manual for affiliated colleges-270912

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A. GUIDELINESFORASSESSMENTANDACCREDITATION

I. INTRODUCTION

India has one of the largest and diverse education systems, in the world. Privatization,

widespread expansion, increased autonomy and introduction of programs in new and emerging

areas has improved access to higher education. At the same time it also led to widespread

concern on the quality and relevance of the higher education. To address these concerns, the

National Policy on ducation !NP, "#$%& and the Programme of Action !PoA, "##'& that

spelt out strategic plans for the policies, advocated the esta(lishment of an independent

National accreditation agency. )onsequently, the NATI*NA+ A-NT AN

A))/ITATI*N)*0N)I+!NAA)& was esta(lished in "##1 as an autonomous institution of

the 0niversity 2rants )ommission !02)&. The mandate of NAA) as reflected in its vision

statement is in ma3ing quality assurance an integral part of the functioning of 4igherducation Institutions !4Is&.

The NAA) functions through its 2eneral )ouncil !2)& and xecutive )ommittee !)& where

educational administrators, policy ma3ers and senior academicians from a cross5section of

Indian higher education system are represented. The )hairperson of the 02) is the President

of the 2) of the NAA), the )hairperson of the ) is an eminent academician nominated (y

the President of 2) !NAA)&. The irector is the academic and administrative head of NAA),

and is the mem(er5secretary of (oth the 2) and the ). In addition to the statutory (odies that

steer its policies and core staff to support its activities, NAA) is advised (y the advisory and

consultative committees constituted from time to time.

Vision and Mission

The vision of NAA) is6

To make quality the defining element of higher education in India through a

combination of self and external quality evaluation, promotion and sustenance

initiatives.

The mission statements of the NAA) aim at translating the NAA)7s vision into action plans

and define specific tas3s of NAA) engagement and endeavor as given (elow6

To arrange for periodic assessment and accreditation of institutions of higher education

or units thereof, or specific academic programmes or projects;

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To stimulate the academic environment for promotion of quality in teaching-learning

and research in higher education institutions;

To encourage self-evaluation, accountability, autonomy and innovations in higher

education;

To undertake quality-related research studies, consultancy and training programmes,

and

To collaborate ith other stakeholders of higher education for quality evaluation,

promotion and sustenance.

triving to achieve its goals as guided (y its vision and mission statements, NAA) primarily

focuses on assessment of the quality of higher education institutions in the country. The

NAA) methodology for Assessment and Accreditation is very much similar to that followed

(y 8uality Assurance !8A& agencies across the world and consists of self5assessment (y the

institution and external peer assessment (y NAA).

II. CORE VALUES

Throughout the world, 4igher ducation Institutions !4Is& function in a dynamic

environment. The need to expand the system of higher education, the impact of technology on

the educational delivery, the increasing private participation in higher education and the impact

of glo(alization !including li(eral cross5(order and trans5national educational imperatives&,

have necessitated mar3ed changes in the Indian higher education system. These changes and

the consequent shift in values have (een ta3en into cognizance (y NAA) while formulating

the core values. 9urther to ensure external and internal validity and credi(ility, it is important

to ground the 8A process within a value framewor3 which is suita(le and appropriate to the

National context.

The accreditation framewor3 of NAA) is thus (ased on five core values detailed (elow6

(i) Contribtin! to Nationa" D#$#"o%nt-ost of the 4Is have a remar3a(le capacity to adapt to changes, and at the same time

pursue the goals and o(:ectives that they have set forth for themselves. )ontri(uting to

National evelopment has always (een an implicit goal of Indian 4Is. The 4Is have a

significant role in human resource development and capacity (uilding of individuals, to

cater to the needs of the economy, society and the country as a whole, there(y contri(uting

to the development of the Nation. erving the cause of social :ustice, ensuring equity, and

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increasing access to higher education are a few ways (y which 4Is can contri(ute to the

National evelopment. It is therefore appropriate that the Assessment and Accreditation

!A;A& process of the NAA) loo3s into the ways 4Is have (een responding to and

contri(uting towards National evelopment.

(ii) Fost#rin! G"oba" Co&%#t#ni#s a&on! Std#ntsThe spiraling developments at the glo(al level also warrant that the NAA) includes in its

scope of assessment, s3ill development of students, on par with their counterparts

elsewhere. world of s3illed wor3? and the >world of

competent5learning?.

(iii) In"atin! a Va"# Sst#& a&on! Std#nts

Although s3ill development is crucial to the success of students in the :o( mar3et, s3ills

are of less value in the a(sence of appropriate value systems. 4Is have to shoulder the

responsi(ility of inculcating the desira(le value systems amongst the students. In a countryli3e India, with cultural pluralities and diversities, it is essential that students im(i(e the

appropriate values commensurate with social, cultural, economic and environmental

realities, at the local, national and universal levels.


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technological innovations in the day5to5day5life are well recognized, the corresponding

changes in the use of new technologies, for teaching @ learning and governance of 4Is,

leaves much to (e desired. Technological advancement and innovations in educational

transactions have to (e underta3en (y all 4Is, to ma3e a visi(le impact on academic

development as well as administration. At a time when our educational institutions are

expected to perform as good as their glo(al partners, significant technological innovationshave to (e adopted. Traditional methods of delivering higher education have (ecome less

motivating to the large num(er of students. To 3eep pace with the developments in other

spheres of human endeavor, 4Is have to enrich the learning experiences of their students

(y providing them with tate5 of5 the5 Art educational technologies. The campus

community must (e adequately prepared to ma3e use of Information and )ommunication

Technology !I)T& optimally. )onscious effort is also needed to invest in hardware, and to

orient the faculty suita(ly.

In addition to using technology as learning resources, managing the activities of the

institution in a technology5ena(led way will ensure effective institutional functioning. 9or

example, documentation and data management in the 4Is are areas where the process of

assessment (y NAA) has made a significant impact. -oving towards electronic data

management and having institutional we(site to provide ready and relevant information to

sta3eholders, are desira(le steps in this direction. In other words, effective use of I)T in

4Is will (e a(le to provide I)T literacy to the campus community, using I)T for

resource sharing and networ3ing, as well as adopting I)T5ena(led administrative

processes. Therefore, NAA) accreditation would loo3 at how the 4Is have put in placetheir electronic data management systems and electronic resources and their access to

internal and external sta3eholders particularly the student community.

($) #st ,or E/#""#n#

)ontri(uting to nation5(uilding and s3ills development of students, institutions should

demonstrate a drive to develop themselves into centre7s of excellence. xcellence in all

that they do, will contri(ute to the overall development of the system of higher education

of the country as a whole. This 8uest for xcellence7 could start with the assessment or

even earlier, (y the esta(lishment of the teering )ommittee for the preparation of the elf

tudy /eport !/& of an institution. Another step in this direction could (e the

identification of the strengths and wea3nesses in the teaching and learning processes as

carried out (y the institution.



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The five core values as outlined a(ove form the foundation for assessment of institutions

that volunteer for accreditation (y NAA). In conformity with the goals and mission of the

institution, the 4Is may also add to these their own core values.

III. ASSESSMENT AND ACCREDITATION OF IGER EDUCATION

INSTITUTIONSThe forces of glo(alization and li(eralization influenced the Indian 4igher education in a (ig

way. In a situation where 4igher education, similar to the goods and other services has to

compete internationally, quality assurance (ecomes inevita(le. 9urther Indian 4Is operate

within a larger framewor3 comprising of several agencies, national contexts and societal

expectations and each of these have a unique rendition of the goals. At the functional level, the

effectiveness of the 4I is reflected in the extent to which all these layers of goals mutually

concur. In such contexts the A;A process is a (eginning to (ring in uniform quality and

position 4Is in such a way that they address more directly the quality provision and the

expressed needs of the sta3eholders.

(i) Fos o, Ass#ssnt

NAA) assessment lays focus on the institutional developments with reference to three

aspects6 !uality initiative, !uality sustenance and !uality enhancement. The overall

quality assurance framewor3 of NAA) thus focuses on the values and desira(le practices

of 4Is and incorporates the core elements of quality assurance i.e. internal and external

assessment for continuous improvement. The value framewor3 of NAA) starts with its

choice of unit of evaluation i.e. the Institution as a whole. The A;A process of NAA)which involves a com(ination of self evaluation and external peer evaluation implicitly or

explicitly is concerned with loo3ing at the developmental aspects of the 4Is in the

context of quality.

Self-evaluation is crucial in the process of A;A and has a tremendous contri(ution in

promoting o(:ectivity, self5analysis, reflection and professionalism on the part of 4Is.

The self5evaluation proforma of NAA) provided as >manuals for self study? maps out

different inputs, processes and ot%ts and ,ai"itat#s EIs to #$a"at# t+#ir str#n!t+s2

3#a4n#ss#s and ar#asfor improvement. The self5evaluation process and the su(sequent

preparation of the elf5tudy /eport !/& to (e su(mitted to NAA) involves the

participation of all the sta3eholders @ management, faculty mem(ers, administrative staff,

students, parents, employers, community and alumni.


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facilitate the development process of the institution and their educational services. *verall

it is expected to serve as a catalyst for institutional self5improvement, promote innovation

andstrengthen the urge to excel.

NAA)7s role in steering assessment does not stop with the coordinating function (ut

extends to the post-accreditation activities especially in facilitating esta(lishment ofstrategic quality management systems for ensuring continuous improvement. *ne of the

ma:or contri(utions of NAA) towards this is the promotion of Internal Quality

Assurance Cell (IQAC) resulting in(uilding a quality culture. The I8A)s are not only

expected to facilitate the internalization and institutionalization of quality, (ut also to

activate the system and raise the institutional capa(ilities to higher levels ensuring

continuous quality improvement.

(ii) Crit#ria and 6# As%#ts ,or Ass#ssnt

The criteria5(ased assessment of NAA) forms the (ac3(one of the A;A. The seven

criteria represent the core functions and activities of an institution and (roadly focus on the

issues which have a direct impact on teaching5learning, research, community development

and the holistic development of the students. The NAA) has identified the following

seven criteria to serve as the (asis for assessment of 4Is6

". )urricular Aspects

'. Teaching5+earning and valuation

B. /esearch, )onsultancy and xtension

1. Infrastructure and +earning /esourcesC. tudent upport and Progression

%. 2overnance, +eadership and -anagement

D. Innovations and Eest Practices

The )riteria5(ased assessment promotes :udgment (ased on values. 9or example the

)riterion on >2overnance, +eadership and -anagement? promotes the values such as

participation, transparency, team wor3, systems view, :ustice, self5reliance and pro(ity in

pu(lic finance.

The Fey Aspects identified under each of the seven criteria reflect the processes and

values of the 4I on which assessment is made. The questions under each of the Fey

Aspects focus in particular on the outcomes, the institutional provisions which contri(ute

to these and their impact on student learning and development.



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The strengths or wea3nesses in one area may have an effect on quality in another area.

Thus the issues addressed within the )riteria and Fey Aspects are closely inter5related and

may appear to (e overlapping. The criteria and the Fey Aspects are not a set of standards

or measurement tools (y themselves and do not cover everything which happens in every

4I. They are the levers for transformational change and provide an external point of

reference for evaluating the quality of the institution under assessment.

NAA) uses the same framewor3 across the country. 0sing the same framewor3 across the

country provides a common language a(out quality and ma3es it much easier for everyone

to go in one direction and in evidence (ased policy ma3ing.

1. Crit#rion I Crri"ar As%#ts9epending on the responsi(ilities of various Institutions,

this criterion deals with curriculum development and implementation process. The criterion

loo3s into how the curriculum either assigned (y a 0niversity or marginally supplemented

or enriched (y an institution, or totally remade, depending on the freedom allowed in

curricular design, aligns with the institutional mission. It also considers the practices of an

institution in initiating a wide range of programme options and courses that are in tune with

the emerging national and glo(al trends and relevant to the local needs. Apart from issues of

diversity and academic flexi(ility, aspects on career orientation, multi5s3ill development

and involvement of sta3eholders in curriculum updation, are also gauged under this

criterion. The focus of this criterion is captured in the following Fey Aspects6

1.1(U) Crri"& D#si!n and D#$#"o%nt (This key aspect is applicable only for

Universities and Autonomous Collees)

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1.1(U)< Crri"& D#si!n and D#$#"o%nt

(!or Uni$#rsiti#sand Autonomous Collees)

1.1(A)< Crri"& *"annin! and I&%"#ntation(!or Affiliated"Constituent Collees)

1.' Aad#&i ,"#/ibi"it

1.- Crri"& Enri+nt

1.0 F##dba4 Sst#&G!0&5applicable only for "niversities and #utonomous $olleges!A&5applicable only for the #ffiliated%$onstituent $olleges


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0niversities and Autonomous colleges play a ma:or role in the )urriculum esign and

evelopment and thus are expected to have processes, systems and structures in place to

shoulder this responsi(ility. )urriculum esign and evelopment is a complex

process involving several steps and experts. It is a process of developing appropriate need5

(ased curricula in consultation with expert groups, (ased on the feed(ac3 from

sta3eholders, resulting in the development of relevant programmes with flexi(ility, to suitthe professional and personal needs of the students and realization of core values.

The 3ey aspect also considers the good practices of the institution in initiating a range of

programme options and courses that are relevant to the local needs and in tune with the

emerging national and glo(al trends.

1.1(A) Crri"& *"annin! and I&%"#ntation

&This key aspect is applicable only for the #ffiliated%$onstituent $olleges'

The affiliated=constituent colleges7 curriculum is given (y the affiliating 0niversity or

other regulatory agencies. 4owever, the colleges have to wor3 out details for effectively

operationalising the given curricula. The process involves orientation of the teachers who

would handle the curriculum and proper planning of the transaction. It also requires an

understanding on the various teaching5learning practices and their appropriate use.

ince acquisition of competencies occurs at different paces for different learners it is

required that the institutions have specific implementation plans identifying the time to (e

spent on specific components. In addition if the institution is providing specially designedcourses it also has the responsi(ility to develop appropriate need (ased curricula in

consultation with sta3eholders.

1.' Aad#&i F"#/ibi"it

Academic flexi(ility refers to freedom in the use of the time5frame of the courses,

horizontal mo(ility, inter5disciplinary options and others facilitated (y curricular

transactions. upplementary enrichment programmes introduced as an initiative of the

college, credit system and choice offered in the curriculum, in terms of programme,

curricular transactions and time5frame options are also considered in this 3ey aspect.

1.- Crri"& Enri+nt

very academic institution translates the curriculum framewor3 and the specified sylla(us

(y rendering them into practical forms, in which the main focus is on the student attri(utes

and on holistic development of the students so that he=she can display multiple s3ills and



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qualities. 9or effective transaction of the curriculum it is required it is up5to date. 9or

3eeping the curriculum up5to5date and introduce appropriate changes within the given

curriculum, several inputs are provided parallelly or sequentially. All these would (e

possi(le through introduction and use of quality materials which would enrich the

curriculum and provide concrete referents for organizing the curriculum.

1.0 F##dba4 Sst#&

The process of revision and redesign of curricula is (ased on recent developments and

feed(ac3 from the sta3eholders. The feed(ac3 from all sta3eholders in terms of its

relevance and appropriateness in catering to the needs of the society= economy=

environment are also considered in this 3ey aspect.

'. Crit#rion II T#a+in!L#arnin! and E$a"ation9 This criterion deals with the efforts of

an institution to serve students of different (ac3grounds and a(ilities, through effective

teaching5learning experiences. Interactive instructional techniques that engage students in

higher order thin3ing7 and investigation, through the use of interviews, focused group

discussions, de(ates, pro:ects, presentations, experiments, practicum, internship and

application of I)T resources, are important considerations. It also pro(es into the adequacy,

competence as well as the continuous professional development of the faculty who handle

the programmes of study. The efficiency of the techniques used to continuously evaluate the

performance of teachers and students is also a ma:or concern of this criterion. The focus of

this criterion is captured in the following Fey Aspects6

'.1 Std#nt Enro"nt and *ro,i"#

The process of admitting students to the programmes is (y a transparent, well5

administered mechanism, complying with all the norms of the concerned

regulatory=governing agencies including state and central governments. Apart from the

compliance to the various regulations the 3ey aspect also considers the institutions efforts

in ensuring equity and wide access as reflected from the student profile having

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'.1 Std#nt Enro"nt and *ro,i"#

'.' Cat#rin! to Di$#rs# N##ds o, Std#nts

'.- T#a+in!L#arnin! *ro#ss

'.0 T#a+#r a"it

'.5 E$a"ation *ro#ss and R#,or&s

'.7 Std#nt *#r,or&an# and L#arnin! Otos


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representation of student community from different geographical area and socio5economic,

cultural and educational (ac3grounds.


The programmes and strategies adopted (y institutions to satisfy the needs of the students

from diverse (ac3grounds including (ac3ward community as well as from differentlocales. 2ender equity and admission opportunity for differently5a(led students are also

considered.

'.- T#a+in!L#arnin! *ro#ss

iversity of +earners in respect of their (ac3ground, a(ilities and other personal attri(utes

will influence the extent of their learning. The teaching5learning modalities of the

institution are rendered to (e relevant for the learner group. The learner5centered education

through appropriate methodologies facilitates effective learning. Teachers provide a

variety of learning experiences, including individual and colla(orative learning. The

teachers employ interactive and participatory approach creating a feeling of responsi(ility

in learning and ma3es learning a process of construction of 3nowledge.

'.0 T#a+#r a"it

Teacher quality7 is a composite term to indicate the quality of teachers in terms of

qualification of the faculty, teacher characteristics, the adequacy of recruitment

procedures, faculty availa(ility, professional development and recognition of teaching

a(ilities. Teachers ta3e initiative to learn and 3eep a(reast of the latest developments, toinnovate, continuously see3 improvement in their wor3 and strive for individual and

institutional excellence.


This Fey Aspect loo3s at issues related to assessment of teaching, learning and evaluative

processes and reforms, to increase the efficiency and effectiveness of the system. *ne of

the purposes of evaluation is to provide development5inducing feed(ac3. 9urther it should

also help the teacher to plan appropriate activities for enhancing student performance. The

qualitative dimension of evaluation is in its use for enhancing the competence of students.

Innovative evaluation process is to gauge the 3nowledge and s3ills acquired at various

levels of the programmes.

'.7 Std#nt *#r,or&an# and L#arnin! Otos

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+earning outcomes are the specifications of what a student should learn and demonstrate

on successful completion of the cource or the programme. It can also (e seen as the

desired outcome of the learning process in terms of acquisition of the s3ills and

3nowledge. They are em(edded in the curriculum. Achieving +earning *utcomes needs

specific experiences to (e provided to the students and evaluation of their attainment. A

programme that states +earning *utcomes that are not evaluated or assessed getsneglected in implementation. 4ence all the stated +earning *utcomes must (e part of the

evaluation protocol of the programme. tudent assessment provides an indication of the

areas where learning has happened and where it has to (e improved upon.

-. Crit#rion III R#s#ar+2 Cons"tan and E/t#nsion9 This criterion see3s information on

the policies, practices and outcomes of the institution, with reference to research,

consultancy and extension. It deals with the facilities provided and efforts made (y the

institution to promote a research culture7. The institution has the responsi(ility to ena(le

faculty to underta3e research pro:ects useful to the society. erving the community through

extension, which is a social responsi(ility and a core value to (e demonstrated (y

institutions, is also a ma:or aspect of this criterion. The focus of this criterion is captured in

the following Fey Aspects6

-.1

*ro&otion o, R#s#ar+

The process of promoting research culture among faculty and students is ensured (y

facilitating participation in research and related activities, providing resources and other

facilities

-.' R#sor# Mobi"i?ation ,or R#s#ar+

The institution provides support in terms of financial, academic and human resources

required and timely administrative decisions to ena(le faculty to su(mit pro:ect proposals

and=approach funding agencies for mo(ilizing resources for /esearch. The institutional

support to its faculty for su(mitting /esearch pro:ects and securing external funding


6E; AS*ECTS

-.1 *ro&otion o, R#s#ar+

-.' R#sor# Mobi"i?ation ,or R#s#ar+

-.- R#s#ar+ Fai"iti#s

-.0 R#s#ar+ *b"iations and A3ards

-.5 Cons"tan

-.7 E/t#nsion Ati$iti#s and Instittiona" Soia" R#s%onsibi"it

-.: Co""aborations


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through flexi(ility in administrative processes and infrastructure and academic support are

crucial for any institution to excel in /esearch. The faculty are empowered to ta3e up

research activities utilizing the existing facilities. The institution encourages its staff to

engage in interdisciplinary and interdepartmental research activities and resource sharing.

-.- R#s#ar+ Fai"iti#s/equired infrastructure in terms of space and equipment and support facilities are

availa(le on the campus for underta3ing research. The institution colla(orates with other

agencies= institutions=research (odies for sharing research facilities and underta3ing

colla(orative research.

-.0 R#s#ar+ *b"iations and A3ards

xploration and reflection are crucial for any teacher to (e effective in his=her :o(. 8uality

research outcome is (eneficial for the discipline= society= industry= region and the nation.

haring of 3nowledge especially theoretical and practical findings of research, through

various media enhances quality of teaching and learning.

-.5 Cons"tan

Activity organized or managed (y the 9aculty for an external agency for which the

expertise and the specific 3nowledge (ase of the faculty (ecomes the ma:or input. The

finances generated through consultancy are fairly utilized (y the institution. The faculty

ta3ing up the consultancy is properly rewarded.

-.7 E/t#nsion Ati$iti#s and Instittiona" Soia" R#s%onsibi"it (ISR)

+earning activities have a visi(le element for developing sensitivities towards community

issues, gender disparities, social inequity etc. and in inculcating values and commitment to

society. -utual (enefit from affiliation and interaction with groups or individuals who

have an interest in the activities of the institution and the a(ility to influence the actions,

decisions, policies, practices or goals of the organization. Processes and strategies that

relevantly sensitize students to the social issues and contexts.

ustaina(le practices of the institution leading to superior performance resulting in

successful outcome in terms of generating 3nowledge which will (e useful for the learner

as well as the community.

xtension also is the aspect of education, which emphasizes community services. These

are often integrated with curricula as extended opportunities, intended to help, serve,

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reflect and learn. The curriculum5extension interface has an educational value, especially

in rural India.

-.: Co""aborations

There are formal agreement= understanding (etween the institution and other 4Is or

agencies for training=student exchange=faculty exchange= research=resource sharing etc.

0. Crit#rion IV In,rastrtr# and L#arnin! R#sor#s6 This criterion see3s to elicit data

on the adequacy and optimal use of the facilities availa(le in an institution to maintain the

quality of academic and other programmes on the campus. It also requires information on

how every constituent of the institution 5 students, teachers and staff 5 (enefit from these

facilities. xpansion of facilities to meet future development is included among other

concerns. The focus of this criterion is captured in the following Fey Aspects6

0.1 *+sia" Fai"iti#s

Adequate infrastructure facilities are 3ey for effective and efficient conduct of the

educational programmes. The growth of the infrastructure thus has to 3eep pace with the

academic developments in the institution. The other supportive facilities on the campus are

developed to contri(ute to the effective am(ience for curricular, extra5 curricular and

administrative activities.

0.' Librar as a L#arnin! R#sor#

The li(rary holdings in terms of (oo3s, :ournals and other learning materials and

technology5aided learning mechanisms which ena(le students to acquire information,

3nowledge and s3ills required for their study programmes.

0.- IT In,rastrtr#

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0.' Librar as a L#arnin! R#sor#

0.- IT In,rastrtr#

0.0 Maint#nan# o, Ca&%s Fai"iti#s


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The institution adopts policies and strategies for adequate technology deployment and

maintenance. The I)T facilities and other learning resources are adequately availa(le in

the institution for academic and administrative purposes. The staff and students have

access to technology and information retrieval on current and relevant issues. The

institution deploys and employs I)Ts for a range of activities.


The institution has sufficient resources allocated for regular up3eep of the infrastructure.

There are effective mechanisms for the up3eep of the infrastructure facilities and promote

the optimum use of the same.

5. Crit#rion V Std#nt S%%ort and *ro!r#ssion9The highlights of this criterion are the

efforts of an institution to provide necessary assistance to students, to acquire meaningful

experiences for learning at the campus and to facilitate their holistic development and

progression. It also loo3s into student performance and alumni profiles and the progression

of students to higher education and gainful employment. The focus of this criterion is

captured in the following Fey Aspects6

5.1 Std#nt M#ntorin! and S%%ort

9acilitating mechanisms li3e guidance cell, placement cell, grievance redressal cell and

welfare measures to support students. pecially designed inputs are provided to the needy

students with learning difficulties. Provision is made for (ridge and value added courses in

relevant areas. Institution has a well structured, organized guidance and counseling system

in place.



5.' Std#nt *ro!r#ssion

5.- Std#nt *artii%ation and Ati$iti#s

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5.' Std#nt *ro!r#ssion

The Institutions7 concern for students7 progression to higher studies and=or to employment

is dealt with under this Fey Aspect. Identify the reasons for poor attainment and plan and

implement remedial measures. ustaina(le good practices which effectively support thestudents facilitate optimal progression. The institutional provisions facilitate vertical

movement of students from one level of education to the next higher level or towards

gainful employment.


The institution promotes inclusive practices for social :ustice and (etter sta3eholder

relationships. The institution promotes value5(ased education for inculcating social

responsi(ility and good citizenry amongst its student community.

The institution has the required infrastructure and promotes active participation of the

students in social, cultural and leisure activities. ncouraging students7 participation in

activities facilitates developing various s3ills and competencies and foster holistic

development.

7. Crit#rion VI Go$#rnan#2 L#ad#rs+i% and Mana!#nt 9This criterion helps gather

data on the policies and practices of an institution in the matter of planning human

resources, recruitment, training, performance appraisal, financial management and theoverall role of leadership in institution (uilding. The focus of this criterion is on the

following Fey Aspects6

7.1

Instittiona" Vision and L#ad#rs+i%

ffective leadership (y setting values and participative decision5ma3ing process is 3ey not

only to achieve the vision, mission and goals of the institution (ut also in (uilding the


6E; AS*ECTS

7.1 Instittiona" Vision and L#ad#rs+i%

7.' Strat#! D#$#"o%nt and D#%"ont

7.- Fa"t E&%o3#rnt Strat#!i#s

7.0 Finania" Mana!#nt and R#sor# Mobi"i?ation

7.5 Int#rna" a"it Assran# Sst#& (IAS)


16/81

organizational culture. The formal and informal arrangements in the institution to co5

ordinate the academic and administrative planning and implementation reflects the

institutions efforts in achieving its vision.


The leadership provides clear vision and mission to the institution. The functions of theinstitution and its academic and administrative units are governed (y the principles of

participation and transparency. 9ormulation of development o(:ectives, directives and

guidelines with specific plans for implementation (y aligning the academic and

administrative aspects improves the overall quality of the Institutional provisions.

7.- Fa"t E&%o3#rnt Strat#!i#s

The process of planning human resources including recruitment, performance appraisal

and planning professional development programmes and see3ing appropriate feed(ac3,

analysis of responses and ensure that they form the (asis for planning. fforts are made

to upgrade the professional competence of the staff. There are mechanisms evolved for

regular performance appraisal of staff.

7.0 Finania" Mana!#nt and R#sor# Mobi"i?ation

Eudgeting and optimum utilization of finance, including mo(ilization of resources are the

issues considered under this 3ey aspect. There are esta(lished procedures and processes for

planning and allocation of financial resources. The institution has developed strategies for

mo(ilizing resources and ensures transparency in financial management of the institution.The income and expenditure of the institution are su(:ected to regular internal and external

audit.

7.5 Int#rna" a"it Assran# Sst#& (IAS)

The internal quality assurance systems of 4Is are elf5regulated responsi(ilities of the

higher education institutions, aimed at continuous improvement of quality and achieving

academic excellence. The institution has mechanisms for academic auditing. The institution

adopts quality management strategies in all academic and administrative aspects. The

institution has an I8A) and adopts a participatory approach in managing its provisions.

:. Crit#rion VII Inno$ations and @#st *rati#s6 This criterion focuses on the innovative

efforts of an institution that help in its academic excellence. An innovative practice could (e

a pathway created to further the interest of the student and the institution, for internal quality

assurance, inclusive practices and sta3eholder relationships.



17/81

:.1 En$ironnt Consiosn#ss

The institution displays sensitivity to issues li3e climate change and environmental issues.

It adopts environment friendly practices and ta3es necessary actions such as @ energy

conservation, rain water harvesting, waste recycling, car(on neutral etc.

:.' Inno$ations

The institution is geared to promote an am(ience of creativity innovation and improving

quality.

:.- @#st *rati#s

Practices of the institution leading to improvement and having visi(le impact on the

quality of the institutional provisions are considered in this Fey Aspect.

IV. TE ASSESSMENT OUTCOME

The assessment (y NAA) ta3es a holistic view of all the inputs, processes and outcomes of an

institution and thus the 4Is are expected to demonstrate how they achieve the o(:ectives of

the core values through the data and information detailed in the self study reports !/&. The

Assessment and Accreditation outcome includes a qualitative and quantitative component. The

qualitative part of the outcome is the Peer Team /eport !PT/& and the quantitative part

includes a )umulative 2rade Point Average !)2PA&, a letter grade and a performance

descriptor.

(i) #i!+ta!#s

Ta3ing cognizance of the diversity in institutional functioning, 4Is have (een grouped under

three ma:or categories i.e. 0niversities, Autonomous colleges and Affiliated colleges anddifferential weightages are assigned for each of the seven criteria as detailed in the ta(le (elow6

Crit#ria 6# As%#ts Uni$#rsiti#s Atono&os

Co""#!#s

A,,i"iat#d

Co""#!#s

1. Crri"ar

As%#ts

"." G!0&)urriculum esign

and evelopment

CH CH NA

-anual for elf5tudy 5 Affiliated )olleges Page 1:of 81

:.1 En$ironnt Consiosn#ss

:.' Inno$ations

:.- @#st *rati#s

6E; AS*ECTS


18/81


Co""#!#s

A,,i"iat#d

Co""#!#s

".". G!A& )urricular

Planning and

Implementation

NA NA 'H

".' Academic 9lexi(ility CH CH BH

".B )urriculum nrichment BH BH BH".1 9eed(ac3 ystem 'H 'H 'H

Tota" 15> 15> 1>>

'. T#a+in!

L#arnin! and

E$a"ation

'." tudent nrolment and

Profile

"H BH BH

'.' )atering to iverse

Needs of tudents

'H 1H CH

'.B Teaching5+earning

Process

CH "HH "HH

'.1 Teacher 8uality CH %H $H

'.C valuation Process and

/eforms

1H BH CH

'.% tudent Performance

and +earning *utcomes

BH 1H 1H

Tota" '>> ->> -5>

-. R#s#ar+2

Cons"tan

and E/t#nsion

B." Promotion of /esearch 'H 'H 'H

B.' /esource -o(ilization

for /esearch

'H 'H "H

B.B /esearch 9acilities BH 'H "H

B.1 /esearch Pu(licationsand Awards

"HH 'H 'H

B.C )onsultancy 'H "H "H

B.% xtension Activities and

Institutional ocial

/esponsi(ility

1H CH %H

B.D )olla(oration 'H "H 'H

Tota" '5> 15> 15>

0.In,rastrt

r# and

L#arnin!

R#sor#s

1." Physical 9acilities BH BH BH

1.' +i(rary as a +earning

/esource

'H 'H 'H

1.B IT Infrastructure BH BH BH

1.1 -aintenance of )ampus

9acilities

'H 'H 'H

Tota" 1>> 1>> 1>>



19/81


Co""#!#s

A,,i"iat#d

Co""#!#s

5. Std#nt

S%%ort and

*ro!r#ssion

C." tudent -entoring and

upport

1H 1H CH

C.' tudent Progression 1H 1H BH

C.B tudent Participation

and Activities

'H 'H 'H

Tota" 1>> 1>> 1>>

7. Go$#rnan#

L#ad#rs+i%

and

Mana!#nt

%." Institutional ision and

+eadership

"H "H "H

%.' trategy evelopment

and eployment

"H "H "H

%.B 9aculty mpowerment

trategies

BH BH BH

%.1 9inancial -anagement

and /esource -o(ilization

'H 'H 'H

%.C Internal 8uality

Assurance ystem

BH BH BH

Tota" 1>> 1>> 1>>

:. Inno$ations

and @#st

*rati#s

D." nvironment

)onsciousness

BH BH BH

D.' Innovations BH BH BH

D.B Eest Practices 1H 1H 1H

Tota" 1>> 1>> 1>>

TOTAL SCORETOTAL SCORE 1>>> 1>>> 1>>>G

!0&5applicable only for "niversities and #utonomous $olleges

!A&5applicable only for the #ffiliated%$onstituent $olleges

(ii) Gradin! Sst#&

The accreditation status of the assessed 4Is is decided using the weightages detailed a(ove.

Institutions will (e assessed and graded on a four point scale and qualifying institutions

accredited and graded on a B5 letter grade as follows6

Ran!# o, instittiona"

C&"ati$# Grad# *oint

A$#ra!# (CG*A)

L#tt#r

Grad#

*#r,or&an# D#sri%tor

B.H"51.HH A ery 2ood

-anual for elf5tudy 5 Affiliated )olleges Page 1=of 81


20/81

!Accredited&

'.H"5B.HH E 2ood

!Accredited&

".C"5'.HH ) atisfactory

!Accredited&

J ".CH 0nsatisfactory

!Not Accredited&

Institutions which secure a )2PA equal to or less than ".CH and graded >? does not qualify

for accreditation. uch unqualified institutions will (e intimated and notified (y the NAA) as

>assessed and found not qualified for accreditation?.

(ii) Va"idit *#riod o, Ar#ditation

The accreditation status is valid for five years from the date of approval (y the xecutive

)ommittee of the NAA). To continue the status of accreditation the institution has to record

its intent for the next cycle accreditation (y su(mitting the +*I six months (efore the expiry of

the accreditation status and the / within six months of acceptance of the +*I (y NAA).

Instittions t+at do not ad+#r# to t+#s# ti"in#s 3i"" "os# t+# ar#ditation stats.

V. ELIGI@ILIT; FOR ASSESSMENT AND ACCREDITATION @; NAAC

"& The following types of 4igher ducation Institutions !4Is& are eligi(le to apply for the

process of Assessment and Accreditation !A;A& of NAA), if they have a record of offering

degree programmes and atleast two (atches of students having graduated from them and

fulfill the other conditions or are covered (y the other provisions, if any, mentioned (elow6

a& Uni$#rsiti#s (C#ntra"BStat#2 in"din! *ri$at#) and Instittions o, Nationa"

I&%ortan#

Provided that in case of professional 0niversities = Institutions of National

Importance, their record of atleast two (atches of students having graduated.

Provided further that the duly esta(lished campuses within the country or off5

shore campuses, if any, shall (e treated as part of the universities = Institutions of

National Importance for the A;A process.

(& Co""#!#s !i.e., colleges=institutions affiliated to or constituent of or recognized (y

universities, including autonomous colleges&

Provided Teacher ducation = Physical ducation colleges shall have a standing

of atleast three years.

4owever, colleges=institutions offering programmes recognized (y tatutory

Professional /egulatory )ouncils concerned as equivalent to a degree programme

-anual for elf5tudy 5 Affiliated )olleges Page '>of 81


21/81

of a university shall also (e eligi(le for A;A even if such colleges=institutions are

not affiliated to a university.

'& D##d to b# Uni$#rsiti#sdeclared under ection B of the 02) Act are eligi(le for the

A;A process of NAA), regardless of the num(er of years of esta(lishment. A deemed

university needs to opt for A;A of all its duly approved constituent units, campuses at variouslocations within the country and off5shore campuses, if any. 4owever, if the deemed university

has any unit=campus which is not approved (y -4/=02), the deemed university itself shall

not (e eligi(le for A;A.

B& D#%artnts o, T#a+#r Edation B *+sia" Edation

Provided that the epartments of Teacher ducation = Physical ducation, if any, may opt for

A;A6

if such departments shall have a standing of atleast three years and have a record of

atleast two (atches of students having graduated from themK and

either along with the 0niversity = )ollege or after the 0niversity = )ollege has already

(een accredited.

1& An ot+#r EIsat the discretion of NAA).

Not#9The NAA) accreditation does not cover distance education units of 4Is.

(or details on the process and the time schedules please refer )##$ ebsite*

http*%%.naac.gov.in

VI. TE ASSESSMENT *ROCESS

NAA) (elieves that an institution that really understands itself @ it7s strengths, it7s

wea3nesses, it7s potentials and limitations 5 is li3ely to (e effective in carrying out it7s

educational mission and ma3e continuous improvement. Thus the A;A of NAA) includes a

self evaluation (y the institution that is expected to (e done with honest introspection followed

(y an external Peer evaluation (y NAA). elf evaluation (y the institution and an external

peer assessment are inevita(le for 8uality assurance.

ome of the important stages in A;A of 4Is are given (elow6

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22/81

a)#n-line submission of $etter of Intent ($oI) and"or application for Institutional %liibility

for Quality Assessment (I%QA)

All 4Is fulfilling the eligi(ility criteria !as at section a(ove& for undergoing A;A are

expected to su(mit a +oI online to NAA). *n scrutiny of the +oI and confirming the

fulfillment of the eligi(ility criteria (y NAA)6

Affiliated and )onstituent colleges need to su(mit the application for I8A statuson5line. These institutions (ecome eligi(le for su(mission of the / only after

qualifying = acquiring the I8A status.

Affiliated=constituent colleges opting for second, third or fourth cycle of A;A,

0niversities, Autonomous colleges, colleges with Potential for xcellence !)P&

and Professional Institutions !other than Teacher ducation and Physical ducation&

need not undergo the I8A stage and once found eligi(le can go ahead with

su(mitting the /.

b) &reparation of the Self-Study 'eport (SS')

The assessment process aims at providing an opportunity for the institution to measure its

effectiveness and efficiency, identify its strengths and wea3nesses and ta3e necessary steps

for improvement. Thus the most important step in the process of assessment and

accreditation is the preparation of the / (y the institution.


23/81

and its functions. This committee could (e responsi(le for organizing the information and data

and to prepare a comprehensive /, to (e su(mitted to the NAA). As the teering

)ommittee will have to play an active role in the preparation of the /, it should (e ensured

that the coordinator of the steering committee has considera(le communication s3ills and the

a(ility to organize and direct a complex institutional endeavour. =he must (e a(le to motivate

others. uring the on5site visit of the peer team, the coordinator of the steering committee mayalso function as the institutional facilitator.

The institution has to prepare the / following the structure given (elow and su(mit it to

NAA) in five copies !in case of Affiliated=)onstituent=Autonomous colleges&=in eight copies

!in case of 0niversities& and a digital=electronic version !)&.

Structure of the SS' to be submitted to AAC

A. Preface or cover letter from the 4ead of the Institution

E. xecutive ummary5 The


24/81

organizing the peer team visit to the institution. epending on the size of the institution, the

site visit may vary from two to four days. As the ultimate goal and the efforts of NAA) is to

facilitate 4Is to excellence the external peers have an important role in evaluating and

synthesizing the outcomes on individual Fey Aspects within the contextual framewor3 of the

4I and to arrive at an overall assessment. Thus NAA) periodically orients senior

educationists and experts in specialized areas of study from across the country and empanelsthem to underta3e the A;A exercise. As the whole exercise is a transparent and partnered

activity, while constituting the peer team NAA) consults the institution a(out any :ustifia(le

reservation it may have a(out any mem(er of the visiting team constituted (y NAA).

+eer Team isit to the Institution*The peer team constituted (y NAA) visits the institution

and assesses the quality of its provisions. To validate the self5study report, the team loo3s for

evidences through interactions with the various constituents and sta3eholders of the institution,

chec3ing documents and visiting the various units of the institution. At the end of the visit, for

ensuring accuracy of institutional data = information the team shares the draft Peer Team

/eport !PT/& with the 4ead of the Institution. The PT/ duly signed (y the 4ead of the

institution and the peer team mem(ers along with the criterion5wise 2rade Point Averages

!2PA&, the final Institutional )umulative 2rade Point Average !)2PA& and the Institutional

2rade, is su(mitted to NAA) for further processing.

(inal decision by )##$*The xecutive )ommittee !)& of the NAA) will review the peer

team report, the criterion5wise 2rade Point Averages !)r.2PA&, the final Institutional)umulative 2rade Point Average !)2PA&, the Institutional 2rade recommended (y the Peer

Team and the feed(ac3 received from the institution and the Peer team and ta3es the final

decision on the accreditation status and the institutional grade. The status of accreditation

along with the PT/ and the institutional grade approved (y the ) will (e made pu(lic (y

posting them on the we(site of the NAA). Institutions which do not attain the accreditation

status will (e notified accordingly.

VII.MECANISM FOR INSTITUTIONAL A**EALS

Provision for Appeals is one of the good practices followed (y external 8uality Assurance

Agencies. NAA) has also prescri(ed the mechanism for appeals. An aggrieved institution can

ma3e a written representation to the irector, NAA) with the payment of a non5refunda(le fee

of /s.'H, HHH=5 within one month from the date of receipt of the accreditation certificate from

the NAA). The five5mem(er Appeals )ommittee constituted for the purpose will consider the

appeal and ma3e recommendations for the consideration of xecutive )ommittee !)& of



25/81

NAA). The ) decision is (inding on the institutions. 9or details, refer to the NAA) we(site6

www.naac.gov.inwww.naac.gov.in

VIII. REASSESSMENT

Institutions, which would li3e to ma3e an improvement in the accredited status, may volunteerfor /e5assessment, after a minimum of one year or (efore three years of accreditation. T+#

&ana" to b# ,o""o3#d ,or r#ass#ssnt is t+# sa as t+at ,or t+# Ass#ssnt and

Ar#ditation. oever, the institution shall make specific responses based on the

recommendations made by the peer team in the previous assessment and accreditation report,

as ell as the specific quality improvements made by the institution during the intervening

period.The fee structure and other procedures would (e the same as that for initial Assessment

and Accreditation with the exception that the Institutions that volunteer for re5assessment will

not (e eligi(le for reim(ursement of accreditation expenses, as per the >2uidelines of 02)

assistance for Assessment and Accreditation?.

I. SU@SEUENT C;CLES OF ACCREDITATION

The methodology for su(sequent cycles of accreditation i.e. second, third, fourth and so on

would remain the same. 4owever due consideration would (e given to the post5accreditation

activities resulting in quality improvement, quality sustenance and quality enhancement. In the

/s institutions opting for su(sequent cycles of accreditation need to highlight the significant

quality sustenance and enhancement measures underta3en during the last four years !narrative

not exceeding "H pages&. A functional Internal 8uality Assurance )ell !I8A)& and timely

su(mission of Annual 8uality Assurance /eports !A8A/s& are the -inimum Institutional

/equirements !-I/& to volunteer for second, third or fourth cycle accreditation.

To volunteer for su(sequent cycle of accreditation, institutions should record their intent six

months (efore the expiry of the accreditation status and initiate institutional preparations for

su(mission of /s. The institutions which record their intent to volunteer for su(sequent

cycle of accreditation and su(mit the /s within the stipulated time may continue to use the

outcome of the previous cycle of accreditation till the status of next cycle Accreditation is

declared (y NAA).

Instittions 3+i+ ,ai" to #/%r#ss int#nt ,or sbs##nt "# o, ar#ditation 3it+in t+#

sti%"at#d ti 3i"" "os# t+#ir ar#ditation stats on o&%"#tion o, t+# ,i$# #ar $a"idit

%#riod.

. TE FEE STRUCTURE AND OTER FINANCIAL IM*LICATIONS

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26/81

For s##4in! IEA Stats

Affiliated and )onstituent )olleges see3ing assessment and

accreditation for the first5time

/s. ',HHH=5 !each time&

For ass#ssnt and ar#ditation o, Uni$#rsiti#s

0pto four departments /s. ",HH,HHH=5

-ore than four, (ut upto ten departments /s. ",HH,HHH=5 L

/s."C,HHH=5 for each

additional department

-ore than ten departments /s. ",#H,HHH=5 L

/s."H,HHH=5 for each

additional department

The accreditation fee will (e limited to a maximum amount of /s. C,HH,HHH=5 per

institution.

For ass#ssnt and ar#ditation o, G#n#ra" Co""#!#s

)ollege with multi faculties i.e., Arts and cience

!)ommerce will (e treated as a part of Arts faculty&

/s. DC,HHH=5

)ollege with mono faculty viz.,

Arts=)ommerce=cience=+aw or any other

/s. CH,HHH=5

For ass#ssnt and ar#ditation o, T#a+#r Edation B *+sia" Edation

Instittions and D#%artnts

Teacher education institutions = physical education

institutions

/s. CH,HHH=5

Teacher education department of a general college

conducting Teacher ducation = Physical ducation

Programme !s&

/s. 'C,HHH=5

0niversity teaching departments of Teacher ducation =

Physical ducation

/s. 'C,HHH=5

9or the 4Is recognized under '!f& ; "'E of the 02) Act, the expenditure on accreditationwould (e reim(ursed (y 02) through the NAA). 9or more details refer NAA)


27/81

@. *ro,i"# o, t+# A,,i"iat#d BConstit#nt Co""#!#

". Name and address of the college6

'. 9or communication6

D#si!nation Name Telephone with

T code

-o(ile 9ax mail

Principal *6/6

Vi# *rini%a"

*6/6

St##rin!

Co&&itt##

Coordinator

*6/6

B. tatus of the of Institution 6

Affiliated )ollege

)onstituent )ollege

Any other !specify&

1. Type of Institution6a. Ey 2ender

i.9or -en

ii. 9or


28/81

2rant5in5aid

elf5financing

Any other

D. a. ate of esta(lishment of the college6 OOOOOOOO !dd=mm=yyyy&

(. 0niversity to which the college is affiliated =or which governs the college !If it is a

constituent college&

c. etails of 02) recognition6

0nder ection ate, -onth ; ear

!dd5mm5yyyy&

/emar3s

!If any&

i. ' !f& ii. "' !E&

!nclose the )ertificate of recognition u=s ' !f& and "' !E& of the 02) Act&

d. etails of recognition=approval (y statutory=regulatory (odies other than 02)

!AI)T, N)T, -)I, )I, P)I, /)I etc.&0nder

ection=clause/ecognition=Approval details

Institution=epartment=

Programme

ay, -onth and

ear

!dd5mm5yyyy&

alidity /emar3s

i.

ii.

iii.

iv.

!nclose the recognition=approval letter&

$. oes the affiliating university Act provide for conferment of autonomy !as recognized (y

the 02)&, on its affiliated collegesM

es No

If yes, has the )ollege applied for availing the autonomous statusM

es No

#. Is the college recognized

a. (y 02) as a )ollege with Potential for xcellence !)P&M

es No

If yes, date of recognition6 OOOOOOOO !dd=mm=yyyy&(. for its performance (y any other governmental agencyM

es No

If yes, Name of the agency OOOOOOOO and

ate of recognition6 OOOOOOOO !dd=mm=yyyy&



29/81

"H. +ocation of the campus and area in sq.mts6

+ocation G )ampus area in sq. mts. Euilt up area in sq. mts.

!G 0r(an, emi5ur(an, /ural, Tri(al, 4illy Area, Any others specify&

"". 9acilities availa(le on the campus !Tic3 the availa(le facility and provide

num(ers or other details at appropriate places& or in case the institute has an

agreement with other agencies in using any of the listed facilities provide

information on the facilities covered under the agreement.

Auditorium=seminar complex with infrastructural facilities

ports facilities

play ground

swimming pool

gymnasium 4ostel

Eoys7 hostel

i. Num(er of hostels

ii. Num(er of inmates

iii. 9acilities !mention availa(le facilities&

2irls7 hostel

i. Num(er of hostels

ii. Num(er of inmates

iii. 9acilities !mention availa(le facilities&


30/81

Transport facilities to cater to the needs of students and staff

Animal house

Eiological waste disposal

2enerator or other facility for management=regulation of electricity and voltage

olid waste management facility


31/81

"B. oes the college offer self5financed ProgrammesM

es No

If yes, how manyM

"1. New programmes introduced in the college during the last five years if anyM

es No Num(er

"C. +ist the departments6 !respond if applica(le only and do not list facilities li3e +i(rary, Physical

ducation as departments, unless they are also offering academic degree awarding programmes. imilarly,

do not list the departments offering common compulsory su(:ects for all the programmes li3e nglish,

regional languages etc.&

*arti"ars UG *G R#s#ar+cience

Arts

)ommerce

Any *ther not covered a(ove

"%. Num(er of Programmes offered under !Programme means a degree course li3e EA, Ec,-A,-.)omO&

a. annual system

(. semester system

c. trimester system

"D. Num(er of Programmes with

a. )hoice Eased )redit ystem

(. Inter=-ultidisciplinary Approach

c. Any other ! specify and provide details&

"$. oes the college offer 02 and=or P2 programmes in Teacher ducationM

es No

If yes,

a. ear of Introduction of the programme!s&OOOOOO. !dd=mm=yyyy&and num(er of (atches that completed the programme

(. N)T recognition details !if applica(le&

Notification No.6 OOOOOOOOOOOOOO

-anual for elf5tudy 5 Affiliated )olleges Page -1of 81


32/81

ate6 OOOOOOOOOOO !dd=mm=yyyy&alidity6OOOOOOOOO..

c. Is the institution opting for assessment and accreditation of Teacher ducationProgramme separatelyM

es No

"#. oes the college offer 02 or P2 programme in Physical ducationM

es No

If yes,

a. ear of Introduction of the programme!s&OOOOOO. !dd=mm=yyyy&

and num(er of (atches that completed the programme

(. N)T recognition details !if applica(le&

Notification No.6 OOOOOOOOOOOOOO

ate6 OOOOOOOOOOO !dd=mm=yyyy&alidity6OOOOOOOO

c. Is the institution opting for assessment and accreditation of Physical ducationProgramme separatelyM

es No

'H. Num(er of teaching and non5teaching positions in the Institution*ositions

T#a+in! ,a"t

Nont#a+in!

sta,,

T#+nia"

sta,,*ro,#ssor Assoiat#

*ro,#ssor

Assistant

*ro,#ssor

G- G9 G- G9 G- G9 G- G9 G- G9

anctioned (y the 02)

= 0niversity = tate2overnment

ecruited

/et to recruit

anctioned (y the

-anagement=society or

other authorized (odies

ecruited

/et to recruit


33/81

'". 8ualifications of the teaching staff6

i!+#st

a"i,iation

*ro,#ssor Assoiat#

*ro,#ssor

Assistant

*ro,#ssor

Tota"

-ale 9emale -ale 9emale -ale 9emale

Permanent teachers

.c.=.+itt.Ph..

-.Phil.

P2

Temporary teachers

Ph..

-.Phil.

P2

Part5time teachers

Ph..

-.Phil.P2

''. Num(er of isiting 9aculty =2uest 9aculty engaged with the )ollege.

'B. 9urnish the num(er of the students admitted to the college during the last four academic

years.

Cat#!ori#s ;#ar 1 ;#ar ' ;#ar - ;#ar 0-ale 9emale -ale 9emale -ale 9emale -ale 9emale

)

T

*E)2eneral

*thers

'1. etails on students enrollment in the college during the current academic year6

Type of students 02 P2 -. Phil. Ph.. Total

tudents from the same state where

the college is located

tudents from other states of India

N/I students

9oreign students

Total

'C. ropout rate in 02 and P2 !average of the last two (atches&

02 P2

'%. 0nit )ost of ducation

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&"nit cost 0 total annual recurring expenditure &actual' divided by total number of

students enrolled '

!a& including the salary component

!(& excluding the salary component

'D. oes the college offer any programme=s in distance education mode !P&M

es NoIf yes,

a& is it a registered centre for offering distance education programmes of

another 0niversity

es No

(& Name of the 0niversity which has granted such registration.

c& Num(er of programmes offered

d& Programmes carry the recognition of the istance ducation )ouncil.

es No

'$. Provide Teacher5student ratio for each of the programme=course

offered

'#. Is the college applying for

Accreditation 6 )ycle " )ycle ' )ycle B )ycle 1

/e5Assessment6(Cycle *refers to first accreditation and Cycle +, Cycle and Cycle . refers to re-

accreditation)

BH. ate of accreditationG !applica(le for )ycle ', )ycle B, )ycle 1 and re5

assessment only&

)ycle "6 OOOOOOOO !dd=mm=yyyy& Accreditation *utcome=/esultOO.. )ycle'6 OOOOOOOO !dd=mm=yyyy& Accreditation *utcome=/esultOO..

)ycle B6 OOOOOOOO !dd=mm=yyyy& Accreditation *utcome=/esultOO..

/ 0indly enclose copy of accreditation certificate(s) and peer team report(s) as an

anne1ure2

B".Num(er of wor3ing days during the last academic year.

B'. Num(er of teaching days during the last academic year


/s.

/s.


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&Teaching days means days on hich lectures ere engaged excluding the examination days'

BB.ate of esta(lishment of Internal 8uality Assurance )ell !I8A)&

I8A) OOOOOOOO !dd=mm=yyyy&

B1. etails regarding su(mission of Annual 8uality Assurance /eports !A8A/& to NAA).A8A/ !i& OOOOOO !dd=mm=yyyy&

A8A/ !ii& OOOOOO !dd=mm=yyyy&

A8A/ !iii& OOOOOO !dd=mm=yyyy& A8A/ !iv& OOOOOO !dd=mm=yyyy&

BC.Any other relevant data !not covered a(ove& the college would li3e to include. !o notinclude explanatory=descriptive information&



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C. Crit#riais# In%ts

CRITERIONI9 CURRICULARAS*ECTS

1.1 Crri"& *"annin! and I&%"#ntation

"."." tate the vision, mission and o(:ectives of the institution, and descri(e how these arecommunicated to the students, teachers, staff and other sta3eholders.

".".' 4ow does the institution develop and deploy action plans for effective implementation of

the curriculumM 2ive details of the process and su(stantiate through specific

example!s&.

".".B


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".'.' oes the institution offer programmes that facilitate twinning =dual degreeM If

yes, give details.

".'.B 2ive details on the various institutional provisions with reference to academic

flexi(ility and how it has (een helpful to students in terms of s3ills development,

academic mo(ility, progression to higher studies and improved potential for

employa(ility

/ange of )ore =lective options offered (y the 0niversity and those opted

(y the college

)hoice Eased )redit ystem and range of su(:ect options

)ourses offered in modular form

)redit transfer and accumulation facility

+ateral and vertical mo(ility within and across programmes and courses

nrichment courses

".'.1 oes the institution offer self5financed programmesM If yes7, list them and indicate

how they differ from other programmes, with reference to admission, curriculum, fee

structure, teacher qualification, salary etc.

".'.C oes the college provide additional s3ill oriented programmes, relevant to regional and

glo(al employment mar3etsM If yes7 provide details of such programme and the

(eneficiaries.

".'.% oes the 0niversity provide for the flexi(ility of com(ining the conventional face5to5

face and istance -ode of ducation for students to choose the courses=com(ination

of their choice? If yes7, how does the institution ta3e advantage of such provision for

the (enefit of studentsM

1.- Crri"& Enri+nt".B." escri(e the efforts made (y the institution to supplement the 0niversity7s )urriculum

to ensure that the academic programmes and Institution7s goals and o(:ectives are

integratedM

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".B.'


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'.".' xplain in detail the criteria adopted and process of admission !x. !i& merit !ii&

common admission test conducted (y state agencies and national agencies !iii&

com(ination of merit and entrance test or merit, entrance test and interview !iv& any

other& to various programmes of the Institution.

'.".B 2ive the minimum and maximum percentage of mar3s for admission at entry level foreach of the programmes offered (y the college and provide a comparison with other

colleges of the affiliating university within the city=district.

'.".1 Is there a mechanism in the institution to review the admission process and student

profiles annuallyM If yes7 what is the outcome of such an effort and how has it

contri(uted to the improvement of the processM

'.".C /eflecting on the strategies adopted to increase=improve access for following

categories of students, enumerate on how the admission policy of the institution and

its student profiles demonstrate=reflect the National commitment to diversity and

inclusion

)=T

*E)


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*ro!ra&s N&b#r o,

a%%"iations

N&b#r o, std#nts

ad&itt#d

D#&and

Ratio

Ph..

Integrated

P2Ph..

alue added"

'

B

)ertificate

"

'B

iploma"

'

P2 iploma"

'B

Any other

"'

B


'.'." 4ow does the institution cater to the needs of differently5 a(led students and ensure

adherence to government policies in this regardM

'.'.' oes the institution assess the students7 needs in terms of 3nowledge and s3ills (efore

the commencement of the programmeM If yes7, give details on the process.

'.'.B of 81


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'.'.% 4ow does the institute collect, analyze and use the data and information on the

academic performance !through the programme duration& of the students at ris3 of drop

out !students from the disadvantaged sections of society, physically challenged, slow

learners, economically wea3er sections etc.&M

'.- T#a+in!L#arnin! *ro#ss'.B." 4ow does the college plan and organise the teaching, learning and evaluation

schedulesM !Academic calendar, teaching plan, evaluation (lue print, etc.&

'.B.' 4ow does I8A) contri(ute to improve the teaching @learning processM

'.B.B 4ow is learning made more student5centricM 2ive details on the support structures and

systems availa(le for teachers to develop s3ills li3e interactive learning, colla(orative

learning and independent learning among the studentsM

'.B.1 4ow does the institution nurture critical thin3ing, creativity and scientific temper among

the students to transform them into life5long learners and innovatorsM

'.B.C


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'.B."H oes the institution face any challenges in completing the curriculum within the

planned time frame and calendarM If yes7, ela(orate on the challenges encountered

and the institutional approaches to overcome these.

'.B."" 4ow does the institute monitor and evaluate the quality of teaching learningM

'.0 T#a+#r a"it

'.1." Provide the following details and ela(orate on the strategies adopted (y the college in

planning and management !recruitment and retention& of its human resource !qualified

and competent teachers& to meet the changing requirements of the curriculum

i!+#st

a"i,iation

*ro,#ssor Assoiat#

*ro,#ssor

Assistant

*ro,#ssor

Tota"

-ale 9emale -ale 9emale -ale 9emalePermanent teachers

.c.=.+itt.

Ph..

-.Phil.

P2

Temporary teachers

Ph..

-.Phil.

P2

Part5time teachers

Ph..-.Phil.

P2

'.1.' 4ow does the institution cope with the growing demand= scarcity of qualified senior

faculty to teach new programmes= modern areas !emerging areas& of study (eing

introduced !Eiotechnology, IT, Eioinformatics etc.&M Provide details on the efforts

made (y the institution in this direction and the outcome during the last three years.

'.1.B Providing details on staff development programmes during the last four years ela(orate

on the strategies adopted (y the institution in enhancing the teacher quality.

a& Nomination to staff development programmes

Aad#&i Sta,, D#$#"o%nt *ro!ra&s N&b#r o, ,a"t

no&inat#d

/efresher courses

4/ programmes

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Aad#&i Sta,, D#$#"o%nt *ro!ra&s N&b#r o, ,a"t

no&inat#d

*rientation programmes

taff training conducted (y the university

taff training conducted (y other institutions

ummer = winter schools, wor3shops, etc.

(& 9aculty Training programmes organized (y the institution to empower and ena(le

the use of various tools and technology for improved teaching5learning

Teaching learning methods=approaches

4andling new curriculum

)ontent=3nowledge management

election, development and use of enrichment materials

Assessment

)ross cutting issues

Audio isual Aids=multimedia

*/7s

Teaching learning material development, selection and use

c& Percentage of faculty

invited as resource persons in


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'.C." 4ow does the institution ensure that the sta3eholders of the institution especially

students and faculty are aware of the evaluation processesM

'.C.'


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'.%.' 4ow are the teaching, learning and assessment strategies of the institution structured to

facilitate the achievement of the intended learning outcomesM

'.%.B


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any other

B.".1


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B.'.1 4ow does the various departments=units=staff of the institute interact in underta3ing

inter5disciplinary researchM )ite examples of successful endeavors and challenges

faced in organizing interdisciplinary research.

B.'.C 4ow does the institution ensure optimal use of various equipment and researchfacilities of the institution (y its staff and studentsM

B.'.% 4as the institution received any special grants or finances from the industry or other

(eneficiary agency for developing research facilityM If yes7 give details.

B.'.D numerate the support provided to the faculty in securing research funds from various

funding agencies, industry and other organisations. Provide details of ongoing and

completed pro:ects and grants received during the last four years.

Nature of the Pro:ect uration

ear

9rom To

Title of

the

pro:ect

Name of

the

funding

agency

Total grant Total grant

received

till dateanctioned /eceived

-inor pro:ects

-a:or pro:ects

Interdisciplinary

pro:ects

Industry sponsored

tudents7 research

pro:ects

Any other!specify&

-.- R#s#ar+ Fai"iti#s

B.B."


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researchM

B.B.B 4as the institution received any special grants or finances from the industry or other

(eneficiary agency for developing research facilitiesMM If yes7, what are the

instruments= facilities created during the last four years.

B.B.1


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)hapter in Eoo3s

Eoo3s dited

Eoo3s with IEN=IN num(ers with details of pu(lishers

)itation Index

NIP R/

Impact factor

h5index

B.1.1 Provide details !if any& of

research awards received (y the faculty

recognition received (y the faculty from reputed professional (odies and

agencies, nationally and internationally

incentives given to faculty for receiving state, national and international

recognitions for research contri(utions.

-.5 Cons"tan

B.C." 2ive details of the systems and strategies for esta(lishing institute5industry interfaceM

B.C.'


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B.%.' of 81


51/81

research scholarships etc.

B.D.' Provide details on the -o0s=colla(orative arrangements !if any& with institutions of

national importance=other universities= industries=)orporate !)orporate entities& etc.

and how they have contri(uted to the development of the institution.

B.D.B 2ive details !if any& on the industry5institution5community interactions that have

contri(uted to the esta(lishment = creation=up5gradation of academic facilities, student

and staff support, infrastructure facilities of the institution viz. la(oratories = li(rary=

new technology =placement services etc.

B.D.1 4ighlighting the names of eminent scientists=participants who contri(uted to the

events, provide details of national and international conferences organized (y the

college during the last four years.

B.D.C 4ow many of the lin3ages=colla(orations have actually resulted in formal

-o0s and agreements M +ist out the activities and (eneficiaries and cite

examples !if any& of the esta(lished lin3ages that enhanced and=or facilitated 5

a& )urriculum development=enrichment

(& Internship= *n5the5:o( training

c& ummer placement

d& 9aculty exchange and professional development

e& /esearchf& )onsultancy

g& xtension

h& Pu(lication

i& tudent Placement

:& Twinning programmes

3& Introduction of new courses

l& tudent exchange

m& Any other

B.D.% etail on the systemic efforts of the institution in planning, esta(lishing and

implementing the initiatives of the lin3ages=colla(orations.

Any other relevant information regarding /esearch, )onsultancy and xtension which the

college would li3e to include.



52/81

CRITERIONIV9 INFRASTRUCTUREANDLEARNINGRESOURCES


1."."


53/81

1.".%


54/81

9ederated searching tools to search articles in multiple data(ases

+i(rary weeding out? of (oo3s and other materials

1.'.% 2ive details of the specialized services provided (y the li(rary

-anuscripts

/eference

/eprography

I++ !Inter +i(rary +oan ervice&

Information deployment and notification !Information eployment and

Notification&

ownload

Printing

/eading list= Ei(liography compilation

In5house=remote access to e5resources

0ser *rientation and awareness



55/81

Assistance in searching ata(ases

IN9+IENT=I0) facilities

1.'.D numerate on the support provided (y the +i(rary staff to the students and teachers of

the college.

1.'.$


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1.B.C 4ow does the institution facilitate extensive use of I)T resources including

development and use of computer5aided teaching= learning materials (y its staff and

studentsM

1.B.% la(orate giving suita(le examples on how the learning activities and technologies

deployed !access to on5line teaching 5 learning resources, independent learning, I)Tena(led classrooms=learning spaces etc.& (y the institution place the student at the

centre of teaching5learning process and render the role of a facilitator for the teacher.

1.B.D oes the Institution avail of the National Fnowledge Networ3 connectivity directly or

through the affiliating universityM If so, what are the services availed ofM


1.1." 4ow does the institution ensure optimal allocation and utilization of the availa(le

financial resources for maintenance and up3eep of the following facilities

! su(stantiate your statements (y providing details of (udget allocated during last four

years&M

a. Euilding

(. 9urniture

c. quipment

d. )omputers

e. ehicles

f. Any other

1.1.'


57/81


C."." oes the institution pu(lish its updated prospectus=hand(oo3 annuallyM If yes7, what is

the information provided to students through these documents and how does the

institution ensure its commitment and accounta(ilityM

C.".' pecify the type, num(er and amount of institutional scholarships = freeships given to

the students during the last four years and whether the financial aid was availa(le and

dis(ursed on timeM

C.".B


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C.".D numerating on the support and guidance provided to the students in preparing for the

competitive exams, give details on the num(er of students appeared and qualified in

various competitive exams such as 02)5)I/5 NT, 02)5NT, +T, AT =

)AT = 2/ = T*9+ = 2-AT = )entral =tate services, efense, )ivil ervices, etc.

C.".$


59/81

Std#nt %ro!r#ssion

mployed

)ampus selection

*ther than campus recruitment

C.'.' Provide details of the programme wise pass percentage and completion rate for the last

four years !cohort wise=(atch wise as stipulated (y the university&M 9urnish programme5

wise details in comparison with that of the previous performance of the same institution

and that of the )olleges of the affiliating university within the city=district.

C.'.B 4ow does the institution facilitate student progression to higher level of education

and=or towards employmentM

C.'.1 numerate the special support provided to students who are at ris3 of failure and drop

outM


C.B." +ist the range of sports, games, cultural and other extracurricular activities availa(le

to students. Provide details of participation and program calendar.

C.B.' 9urnish the details of ma:or student achievements in co5curricular, extracurricular and

cultural activities at different levels6 0niversity = tate = onal = National =

International, etc. for the previous four years.

C.B.B 4ow does the college see3 and use data and feed(ac3 from its graduates and employers,

to improve the performance and quality of the institutional provisionsM

C.B.1 4ow does the college involve and encourage students to pu(lish materials li3e

catalogues, wall magazines, college magazine, and other materialM +ist the

pu(lications= materials (rought out (y the students during the previous four academic

sessions.

C.B.C oes the college have a tudent )ouncil or any similar (odyM 2ive details on its

selection, constitution, activities and funding.

C.B.% 2ive details of various academic and administrative (odies that have student

representatives on them.

-anual for elf5tudy 5 Affiliated )olleges Page 5=of 81


60/81

C.B.D 4ow does the institution networ3 and colla(orate with the Alumni and former faculty

of the Institution.

Any other relevant information regarding tudent upport and Progression which the college

would li3e to include.

CRITERIONVI9 GOVERNANCE2 LEADERSI*ANDMANAGEMENT

7.1 Instittiona" Vision and L#ad#rs+i%

%."." tate the vision and mission of the Institution and enumerate on how the missionstatement defines the institution7s distinctive characteristics in terms of addressing

the needs of the society, the students it see3s to serve, institution7s traditions and

value orientations, vision for the future, etc.M

%.".' of 81


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%.".D 4ow does the college delegate authority and provide operational autonomy to the

departments = units of the institution and wor3 towards decentralized governance

systemM

%.".$ oes the college promote a culture of participative managementM If yes7, indicate the

levels of participative management.


%.'." oes the Institution have a formally stated quality policyM 4ow is it developed,

driven, deployed and reviewedM

%.'.' oes the Institute have a perspective plan for developmentM If so, give the aspects

considered for inclusion in the plan.

%.'.B escri(e the internal organizational struc

manual for affiliated colleges-270912

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