaching-learning, research, infrastructure, and governance. Weightages are assigned across key indicators under each criterion.
The document discusses the National Assessment and Accreditation Council (NAAC) of India. It provides the following key points:
- NAAC was established in 1994 by the University Grants Commission to assess and accredit institutions of higher education in India.
- NAAC accreditation ensures quality standards in higher education by assessing institutions based on criteria like curricular aspects, teaching-learning and evaluation, research and infrastructure.
- The assessment results in an overall grade for the institution on a scale of A++ to C. Key indicators include curricular planning, teacher quality, research publications, facilities, student support and governance.
This document discusses student support and progression criteria for universities. It outlines the key indicators and metrics used to evaluate universities in this criterion, including student support, career counseling, capacity development initiatives, grievance redressal mechanisms, student progression including placement, higher education and qualifications in exams, and student participation in activities. It also discusses alumni engagement and contribution. The document provides information on data collection, a gap analysis and declaration of teams to work on preparation according to this criterion.
The document provides information about the Internal Quality Assurance Cell (IQAC) of Gautam Buddha Mahila College in Gaya, India. It outlines the following key details:
1. The composition and roles of the IQAC committee, which includes the principal, faculty members, students, parents, and alumni.
2. The vision, mission, goals, and functions of the IQAC which aim to promote quality in teaching, learning, research, extension activities, governance, and innovations.
3. The various mechanisms adopted by the IQAC to ensure quality, including curriculum development, teaching-learning processes, research, community engagement programs, student-centric learning, and best practices.
Assessment & Accreditation Process of NAAC in Revised Accreditation Framework...Dr. Sreedhar Rao
The document provides guidance for institutions on filling out the Institutional Information for Quality Assessment (IIQA), which is the first step in the NAAC accreditation process. It outlines the registration process and requirements for completing the IIQA application. Key requirements include uploading affiliation letters, statutory approval documents, AISHE certificates, and AQAR reports. The document emphasizes ensuring accurate institution name matching and selecting the correct accreditation cycle number. It also provides tips for filling program details and uploading required documents.
ASSESSMENT AND ACCREDITATION:REVISED PROCESS -AFFILIATED/CONSTITUENT COLLEGESAbhay Khandagle
The document discusses the revised process of assessment and accreditation for affiliated and constituent colleges by the National Assessment and Accreditation Council (NAAC) effective from July 2017. It provides an overview of NAAC's vision, mission, core values, and the revised assessment framework. The framework focuses on data-based quantitative indicators for evaluation with increased objectivity and transparency. It introduces pre-qualifiers for peer team visits and system-generated scores. The assessment will be based on a Quality Indicator Framework across 7 criteria including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and best practices.
This document provides information about accreditation and the NAAC assessment process. It discusses why accreditation is important for improving quality in higher education. The benefits of accreditation for institutions and stakeholders are outlined. The seven criteria used by NAAC for assessment are described in detail, including key performance indicators under each criterion. Guidelines are provided for institutions to prepare for the accreditation process, such as establishing vision/mission statements, developing websites, enhancing facilities and resources, collecting feedback, and conducting self-analysis. Overall, the document aims to outline the NAAC accreditation framework and support institutions in undergoing quality assessment.
The document discusses the seven criteria used by the National Assessment and Accreditation Council (NAAC) to assess and accredit higher education institutions in India. It describes each criterion in detail: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. It outlines the key components considered under each criterion to ensure educational quality. The accreditation process involves an institution submitting a Self-Study Report and undergoing an on-site peer evaluation visit conducted by NAAC.
The role of the coordinator of the IQAC is crucial in ensuring the effective functioning of all the members. The coordinator of the IQAC may be a senior person with expertise in quality aspects. She/he may be a full-time functionary or, to start with, she/he may be a senior academic /administrator entrusted with the IQAC as an additional responsibility. Secretarial assistance may be facilitated by the administration. It is preferable that the coordinator may have sound knowledge about the computer, its various functions and usage for effective communication.
NAAC Presentation - Dr HK Garg, Sarojini Naidu Govt Girls College BhopalPROFESSOR Dr. H.K. Garg
This presentation is an overview of all necessary facts & figures pertaining to our College for assessment and accreditation. It is not a more plethora of achievements; rather, it is revelation of a path we have adhered to. Let us invite you to reel through the pages and be a part of our legacy.
Prof HK Garg, Coordinator IQAC & NAAC Steering Committee.
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.
Naac presentation education department - central university of keralaThiyagu K
This power-point was prepared for the purpose of NAAC Peer team visit to our Department of Education, Central University of Kerala on 25th October 2016. It is my pleasure to share our department profile power-point in this social platform...
Proposed by NAAC, IQAC or Internal Quality Assurance Cell is a structure that helps educational institutions to improve their work processes and achieve learning outcomes & objectives.
The document provides details about the Internal Quality Assurance Cell (IQAC) at Government Degree College for Women in Sangareddy, Telangana, India. It discusses the establishment of IQAC, its vision, mission, goals and strategies. It outlines the functions and benefits of IQAC. The constitution of IQAC is provided along with details of meetings held. Under curricular aspects, the document summarizes programs conducted like introduction of new programs, add-on courses through Jawahar Knowledge Center, value added courses organized, and skill development programs to promote leadership, communication and entrepreneurial skills among students.
The document provides information about Mohanlal Sukhadia University in Udaipur, Rajasthan, India. It discusses the vision, mission, and establishment of the university. It provides details about the authorities, officers, faculties, departments, programs offered, student enrollment, teaching and evaluation processes, research promotion, and infrastructure of the university. The document aims to give an overview of Mohanlal Sukhadia University to peer team members visiting the institution.
The document discusses methodology for assessment and accreditation of higher education institutions in India. It outlines the processes of assessment, which evaluates an organization, and accreditation, which ranks organizations based on their assessment. The National Assessment and Accreditation Council (NAAC) is responsible for assessing and accrediting institutions of higher education in India based on criteria like curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and leadership, and innovative practices. The document provides details on NAAC's methodology, criteria, processes and contribution to upholding quality in Indian higher education.
The document outlines the criteria and process for quality assurance and accreditation of higher education institutions in India by the National Assessment and Accreditation Council (NAAC). It discusses the 7 criteria that are assessed, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovative practices. Institutions are given an institutional cumulative grade point average (CGPA) on a scale of 1 to 4 based on their performance across the 7 criteria to determine their accreditation level.
NAAC is an organization established in 1994 that assesses and accredits higher education institutions in India. It aims to contribute to national development, foster global competencies in students, and promote excellence through inculcating values, technology use, and quality education. NAAC evaluates institutions to identify strengths and weaknesses, provide objective data to funders, and inform society about quality. Its objectives are to assess institutions for continuous quality improvement in teaching, learning, research, self-evaluation and innovation. NAAC devises accreditation mechanisms, assesses quality using international criteria, and recommends norms for teaching and research improvement.
NAAC Visit Presentation of Internal Quality Assurance CellDarshanKamboj1
The document summarizes the activities of the Internal Quality Assurance Cell (IQAC) of a college. It provides details of the objectives and composition of the IQAC. It also summarizes the major initiatives and contributions of the IQAC related to curriculum, teaching-learning, research, extension activities, and student support during the assessment years. These include organizing seminars and workshops, enhancing the use of ICT, encouraging research publications, conducting community outreach activities, and providing student support services.
This document provides information about K.L.B. D.A.V College for Girls in Palampur, India. It is a self-financing college established in 1969 that provides undergraduate and postgraduate courses. It has recognition from various regulatory bodies. The college follows curriculums set by Himachal Pradesh University and provides student support services including placements, library resources, and extracurricular activities. It aims to provide quality education to empower women and has various facilities like labs, library, and hostel. The college is managed by a governing body and has 11 faculty members.
An overview on the National Board of Accreditation (NBA). This slide presentation covers the basic steps of accreditation and the assessment criteria of the NBA. Outcome Based Education (OBE) is also mentioned accordingly.
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.
The document outlines the vision, mission, and activities of the Internal Quality Assurance Cell (IQAC) of GFGC College in Byadgi, India. It discusses the IQAC's goals of imparting quality higher education, developing students, and improving teaching quality. It summarizes the IQAC's efforts to enhance teaching-learning, obtain student feedback, organize events, conduct research, and develop infrastructure and student support. The IQAC plans to continue its work while further developing facilities, programs, and interactions between students, teachers, and alumni.
The document provides information about self-assessment for academic programs. It includes definitions of key terms like quality, quality assurance, and assessment. It outlines the objectives and benefits of self-assessment. The process of generating a Self-Assessment Report is described in 9 steps. Criteria for self-assessment are outlined, including 8 criteria related to areas like program mission/objectives, curriculum, facilities, faculty, and support. Methods for scoring criteria using rubrics are also explained.
The document discusses the seven criteria used by the National Assessment and Accreditation Council (NAAC) to assess and accredit higher education institutions in India. It describes each criterion in detail: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. It outlines the key components considered under each criterion to ensure educational quality. The accreditation process involves an institution submitting a Self-Study Report and undergoing an on-site peer evaluation visit conducted by NAAC.
The role of the coordinator of the IQAC is crucial in ensuring the effective functioning of all the members. The coordinator of the IQAC may be a senior person with expertise in quality aspects. She/he may be a full-time functionary or, to start with, she/he may be a senior academic /administrator entrusted with the IQAC as an additional responsibility. Secretarial assistance may be facilitated by the administration. It is preferable that the coordinator may have sound knowledge about the computer, its various functions and usage for effective communication.
NAAC Presentation - Dr HK Garg, Sarojini Naidu Govt Girls College BhopalPROFESSOR Dr. H.K. Garg
This presentation is an overview of all necessary facts & figures pertaining to our College for assessment and accreditation. It is not a more plethora of achievements; rather, it is revelation of a path we have adhered to. Let us invite you to reel through the pages and be a part of our legacy.
Prof HK Garg, Coordinator IQAC & NAAC Steering Committee.
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.
Naac presentation education department - central university of keralaThiyagu K
This power-point was prepared for the purpose of NAAC Peer team visit to our Department of Education, Central University of Kerala on 25th October 2016. It is my pleasure to share our department profile power-point in this social platform...
Proposed by NAAC, IQAC or Internal Quality Assurance Cell is a structure that helps educational institutions to improve their work processes and achieve learning outcomes & objectives.
The document provides details about the Internal Quality Assurance Cell (IQAC) at Government Degree College for Women in Sangareddy, Telangana, India. It discusses the establishment of IQAC, its vision, mission, goals and strategies. It outlines the functions and benefits of IQAC. The constitution of IQAC is provided along with details of meetings held. Under curricular aspects, the document summarizes programs conducted like introduction of new programs, add-on courses through Jawahar Knowledge Center, value added courses organized, and skill development programs to promote leadership, communication and entrepreneurial skills among students.
The document provides information about Mohanlal Sukhadia University in Udaipur, Rajasthan, India. It discusses the vision, mission, and establishment of the university. It provides details about the authorities, officers, faculties, departments, programs offered, student enrollment, teaching and evaluation processes, research promotion, and infrastructure of the university. The document aims to give an overview of Mohanlal Sukhadia University to peer team members visiting the institution.
The document discusses methodology for assessment and accreditation of higher education institutions in India. It outlines the processes of assessment, which evaluates an organization, and accreditation, which ranks organizations based on their assessment. The National Assessment and Accreditation Council (NAAC) is responsible for assessing and accrediting institutions of higher education in India based on criteria like curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and leadership, and innovative practices. The document provides details on NAAC's methodology, criteria, processes and contribution to upholding quality in Indian higher education.
The document outlines the criteria and process for quality assurance and accreditation of higher education institutions in India by the National Assessment and Accreditation Council (NAAC). It discusses the 7 criteria that are assessed, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovative practices. Institutions are given an institutional cumulative grade point average (CGPA) on a scale of 1 to 4 based on their performance across the 7 criteria to determine their accreditation level.
NAAC is an organization established in 1994 that assesses and accredits higher education institutions in India. It aims to contribute to national development, foster global competencies in students, and promote excellence through inculcating values, technology use, and quality education. NAAC evaluates institutions to identify strengths and weaknesses, provide objective data to funders, and inform society about quality. Its objectives are to assess institutions for continuous quality improvement in teaching, learning, research, self-evaluation and innovation. NAAC devises accreditation mechanisms, assesses quality using international criteria, and recommends norms for teaching and research improvement.
NAAC Visit Presentation of Internal Quality Assurance CellDarshanKamboj1
The document summarizes the activities of the Internal Quality Assurance Cell (IQAC) of a college. It provides details of the objectives and composition of the IQAC. It also summarizes the major initiatives and contributions of the IQAC related to curriculum, teaching-learning, research, extension activities, and student support during the assessment years. These include organizing seminars and workshops, enhancing the use of ICT, encouraging research publications, conducting community outreach activities, and providing student support services.
This document provides information about K.L.B. D.A.V College for Girls in Palampur, India. It is a self-financing college established in 1969 that provides undergraduate and postgraduate courses. It has recognition from various regulatory bodies. The college follows curriculums set by Himachal Pradesh University and provides student support services including placements, library resources, and extracurricular activities. It aims to provide quality education to empower women and has various facilities like labs, library, and hostel. The college is managed by a governing body and has 11 faculty members.
An overview on the National Board of Accreditation (NBA). This slide presentation covers the basic steps of accreditation and the assessment criteria of the NBA. Outcome Based Education (OBE) is also mentioned accordingly.
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.
The document outlines the vision, mission, and activities of the Internal Quality Assurance Cell (IQAC) of GFGC College in Byadgi, India. It discusses the IQAC's goals of imparting quality higher education, developing students, and improving teaching quality. It summarizes the IQAC's efforts to enhance teaching-learning, obtain student feedback, organize events, conduct research, and develop infrastructure and student support. The IQAC plans to continue its work while further developing facilities, programs, and interactions between students, teachers, and alumni.
The document provides information about self-assessment for academic programs. It includes definitions of key terms like quality, quality assurance, and assessment. It outlines the objectives and benefits of self-assessment. The process of generating a Self-Assessment Report is described in 9 steps. Criteria for self-assessment are outlined, including 8 criteria related to areas like program mission/objectives, curriculum, facilities, faculty, and support. Methods for scoring criteria using rubrics are also explained.
This document discusses quality assurance, enhancement, and performance management systems at USBI University. It defines key terms like quality assurance, quality enhancement, academic standards, and academic quality. It outlines USBI's goals of achieving international standards and developing quality assurance systems to ensure excellence and build reputation. It also describes USBI's quality assurance approach, including inputs, processes, and outputs. It discusses accreditation requirements from bodies like BAN-PT in Indonesia and SACS internationally. Finally, it provides criteria for internal and external quality assurance.
The document summarizes the accreditation process used by the Western Association of Schools and Colleges (WASC). It discusses the three main stages of review: the Proposal/Capacity and Preparatory Review, the Educational Effectiveness Review, and the follow-up process. It also explains the focus and requirements of the Capacity/Preparatory Review and Educational Effectiveness Review, which evaluate an institution's resources and student learning outcomes.
The document discusses the evolution of program review and accreditation standards over time. Initial standards in the 1960s focused on basic structures and processes, while later standards emphasized continuous improvement, assessment of institutional effectiveness, and program review. The most recent 2002 standards center on student learning outcomes and require institutions to assess learning at the course, program, and degree levels to drive improvements. An effective integrated system uses ongoing program review and assessment of student achievement and learning to inform planning, budgeting, and other decisions that lead to institutional betterment.
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
Choice Based Credit System(CBCS)-Ugc guidelines:SSB Lec/Gp Dis 14:Col Mukteshwar Prasad
This in line with Semester and credit system being followed across good Institution still it is drawing flakes in India.System is in vogue in IITs since 80s
This document outlines the process used by Barstow Community College to develop Institution Set Standards as required by accreditation. It discusses reviewing methodology from other colleges and adopting a "Minimum Acceptable Standard" approach based on statistical process control concepts from Total Quality Management. This establishes standards at the 95% confidence level based on the mean and standard error of the past five years of data to set targets that will be met 97.5% of the time and trigger investigation if not. Feedback was gathered from various college stakeholders before finalizing the standards.
The document discusses School Quality Assessment and Accreditation (SQAA), a process established by the Central Board of Secondary Education (CBSE) in India to promote continuous quality improvement in schools through self-analysis, peer review, and meeting predetermined quality standards across academic and non-academic areas of school functioning over a 5-year accreditation cycle. The SQAA process involves schools conducting a self-assessment, a visit by a peer review team to validate findings, and a final report on the school's accreditation status.
The document discusses the transition from TEAC and NCATE accreditation of educator preparation programs to the new Council for the Accreditation of Educator Preparation (CAEP). CAEP aims to raise standards and use evidence-based approaches. It will offer four accreditation options focused on continuous improvement, inquiry, or transformation. Programs will submit evidence of candidate learning and undergo reviews or audits to evaluate performance.
The Quality Assurance Review Team conducted an external review of the Lee County School District and recommends awarding it district accreditation. The team found strengths in the district's aligned plans and programs supporting its vision. It also commended the district's meaningful vision statement and stakeholder communication. However, challenges include a lack of funding, rural geography, and rising academic standards. The team requires the district designate time for improvement planning and review its curriculum regularly.
The Quality Assurance Review Team conducted an external review of the Lee County School District and recommends awarding it district accreditation. The team found strengths in the district's aligned plans and programs supporting its vision. It also commended the district's meaningful vision statement and stakeholder communication. However, challenges include a lack of funding, rural geography, and rising achievement standards. The team requires the district designate time for improvement planning and review its curriculum regularly.
Establishment of IQAC and Self Assessment at Program LevelPavithra M. R
This document discusses quality assurance and self-assessment in higher education. It outlines the key components of establishing a quality assurance mechanism, including institutionalizing an Internal Quality Assurance Cell (IQAC) and forming a Quality Assurance Coordination Committee. The IQAC would help promote quality culture, ensure good practices, and prepare programs and the university to meet external quality assessment requirements. Self-assessment is presented as an ongoing process for programs to monitor and improve student learning through collecting empirical data on student attainment and using it to enhance the program. Guidelines are provided for conducting self-assessment, developing a self-assessment report, undergoing external peer review, and creating an improvement plan.
This document provides information about NAAC accreditation for IEC University in Baddi, Himachal Pradesh. It discusses the benefits of NAAC accreditation, including helping institutions identify strengths and weaknesses to improve quality. It outlines NAAC's criteria for assessment, which includes 7 criteria divided into key indicators. The criteria cover areas like curriculum, teaching-learning practices, research, infrastructure, student support, governance, and best practices. The document emphasizes that NAAC accreditation is a process of quality assurance that can help institutions achieve excellence and improve outcomes for students.
This document provides an introduction and preface to the revised manual for assessment and accreditation of affiliated/constituent undergraduate and postgraduate colleges by the National Assessment and Accreditation Council (NAAC). Some key points:
- The revision aims to make the accreditation process more robust, objective, transparent, scalable, and ICT-enabled, based on feedback from stakeholders.
- Separate manuals have been developed for universities, autonomous colleges, and affiliated/constituent colleges.
- Special efforts have been made to customize some quality indicators to different categories of institutions.
- The Self-Study Report continues to be the backbone of the accreditation process.
- The manual
Quality Assurance and institutional accreditation performance indicators and ...Ganesh Shukla
This document discusses quality assurance and institutional accreditation in India, focusing on the National Institutional Ranking Framework (NIRF), the National Assessment and Accreditation Council (NAAC), and Internal Quality Assurance Cells (IQACs). It outlines the aims, functions, criteria and benefits of quality assurance processes and accrediting bodies in India. Key points include that NAAC accredits higher education institutions based on several criteria and parameters, NIRF provides annual rankings of Indian universities based on teaching, research, graduation outcomes and other metrics, and IQACs were established to promote continuous quality improvement within institutions.
Role of qe cs in public sector collegesSamina Ashraf
Thank you for the informative presentation on Quality Enhancement Cells. Establishing QECs is an important step to systematically enhance the quality of academic programs in colleges. I appreciate the clear framework and processes outlined to guide QECs in fulfilling their roles and responsibilities.
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 presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
1. QUALITY ASSURANCE AND MAINTENANCE
(PREPARATION FOR RE- ACCREDITATION)
Presentation by
Prof. M.Lakshmipathi Rao
Coordinator-IQAC
Osmania University
(Accredited with the highest rating
of five stars by NAAC)
Hyderabad
2. Why Accreditation
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.
3. CORE VALUES
(i) Contributing to National
Development
(ii) Fostering Global Competencies
among Students
(iii) Inculcating a Value System
among Students
(iv) Promoting the Use of
Technology
(v) Quest for Excellence
4. CRITERIA FOR ASSESSMENT
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.Innovative Practices
5. Benefits of Accreditation
Helps the institution to know its strengths, weaknesses
and opportunities through an informed review process.
To identify internal areas of planning and resource
allocation.
Out come provides funding agencies objective data for
performance funding. Initiates institutions into
innovative and modern methods of pedagogy.
Gives institutions a new sense of direction and identity.
Provides society with reliable information on quality of
education offered.
Employers have access to information on the quality of
education offered to potential recruitees.
Promotes intra and inter-institutional interactions.
6. Criteria for Assessment
1. Curricular Aspects
KEY ASPECTS
i. Curricular Design
and Development
ii. Academic
Flexibility
iii. Feedback on
Curriculum
iv. Curriculum
Update
v. Best Practices in
Curriculum Aspects
2. Teaching-Learning and
Evaluation
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
7. 3. Research, Consultancy and
Extension
KEY ASPECTS
Promotion of Research
Research and Publication Output
Consultancy
Extension Activities
Collaborations
Best practices in research,
consultancy & extension
8. 4. Infrastructure and Learning
Resources
KEY ASPECTS
Physical Facilities
Maintenance of Infrastructure
Library as a Learning Resource
ICT as Learning Resources
Other Facilities
Best practices in the
development of infrastructure
and learning resources
9. 5. Student Support and
Progression
KEY ASPECTS
Student Progression
Student Support
Student Activities
Best Practices in student
support and progression
10. 6. Governance and Leadership
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
12. Weightages for the seven criteria
Curricular Aspects 150
Teaching Learning and Evaluation 250
Research, Consultancy and Extension 200
Infrastructure and Learning Resources 100
Student support and progression 100
Governance and Leadership 150
Innovative Practices 50
Total 1000
13. The Key Aspect-wise weightages are as
below:
I Curricular Aspects
KEY ASPECTS WEIGHTAGES
i. Curricular Design
and Development 90
ii. Academic Flexibility 30
iii. Feedback on
Curriculum 10
iv.Curriculum Update 10
v. Best Practices in
Curriculum Aspects 10
Total 150
14. II.Teaching Learning and Evaluation
KEY ASPECT WEIGHTAGES
Admission Process and
student profile 20
Catering to Diverse Needs 20
Teaching Learning Process 90
Teacher Quality 60
Evaluation process and reforms 50
Best practices in teaching,
learning and evaluation 10
Total 250
15. HOW IS THE INSTITUTIONAL CUMULATIVE
GRADE POINT AVERAGE (CGPA) COMPUTED?
The grade for the Key Aspect under a criterion
is decided, based on the Assessment indicator
guidelines.
Quality points are assigned to a specific letter
grade i.e.,
4 for A; 3 for B; 2 for C; and 1 for D.
Each Key Aspect Grade point is denoted as Key
Aspect one Grade Point (KA1-GP); Key Aspect
two grade point (KA2-GP) and so on.
16. The summated grade points of all the Key
Aspects, under a criterion is calculated
with appropriate weightages and divided
by the criterion weightage for the
institution, to arrive at the Grade Point
Average for the Criterion(CR-GPA).
17. Criterion Grade Point Averages (CR-GPAs) for
all the 7 criteria are calculated.
The CGPA is calculated for the institution,
using the seven CR-GPAs and the application
of the respective weightages as specified for
each criterion.
The institutional CGPA is obtained by
i) multiplying the criterion GPA by the
respective weightage.
ii) Taking the sum of all these weighted scores
and dividing by the total weightage i.e.1000.
The CGPA thus obtained will be the final
Institutional Quality Level on a four-point
scale.
18. Take the Key aspect Matrix for Criterion I -
Curricular Aspects
Key Aspect Matrix Key Aspect Assessment
Matrix
1. Curriculum design
& development → KA1 GP = X1.1
2.Academic flexibility → KA2 GP = X1.2
3. Feedback on curriculum→ KA3 GP = X1.3
4. Curriculum update → KA4 GP = X1.4
5. Best practices in
curricular aspects → KA5 GP = X1.5
Example For Assessment of Universities
20. A sample calculation for 'X' University:
Curricular key Weightage Key KAGP Total Aspects
Aspect Weightage grade
GP Points
1. Curriculum design&
development 90 3 90 x 3 270
2. Academic flexibility 30 2 30 x 2 60
3. Feedack on curriculum 10 4 10 x 4 40
4. Curriculum update 10 3 10 x 3 30
5. Best practices 10 3 10 x 3 30
Total 150 430
GPA for Criterion I - Curricular Aspects(X1)=
430/ 150 =2.86; Similarly, for all criteria,the
GPAs are calculated.
21. Similarly, the Criterion Grade Point Averages calculated
for the remaining Six criteria, based on the key
aspects under each criteria and their differential
weightages, are given as:
Criterion II GPA =X2
Criterion III GPA =X3
Criterion IV GPA =X4
Criterion V GPA =X5
Criterion VI GPA =X6
Criterion VII GPA =X7.
The next step is to calculate the final
Cumulative Grade Point Average (CGPA)
by applying the specified weightages for the
criteria-wise GPAs.
22. Cumulative Grading Point Average (CGPA)
of the University
Where 150, 250, 200, 100, 100, 150, 50
are the weightages for the seven criteria of
the university and 1000 is the maximum
score
1000
)
50
(
)
150
(
)
100
(
)
100
(
)
200
(
)
250
(
)
150
( .
7
.
6
.
5
.
4
.
3
.
2
1 X
X
X
X
X
X
X .
23. Assessment for an ‘X’ University
The GPA for different criteria for an'X'
University is given below
Criterion I GPA = X1 = 2.9
Criterion II GPA = X2 = 3.0
Criterion III GPA = X3 = 3.5
Criterion IV GPA = X4 = 2.7
Criterion V GPA = X5 = 3.0
Criterion VI GPA = X6 = 3.1
Criterion VII GPA = X7 = 2.5
24. The cumulative grade point average for the
'X' University will be
“3.04” is the overall CGPA for the
'X' University.
04
.
3
1000
2.5)
(50
3.1)
(150
3.0)
(100
2.7)
(100
3.5)
(200
3.0)
(250
2.9)
(150
25. The accredited institutions will be graded on a 3-
letter grade as follows:
Range of institutional Letter Performance
Cumulative Grade Grade Descriptor
Point Average (CGPA)
3.01-4.0 A Very Good
(Accredited)
2.01-3.0 B Good
(Accredited)
1.51-2.0 C Satisfactory
(Accredited)
26. The university under consideration gets
the performance descriptor “Very Good”
and the letter grade “A”
Institutions which secure a CGPA equal to
or less than 1.50, are notionally
categorized under the letter grade “D”
(Performance Descriptor: Unsatisfactory;
Status: Not Accredited).
Such institutions will also be intimated
and notified by NAAC as “Assessed and
Found not Qualified for Accreditation”.
27. Guidelines on Institutional Preparation
Vision and Mission statements of the university and
of the college to be displayed.
Creation of websites for all the
colleges/departments.
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
28. 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.
29. 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 teacher
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.
30. 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.
31. Creation of academic audit units in
all colleges.
Collection and analysis of feedback
for students and employees.
Arranging parent teacher meets.
Undertaking programmes for soft
skills and personality development