The document provides information about the Career Advancement Scheme (CAS) for higher education faculty in India. It discusses the eligibility requirements, assessment criteria, and promotion stages under both the CAS 2010 and CAS 2018 regulations.
Some key points include:
- CAS 2018 and the relaxed CAS 2010 provide options for promotion that are available before and after July 18, 2018.
- There are four promotion stages from Assistant Professor to Professor with requirements for years of service, training, publications, and other academic activities.
- CAS 2018 focuses more on performance assessments in APAR reports while CAS 2010 had quantitative API score requirements that have been relaxed in some cases.
- The assessment process under CAS 2018 involves grading teaching and involvement in university
This document outlines the UGC Regulations 2018 regarding faculty promotions in India. It discusses the various designations and academic levels, as well as two options - Option A and Option B - for the promotion assessment process.
Option A involves annual self-assessments across three categories: teaching, university/college activities, and research publications. It provides grading criteria and requirements to progress from Assistant Professor to Associate Professor and Professor.
Option B allows promotion assessments per the UGC Regulations 2010 up until July 2021, exempting certain API scoring and providing flexibility in research publication requirements. Promotion requirements vary based on years of service, minimum API scores, and completion of orientation courses and refresher courses.
The document proposes new guidelines for the Performance Based Appraisal System (PBAS) under the Career Advancement Scheme (CAS) for university teachers and librarians. Key aspects include:
1) Steps for the new CAS via PBAS including completion of format, eligibility checks, approvals from principal, GB meeting and nomination process.
2) Eligibility criteria for stages 1-2, 2-3, and 3-4 including years of service and required Research Council (RC) or equivalent.
3) Scoring mechanisms and requirements across three categories - teaching activities, involvement in university activities, and research/academic contributions. Points are allocated for various activities on a yearly basis
Principal presentation for NAAC on 22-23 March ,2021.Dr. Neha Rani
Government College Narnaund (Hisar) welcomed the NAAC peer team for their accreditation visit on March 22-23, 2021. The college was established in 2013 and is affiliated with Guru Jambheshwar University of Science and Technology Hisar. It offers undergraduate programs across 16 departments and has a student body of over 800. The college aims to provide quality education to rural students while developing critical thinking and social responsibility.
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...
This document provides a summary of the Academic Performance Indicator (API) scoring system used to evaluate faculty positions with academic grade pay. It outlines the criteria across three categories: (1) teaching, learning, and evaluation activities; (2) co-curricular, extension, and professional development activities; and (3) research and publications. For each category, the document lists the items, maximum scores, and the applicant's self-assessed and verified scores. The API aims to provide a standardized and transparent method for evaluating faculty based on verifiable performance metrics.
National Education Policy-2020: Higher Educationjagannath Dange
The document summarizes key aspects of the National Education Policy 2020 regarding higher education in India. Some of the main points are:
1. The policy aims to address issues like access, equity, quality, affordability and accountability in education. It proposes restructuring the education system rather than just fine-tuning it.
2. It recommends setting up three types of higher education institutions - research universities focusing on research and teaching, teaching universities prioritizing teaching while also contributing to research, and colleges focusing on undergraduate teaching.
3. It suggests increasing the gross enrollment ratio in higher education to 50% by 2035 by establishing hundreds of large multidisciplinary universities and thousands of autonomous degree-granting colleges across the
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.
This document outlines the UGC Regulations 2018 regarding faculty promotions in India. It discusses the various designations and academic levels, as well as two options - Option A and Option B - for the promotion assessment process.
Option A involves annual self-assessments across three categories: teaching, university/college activities, and research publications. It provides grading criteria and requirements to progress from Assistant Professor to Associate Professor and Professor.
Option B allows promotion assessments per the UGC Regulations 2010 up until July 2021, exempting certain API scoring and providing flexibility in research publication requirements. Promotion requirements vary based on years of service, minimum API scores, and completion of orientation courses and refresher courses.
The document proposes new guidelines for the Performance Based Appraisal System (PBAS) under the Career Advancement Scheme (CAS) for university teachers and librarians. Key aspects include:
1) Steps for the new CAS via PBAS including completion of format, eligibility checks, approvals from principal, GB meeting and nomination process.
2) Eligibility criteria for stages 1-2, 2-3, and 3-4 including years of service and required Research Council (RC) or equivalent.
3) Scoring mechanisms and requirements across three categories - teaching activities, involvement in university activities, and research/academic contributions. Points are allocated for various activities on a yearly basis
Principal presentation for NAAC on 22-23 March ,2021.Dr. Neha Rani
Government College Narnaund (Hisar) welcomed the NAAC peer team for their accreditation visit on March 22-23, 2021. The college was established in 2013 and is affiliated with Guru Jambheshwar University of Science and Technology Hisar. It offers undergraduate programs across 16 departments and has a student body of over 800. The college aims to provide quality education to rural students while developing critical thinking and social responsibility.
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...
This document provides a summary of the Academic Performance Indicator (API) scoring system used to evaluate faculty positions with academic grade pay. It outlines the criteria across three categories: (1) teaching, learning, and evaluation activities; (2) co-curricular, extension, and professional development activities; and (3) research and publications. For each category, the document lists the items, maximum scores, and the applicant's self-assessed and verified scores. The API aims to provide a standardized and transparent method for evaluating faculty based on verifiable performance metrics.
National Education Policy-2020: Higher Educationjagannath Dange
The document summarizes key aspects of the National Education Policy 2020 regarding higher education in India. Some of the main points are:
1. The policy aims to address issues like access, equity, quality, affordability and accountability in education. It proposes restructuring the education system rather than just fine-tuning it.
2. It recommends setting up three types of higher education institutions - research universities focusing on research and teaching, teaching universities prioritizing teaching while also contributing to research, and colleges focusing on undergraduate teaching.
3. It suggests increasing the gross enrollment ratio in higher education to 50% by 2035 by establishing hundreds of large multidisciplinary universities and thousands of autonomous degree-granting colleges across the
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.
Govt. First Grade College Periyapatna Principal Presentation -NAAC Peer TeamVasantha Raju N
The document provides details about the Government First Grade College in Periyapatna that is welcoming the NAAC peer team for an accreditation visit from October 24-26, 2016. It summarizes information about the college such as its establishment in 1991, current student strength of around 500 students, courses offered, staff and administrative details, facilities available, and initiatives taken to ensure effective curriculum delivery and teaching-learning process.
The document provides information about the Department of Economics at a college. It was established in 1982 and offers Bachelor of Arts degrees in Economics. It has two faculty members and provides details about their qualifications. The department aims to provide quality education and develop students' skills. It discusses student enrollment numbers, results, progression of students to higher education or jobs. It also outlines the department's strengths like qualified faculty, weaknesses like limited job opportunities, and future plans to improve programs.
The document provides information about various scholarship programs offered by the government of India and state government of Maharashtra for students from minority communities. It details the eligibility criteria including family income limits and required academic performance. It also specifies the scholarship amounts for different levels of education ranging from classes 1-12, undergraduate, postgraduate, and doctoral programs. Instructions on application procedures and deadlines are provided for each scholarship. Contact information is given for queries.
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 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.
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.
Know about various Career opportunities after choosing Science stream.
In this PPT we have introduced some new age careers, trending careers, upcoming careers.
Choose your subject combinations carefully.
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.
Unit 06 elementary teacher education program in pakistanZahid Mehmood
The document discusses teacher education and training programs in Pakistan. It notes that there is a quality deficit in Pakistan's education system due to a lack of qualified teachers. It outlines several steps taken by the government to improve teacher training, including requiring a bachelor's degree plus B.Ed for elementary teachers. Various pre-service and in-service teacher training programs across Pakistan are described, along with their eligibility criteria and subjects of study. International organizations are also assisting the government to meet national education policy objectives of improving teacher education.
New Education Policy-2020 with reference to Atmnirbahr Bharat Dr. Dinesh C. Sharma
1. The document discusses the use of technology in higher education, including online/e-learning, i-learning, and the benefits they provide such as saving the environment by reducing paper usage.
2. It also discusses challenges of online education such as the mindset of teachers, internet connectivity, and student stress, but notes the possibilities such as reaching a wider student audience and expertise sharing.
3. The document proposes two methods for conducting exams and admissions online to continue education during the COVID-19 pandemic, addressing issues such as verifying student identities and preventing cheating.
The document summarizes key aspects of India's National Education Policy 2020. It outlines plans to increase public investment in education to 6% of GDP. The policy aims to transform India's education system by making school and higher education more holistic, flexible, multidisciplinary, and suited to 21st century needs. It proposes reorganizing higher education institutions into research, teaching, and autonomous degree-granting types and establishing new multidisciplinary institutions.
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
Npe 2020 ppt by Dr. Aarif Hussain BhatArifMuntazir
The document outlines key aspects of the proposed National Education Policy 2020 in India, including:
1. It proposes major reforms to higher education structure including multiple entry/exit points in degree programs, credit-based systems, and multidisciplinary universities and colleges.
2. It recommends increasing the gross enrollment ratio in higher education to 50% by 2035 and moving towards more multidisciplinary undergraduate education.
3. It proposes restructuring institutions into research universities, teaching universities and autonomous degree-granting colleges over time through a transparent accreditation system.
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.
This document discusses the structure, aims, and functions of higher education. It begins by defining higher education as continued study after secondary school, around age 18. It then outlines the major streams (science, arts, commerce) that students can pursue and the exam-based nature of higher education programs. The key objectives of higher education are described as providing wisdom and knowledge, furthering social aims like democracy and equality, cultivating higher values, and training future leaders. The document also discusses the national policy's view of higher education's role in developing specialized skills and knowledge to contribute to national development. Finally, it concludes that higher education prepares students for tertiary education and research at universities while conducting teaching, applied work, and social services.
CURRICULAR AREAS OF PRE-SERVICE TEACHER EDUCATION PROGRAMMEarunillam2000
The document discusses concerns with the current teacher education system in India and proposed reforms based on the National Curriculum Framework (NCF) 2005. It notes that the current system treats knowledge as fixed and does not allow critical examination of curriculum. It also lacks opportunities for student teachers to reflect on their experiences. The proposed reforms aim to shift to a learner-centered approach with the teacher acting as a facilitator rather than source of knowledge. The curriculum would focus on understanding learners, participatory learning processes, examining one's own beliefs and biases, and relating academic learning to students' social realities. The reformed teacher education curriculum would include courses in learner studies, contemporary studies, educational studies, curriculum studies, pedagogic studies,
organizational structure of School Education & Literacy Departmentshanillamemon1
The document discusses the mission and goals of the Sindh Education and Literacy Department (SELD) in Pakistan. The SELD aims to understand the role of school management committees and community participation in public school education. It also works to support teachers and education officials to deliver quality education, improve learning outcomes, and increase school enrollment and attendance while reducing dropouts. Key responsibilities of SELD include curriculum development, teacher training, monitoring and evaluation of schools, and administering the school specific budget program that provides funding to schools.
The document summarizes the Government of Kerala order regarding the designation, assessment process, and promotion criteria for university and college teachers under two options - Option A based on the UGC Regulations 2018 and Option B based on the UGC Regulations 2010 with amendments until July 18, 2018. Under Option A, it outlines the requirements and process for promotion of Assistant Professors, Associate Professors, and Professors to the next academic level. These include years of service, training, performance assessment, research score, and publications. Option B provides relaxed criteria for scoring in performance categories and exempts scoring for Category I until July 18, 2018.
This document outlines amendments made by the University Grants Commission to regulations regarding the minimum qualifications for appointment of teachers and other academic staff at universities and colleges.
Key amendments include: requiring selection procedures to incorporate transparent, objective and credible methodologies for analyzing applicant merits; capping the maximum API score claims allowed in various research and publication sub-categories; and revising clauses related to selection committee procedures, Vice Chancellor qualifications, and the API scoring framework.
The amendments are meant to further ensure standards are maintained in higher education faculty recruitment and promotions.
Govt. First Grade College Periyapatna Principal Presentation -NAAC Peer TeamVasantha Raju N
The document provides details about the Government First Grade College in Periyapatna that is welcoming the NAAC peer team for an accreditation visit from October 24-26, 2016. It summarizes information about the college such as its establishment in 1991, current student strength of around 500 students, courses offered, staff and administrative details, facilities available, and initiatives taken to ensure effective curriculum delivery and teaching-learning process.
The document provides information about the Department of Economics at a college. It was established in 1982 and offers Bachelor of Arts degrees in Economics. It has two faculty members and provides details about their qualifications. The department aims to provide quality education and develop students' skills. It discusses student enrollment numbers, results, progression of students to higher education or jobs. It also outlines the department's strengths like qualified faculty, weaknesses like limited job opportunities, and future plans to improve programs.
The document provides information about various scholarship programs offered by the government of India and state government of Maharashtra for students from minority communities. It details the eligibility criteria including family income limits and required academic performance. It also specifies the scholarship amounts for different levels of education ranging from classes 1-12, undergraduate, postgraduate, and doctoral programs. Instructions on application procedures and deadlines are provided for each scholarship. Contact information is given for queries.
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 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.
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.
Know about various Career opportunities after choosing Science stream.
In this PPT we have introduced some new age careers, trending careers, upcoming careers.
Choose your subject combinations carefully.
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.
Unit 06 elementary teacher education program in pakistanZahid Mehmood
The document discusses teacher education and training programs in Pakistan. It notes that there is a quality deficit in Pakistan's education system due to a lack of qualified teachers. It outlines several steps taken by the government to improve teacher training, including requiring a bachelor's degree plus B.Ed for elementary teachers. Various pre-service and in-service teacher training programs across Pakistan are described, along with their eligibility criteria and subjects of study. International organizations are also assisting the government to meet national education policy objectives of improving teacher education.
New Education Policy-2020 with reference to Atmnirbahr Bharat Dr. Dinesh C. Sharma
1. The document discusses the use of technology in higher education, including online/e-learning, i-learning, and the benefits they provide such as saving the environment by reducing paper usage.
2. It also discusses challenges of online education such as the mindset of teachers, internet connectivity, and student stress, but notes the possibilities such as reaching a wider student audience and expertise sharing.
3. The document proposes two methods for conducting exams and admissions online to continue education during the COVID-19 pandemic, addressing issues such as verifying student identities and preventing cheating.
The document summarizes key aspects of India's National Education Policy 2020. It outlines plans to increase public investment in education to 6% of GDP. The policy aims to transform India's education system by making school and higher education more holistic, flexible, multidisciplinary, and suited to 21st century needs. It proposes reorganizing higher education institutions into research, teaching, and autonomous degree-granting types and establishing new multidisciplinary institutions.
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
Npe 2020 ppt by Dr. Aarif Hussain BhatArifMuntazir
The document outlines key aspects of the proposed National Education Policy 2020 in India, including:
1. It proposes major reforms to higher education structure including multiple entry/exit points in degree programs, credit-based systems, and multidisciplinary universities and colleges.
2. It recommends increasing the gross enrollment ratio in higher education to 50% by 2035 and moving towards more multidisciplinary undergraduate education.
3. It proposes restructuring institutions into research universities, teaching universities and autonomous degree-granting colleges over time through a transparent accreditation system.
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.
This document discusses the structure, aims, and functions of higher education. It begins by defining higher education as continued study after secondary school, around age 18. It then outlines the major streams (science, arts, commerce) that students can pursue and the exam-based nature of higher education programs. The key objectives of higher education are described as providing wisdom and knowledge, furthering social aims like democracy and equality, cultivating higher values, and training future leaders. The document also discusses the national policy's view of higher education's role in developing specialized skills and knowledge to contribute to national development. Finally, it concludes that higher education prepares students for tertiary education and research at universities while conducting teaching, applied work, and social services.
CURRICULAR AREAS OF PRE-SERVICE TEACHER EDUCATION PROGRAMMEarunillam2000
The document discusses concerns with the current teacher education system in India and proposed reforms based on the National Curriculum Framework (NCF) 2005. It notes that the current system treats knowledge as fixed and does not allow critical examination of curriculum. It also lacks opportunities for student teachers to reflect on their experiences. The proposed reforms aim to shift to a learner-centered approach with the teacher acting as a facilitator rather than source of knowledge. The curriculum would focus on understanding learners, participatory learning processes, examining one's own beliefs and biases, and relating academic learning to students' social realities. The reformed teacher education curriculum would include courses in learner studies, contemporary studies, educational studies, curriculum studies, pedagogic studies,
organizational structure of School Education & Literacy Departmentshanillamemon1
The document discusses the mission and goals of the Sindh Education and Literacy Department (SELD) in Pakistan. The SELD aims to understand the role of school management committees and community participation in public school education. It also works to support teachers and education officials to deliver quality education, improve learning outcomes, and increase school enrollment and attendance while reducing dropouts. Key responsibilities of SELD include curriculum development, teacher training, monitoring and evaluation of schools, and administering the school specific budget program that provides funding to schools.
The document summarizes the Government of Kerala order regarding the designation, assessment process, and promotion criteria for university and college teachers under two options - Option A based on the UGC Regulations 2018 and Option B based on the UGC Regulations 2010 with amendments until July 18, 2018. Under Option A, it outlines the requirements and process for promotion of Assistant Professors, Associate Professors, and Professors to the next academic level. These include years of service, training, performance assessment, research score, and publications. Option B provides relaxed criteria for scoring in performance categories and exempts scoring for Category I until July 18, 2018.
This document outlines amendments made by the University Grants Commission to regulations regarding the minimum qualifications for appointment of teachers and other academic staff at universities and colleges.
Key amendments include: requiring selection procedures to incorporate transparent, objective and credible methodologies for analyzing applicant merits; capping the maximum API score claims allowed in various research and publication sub-categories; and revising clauses related to selection committee procedures, Vice Chancellor qualifications, and the API scoring framework.
The amendments are meant to further ensure standards are maintained in higher education faculty recruitment and promotions.
This document outlines amendments made by the University Grants Commission to regulations regarding the minimum qualifications for appointment of teachers and other academic staff at universities and colleges.
Key amendments include: requiring selection procedures to incorporate transparent, objective and credible methodologies for analyzing applicant merits; capping the maximum API score claims allowed in various research and publication sub-categories; and revising clauses related to selection committee procedures, Vice Chancellor qualifications, and the API scoring framework.
The amendments are meant to further ensure standards are maintained in higher education faculty recruitment and promotions.
This document provides information on various certifications and requirements for activity professionals, including CTRS, NCCAP, NAAP, and AP-BC. The CTRS certification requires a college degree and costs over $90,000 including exams and maintenance fees. NCCAP offers the AAC/AAPC, ADPC, and ADC certifications with varying education and experience requirements, as well as continuing education and costs. NAAP offers the NAAPCC credential through four pathways requiring different combinations of education, experience, and continuing education. The AP-BC certification through NAAP also has four pathways and requires an exam but no specific activity education. The document compares costs and benefits of conferences and scholarships between NCCAP
Professor/
Professor/
Professor
Professor
Equivalent
Equivalent
(Stage 4) to
(Stage 5) to
caderies
(Stage 1 to
(Stage 2)
Professor
Professor
Stage 2)
(Stage 3)
(Stage 4)
(Stage 5)
I Teaching-learning, Evaluation Related Activities (Category - I)
75 / Year
75 / Year
75 / Year
75 / Year
II Co-Curricular, Extension and Profession related activities (Category II)
15 / Year
15 / Year
15
Nba & pre qualifier for accreditationmrinalmanik64
The document discusses the details of pre-qualifiers for NBA accreditation. It explains that NBA accreditation is a process that ensures quality in higher education. It operates on a two-tier system for autonomous and non-autonomous institutions. Pre-qualifiers include basic institution details, program information, faculty and student details, and criteria like student intake percentages and faculty-student ratios. Meeting these pre-qualifiers is essential before applying for NBA accreditation. The duration of accreditation has also been revised to 3 years provisional and 6 years full accreditation.
Final bba sem_i_to_vi_dt_17-5_231219_2018Rahul More
This document outlines the program structure and requirements for a Bachelor of Business Administration (BBA) degree offered by Bharati Vidyapeeth Deemed to be University in India. It provides details about the vision, objectives, eligibility, duration of 3 years divided into 6 semesters, scheme of examinations, grading system, course structure and requirements for the program. The BBA aims to provide both theoretical and practical knowledge of business administration and management concepts to prepare students for business careers or further education.
This document outlines the regulations for the BBA (CBCS) degree program offered by Bangalore University's Department of Commerce for the 2014-2015 academic year. Some key details include:
- The objectives of the program are to develop ethical managers, entrepreneurs, and specialists in finance, marketing, and human resources.
- The program duration is 4 years over 8 semesters. Students can exit after 2 years with a diploma or 3 years with a BBM degree.
- The medium of instruction is English. Class sizes are capped at 60 students.
- Students must maintain a minimum of 75% attendance each semester.
- The course matrix outlines the subjects, credits, instruction hours,
1. The document outlines the regulations for the BBA (CBCS) degree program offered by Bangalore University's Department of Commerce.
2. It details 14 sections on various aspects of the program including its objectives, eligibility, duration, medium of instruction, attendance requirements, course structure, teaching and evaluation guidelines, examination scheme and classification of results.
3. The regulations aim to develop ethical managers and entrepreneurs with interdisciplinary knowledge through a 4-year degree program divided into 8 semesters of academic instruction and evaluation.
This document outlines the revised syllabus for the Master of Business Administration (MBA) program at the University of Pune. It provides details on the program structure, course requirements, and assessments over four semesters. The objectives of the MBA program are to provide students with the necessary knowledge, skills, values and attitudes to work in management positions. The syllabus outlines 10 specialized areas of study that students can choose from in their third and fourth semesters. Requirements include internal and external assessments, a practical training period, and a project report. Guidelines are provided on student eligibility, examinations, grading, and teaching faculty qualifications.
The document provides a summary of an assessment audit conducted on the International Business program using the TESTA methodology. Key findings include:
1) There is an issue with assessment bunching and the amount and timing of assessments may impact work quality.
2) Students choose modules based on assessment type and prefer ongoing assessments that build knowledge over time.
3) Students are unclear on course expectations and want more formative assessments and constructive feedback.
The audit found higher total assessments than industry averages, more summative than formative assessments, and exams make up over half of assessments on average. It recommends addressing assessment bunching and improving clarity of expectations and feedback.
PCI syllabus for F. Y. B.Pharm orientationSomu Chaudhari
The document outlines the rules and syllabus for the first year B.Pharm course according to the Pharmacy Council of India. It discusses the minimum qualifications for admission, program structure and credit requirements, coursework and assessments over eight semesters. Key points include following the PCI revised regulations, requiring a 10+2 pass with Physics, Chemistry and Maths/Biology, a minimum of 208 credits to graduate including theory, practical and extracurricular courses, internal assessments, projects, and industrial training. A CGPA system is used to determine class awards and ranks.
The document outlines the curriculum for a Bachelor of Business Administration (BBA) degree program. It details the following key points:
- The BBA program is a 6 semester (3 year) degree program requiring completion of 144 credits.
- Subjects include Accounting, Management, Business Organization, Statistics, Communication and IT.
- Each semester consists of 6 subjects worth 100 marks each, with 60 marks for theory and 40 for sessions/practicals.
- Students must pass each subject with a minimum of 40% marks and score a minimum aggregate of 50% over all 6 semesters to pass.
- Promotion to subsequent years requires passing a minimum number of subjects from the previous year
The document outlines the curriculum for a Bachelor of Business Administration (BBA) degree program. It details the following key points:
- The BBA program is a 6 semester (3 year) degree program requiring completion of 144 credits.
- Subjects include Accounting, Management, Business Organization, Statistics, Communication and IT.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Ugc cas rakesh kumar
1. UGC’s CAREER ADVANCEMENT SCHEME
FOR HIGHER EDUCATION
RAKESH KUMAR
Assistant Professor
Department of Chemistry
Govt. College Barwala, Panchkula
2. What we are going to discuss?
Option is of what and for whom?
What eligibility we need under CAS 2010 and CAS 2018?
What relaxations have been given under UGC regulations 2018?
Which option is beneficial?
Whether Adhoc/ Contractual/Temporary Service in the promotions
can be counted under CAS 2010 And CAS 2018?
And much more …………………
3. Eligibility for various stages Teaching Positions Under CAS
Academic Performance Indicators (API)
4. First off all we need to understand the difference between
schemes of CAS 2018, CAS 2010 and UGC
Regulation 2018
CAS 2010 originally came under regulations 2010. Which was effective from 30.6.2010.
CAS 2018 Scheme is given under UGC regulation 2018 and effective from 18.7.2018
CAS 2010 has been relaxed under UGC regulations 2018( But relaxation are only in
API Scores threshold In Assessment periods and not in computation of scores.
Computations of API scores are done as per tables Given in UGC regulation 2010
and its amendments).
5. What Options is available for promotions
due before and after 18.07.2018?
Promotions due on or after
18.07.2018
To opt for CAS 2010 upto 17.07.2021
Apart from CAS 2018.
Promotions due before 18.07.2018
i.e., in pending cases
To opt for CAS 2018 apart from CAS
2010 (With relaxed API)
6. STAGES/ DESIGNATION / SCALE/ AGP/
ACADEMIC LEVELS
STAGES DESIGNATION SCALE ACADEMIC GRADE
PAY
ACADEMIC LEVEL
STAGE 1 Assistant Professor Entry Level 6000 AGP ACADEMIC
LEVEL 10
STAGE 2 Assistant Professor Senior Scale 7000 AGP ACADEMIC
LEVEL 11
STAGE 3 Assistant Professor SelectionGrade 8000 AGP ACADEMIC
LEVEL 12
STAGE 4 Associate Professor Associate Professor 9000 AGP ACADEMIC
LEVEL 13A
STAGE 5 Professor Professor 10000 AGP ACADEMIC
LEVEL 14
7. CAS 2018 vs CAS 2010 For College Teachers : A Comparison
CAS 2018
For 1st Promotion: Assistant Professor to
Senior Assistant Professor (Academic level 10-
AL 11/ Pre-revised 6000 to 7000)
a) 4/5/6 years of service with PhD/ MPhil/ PG
Respectively;
b) 1 Orientation / FIP (30 days)
c) 1 Refresher Course or 2 FDP etc. of at lest one week
Duration each or MOOCS….
Promotion Criteria:-
A Teacher shall be promoted it: She/he gets “satisfactory”
or “Good” Grade in the Annual Performance Assessment
Reports (APAR) of at least three/ four/ five of the last
four/ five/ Six Years of the assessment period as the Case
may be, as specified in Annexure VI and the promotion is
recommended by the screening-cum-evaluation committee.
CAS 2010
For 1st Promotion: Assistant Professor to
Senior Assistant Professor (Academic level 10-
AL 11/ Pre-revised 6000 to 7000)
a) 4/5/6 years of service with PhD/ MPhil/ PG
Respectively;
b) 1 Orientation
c) 1 Refresher Course / Research Methodology Course
Of 2/3 weeks duration or MOOCS…………
Promotion Criteria:-
A Teacher shall be promoted it: She/he gets Relaxed
API Score i.e. 20 (collectively in Category II and
Category III ) and the promotion is recommended by
the screening-cum-evaluation committee.
8. Cas 2018
For 2nd Promotion: Assistant Professor to
Assistant Professor, Selection Grade (Academic level
11- AL 12/ Pre-revised 7000 to 8000):
a) 5 years in AL 11
b) 2 Refresher Courses / FDP etc. of 2 weeks duration/
MOOCS…
Promotion Criteria:-
A Teacher shall be promoted it: She/he gets
“satisfactory” or “Good” Grade in the Annual
Performance Assessment Reports (APAR) of at least
Four of the last five Years of the assessment period (as
prescribed in Annexure VI (Table VI.a)) and the
promotion is recommended by the screening-cum-
evaluation committee.
Second Promotion (From Senior Assistant Professor To Selection Grade)
Cas 2010
For 2nd Promotion: Assistant Professor to
Assistant Professor, Selection Grade (Academic level
11- AL 12/ Pre-revised 7000 to 8000):
a) 5 years in Stage 2
b) 1 Refresher Courses / FDP etc. of 2/3 weeks duration
)MOOCS…
Promotion Criteria:-
A Teacher shall be promoted it: She/he gets Relaxed
API Score i.e. 50 (collectively in Category II and
Category III ) in the assessment period and the
promotion is recommended by the screening-cum-
evaluation committee.
9. Third Promotion (From Selection Grade to Associate Professor)
Cas 2018
For 3rd Promotion: Assistant Professor, Selection Grade to
Associate Professor (Academic level 12- AL 13A/ Pre-
revised 8000 to 9000):
a) 3 years in AL 12
b) Ph. D. in core/allied/ relevant subject
c) 1 Refresher Courses / FDP etc. of at least 2 weeks or 2
Refresher/FDP etc. of 1 week each or MOOCS…
Promotion Criteria:-
A Teacher shall be promoted it: She/he gets
“satisfactory” or “Good” Grade in the Annual
Performance Assessment Reports (APAR) of at least two
of the last three years of the assessment period as
prescribed in Annexure VI (Table VI)) and the promotion
is recommended by the selection committee in
accordance with ordinance XVIII.
Cas 2010
For 3rd Promotion: Assistant Professor, Selection Grade to
Associate Professor (Academic level 12- AL 13A/ Pre-
revised 8000 to 9000):
a) 3 years in stage 3
b) At least three publication (As per Publications mentioned
in III (A) and III (B) of table of Category III) in the entire
period as Assistant Professor (twelve Year). However, in the
case of college teachers, an exemption of one publication
will be given to M. Phill. Holders and an exemption of two
publications will be given to Ph.D. holders.
c) 1 Refresher Courses / FDP etc. of at least 2 weeks or 2
Refresher/FDP etc. of 1 week each or MOOCS…
Promotion Criteria:-
A Teacher shall be promoted it: She/he gets Relaxed API
Score i.e. 45 (relaxed by UGC regulations 2018)
(collectively in Category II and Category III ) in the
assessment period and the promotion is recommended by
the selection committee in accordance with ordinance
XVIII.
10. Stage 2 on the date of notification of CAS 2010 regulation, the requirement of publications may be adjusted
Pro rata. For all those who entered stage 2 after the date of notification of CAS 2010 regulation, requirement
Of 3 publications would be applicable.
But Remember That
11. What is this Pro-rata clause with respect to Publications
Logic of 3 publications
Assistant
Professor
Stage 1
(Entry Level)
Assistant
Professor
Stage 2
(Senior Scale)
Assistant
Professor
Stage 3
(Selection Grade)
Associate
Professor
Date of Notification
Of CAS 2010
Regulations
i.e. 30.6.2010
12 Years
One
Publication
One
Publication
One
Publication
12. If a College teacher has entered stage 2 before 30.06.2010
With Ph.D. : The Requirement of publications will be 1 (For stage 3 period ) +
1 (For Associate Period) - 2 (Discount Of Ph.D.) = 0
With M.Phill. : The Requirement of publications will be 1 (For stage 3 period )
+ 1 (For Associate Period) - 1 (Discount Of M.Phill) = 1
Without Ph.D. and M.Phill. : The Requirement of publications will be 1 (For
stage 3 period ) + 1 (For Associate Period) = 2
13. Forth Promotion (From Associate Professor To Professor)
Cas 2018
For 4th Promotion: Associate Professor To Professor
(Academic level 13A - AL 14)
a) 3 years in AL 13A
b) Ph. D. in core/allied/ relevant subject
c) 10 Research publication in peer- reviewed or UGC listed
journals of which 3 should be published during the
assessment period.
d) Minimum of 110 research score as per Appendix II, Table
24.
Promotion Criteria:-
A Teacher shall be promoted it: She/he gets “satisfactory”
or “Good” Grade in the Annual Performance Assessment
Reports (APAR) of at least two of the last three years of the
assessment period as per Annexure VI (Table VIa)) and at
least 110 research score as per Annexure VI, Table VI.b and
the promotion to the post of professor is recommended by
the selection committee in accordance with ordinance
XVIII.
Cas 2010
For 4th Promotion: Associate Professor To Professor
(Academic level 13A- AL 14)
a) 3 years in AL 13A
b) Ph. D. in core/allied/ relevant subject
c) A minimum of five Research publication since the
period that the teacher is placed in stage 3.
Promotion Criteria:-
A Teacher shall be promoted it: She/he gets Relaxed API
Score i.e. 60 (collectively in Category II and Category III )
in the assessment period and the promotion is
recommended by the selection committee constituted in
accordance with ordinance XVIII.
Note:- In the case of Associate Professor Colleges,
promotion to the post of professor under CAS Shall be
further subject to clause 6.5.1. and 6.5.2. regulation 2010.
14. As Per CAS 2018 (Required in APAR) Assessment Criteria and
Methodology for University/ College Teacher
Sr. No. Activity Grading Criteria
1. Teaching: (Number of Classes taught/Total Classes assigned) × 100 %
(Classes taught includes sessions on tutorials, lab and other teaching related activities)
80 % above – Good
Below 80 % - 70 % & above – Satisfactory
Less than 70 % - Not satisfactory
2. Involvement in the University/ College students related activities/ research activities :
a. Administrative responsibilities such as Head, Chairperson/ Dean/ Director/ Co-
ordinator,
Warden etc.
a. Examination and evaluation duties assigned by the college / University or attending the
examination paper evaluation.
b. Student related Co-curricular extension and field-based activities such as students club,
Career counselling, study visits, student seminars and other events, cultural, sports,
NCC, NSS and community services.
c. Organising seminars/ Conferences/ Workshops/ other college/ University activities.
d. Evidence of activity involved in guiding Ph.D. Students.
e. Conducting minor or major research project sponsored by national and international
agencies.
f. At least one single or joint publication in peer-reviewed or UGC list of journals.
Good – Involved in at least 3 activities
Satisfactory – 1-2 activities
Not-satisfactory – Not involved / undertaken
of the activities
Note:
Number of activities can be within or across
broad categories of activities.
15. Assessment Process Under CAS 2018
The following three-step process is recommended for carrying out assessment for promotion under the CAS
2018 at all level:
Step 1: The College/university teacher shall submit to college/ university annual self-appraisal repot in the
prescribed Proforma to be designed based on Annexure VI, VII, and VIII. The report should be submitted at the
end of every academic year, within the stipulated time. The teacher will provide documentary evidence for the
claims made in the annual self-appraisal report, which is to be verified by the HOD/Teacher-in-charge etc. The
submission should be through the Head of the Department (HOD)/ Teacher-in-charge.
Step 2: After completion of the required years of experience for promotion under CAS and fulfilment of other
requirement Indicated below, the teacher shall submit an application for promotion under CAS.
Step 3: A CAS promotion shall be granted as mentioned in subsequent clauses of this ordinance.
Editor's Notes
UGC's Career Advancement Scheme (CAS) for Faculty in Higher Education