NAAC - Dual Mode Universities Manual in Multi Languages

* In case of rejection of IIQA application, HEIs may resubmit IIQA application for a maximum of three attempts without IIQA fees, including the rejection attempt, within the period of one year from the first application of IIQA.

For Appeals (grievance) mechanism Rs. 1,00,000/-(non-refundable)+ GST 18% to be paid by HEI as applicable from time to time.

6. For subsequent cycles of Accreditation:

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PREFACE

It is heartening that National Assessment and Accreditation Council (NAAC) has brought in new spirit into its process of assessment and accreditation. This has been attempted as a continuance of the NAAC’s concern for ensuring that its processes are in tune with local, regional and global changes in higher education scenario. The revised process is being adopted from July 2017. The main focus of the revision process has been to enhance the redeeming features of the accreditation process and make them more robust, objective, transparent and scalable as well as make it ICT enabled. It also has reduced duration of accreditation process.

The revised process is an outcome of the feedback received by NAAC over a long period through various Consultative Meetings, Expert Group Meetings, which comprised of eminent academicians representing the University and College sectors. In addition, the NAAC also solicited feedback through the web from the stakeholders and specifically from the academia during the Assessors Interaction Meetings (AIM). The entire revision exercise has successfully resulted in the development of an assessment and accreditation framework which is technology enabled and user friendly. Higher Education Institutions (HEIs) desirous of seeking accreditation from now on will need to understand the changes made in the process. Keeping this in mind, the Manuals have been revised separately for Universities, Autonomous Colleges and Affiliated/Constituent Colleges. The Self-Study Report (SSR) forms the backbone of the entire process of accreditation. Special effort has been made to differentiate some of the items to render them more applicable to different categories of institutions. It is hoped that the Manuals will help the HEIs to prepare for the revised process of assessment and accreditation. As always, NAAC welcomes feedback from every corner.

NAAC has to cater to the dynamic demands of all sectors including that of the Open and Distance Learning system operating through Open Universities (single mode ODL HEIs) and Dual Mode Universities (DMUs) which are Universities offering academic programmes in both conventional (classroom based face to face mode) as well as ODL mode. Hence a new Manual has been developed by the National Task Force (NTF) constituted by the Ministry of Human Resource Development to develop the Scheme for accreditation of OUs as well as Directorates of Distance Education (DDE) functioning under conventional Universities. This Manual has been designed for accreditation of DMUs having DDE for which NAAC had to depend on inputs from the National Consultative Group and National Task Force (NTF) Working Group Meetings; feedback of the stakeholders; and outcomes of the Pilot Study.

The Manual of Dual Mode Universities will help to prepare for the process of Assessment and Accreditation (A&A). In an effort to enhance the accountability in the entire process, the institutions as well as other stakeholders are required to keep track of the latest developments on the website of the NAAC from time to time.

The NTF Working Group, IGNOU Team and the NAAC Internal Team have contributed in the development of the Manual which would no doubt go a long way in making the entire process of A&A more effective and efficient. The services of the above are gratefully acknowledged.

I deem it a privilege to acknowledge the immense contribution made by the National Task Force (NTF) Chairperson Prof. Nageshwar Rao, Vice Chancellor, IGNOU in the development of the Manual for the A&A process of DMUs.

July 2023

Bengaluru

Director, NAAC

CONTENTSPage No.

Preface	2
SECTION A: Guidelines for Assessment and Accreditation 4
I. Introduction	5
Vision and Mission	5
Core Values	6
II. Assessment and Accreditation of Higher Education Institutions	8
Revised Assessment and Accreditation (A&A) Framework	8
Focus of Assessment	9
III.Dual Mode Universities (DMUs)	9
IV. Quality Indicator Framework (QIF) - Description	10
V. Eligibility for Assessment and Accreditation by NAAC	23
VI. The Assessment Process	24
VII. Procedural Details	27
VIII. Assessment Outcome	30
Calculation of Institutional CGPA	31
IX.Mechanism for Institutional Appeals	32
X. Re-Assessment	32
XI. Subsequent Cycles of Accreditation	33
XII. Fee Structure and other Financial Implications	33
XIII. Getting Ready for Submission of Self - Study Report (SSR)	35
XIV. Mandatory Disclosure on HEI’s Website	37
SECTION B: Data Requirements for Self - Study Report (SSR) 38
1. Executive Summary	39
2. Profile of the University	40
2(a). Institutional preparedness for NEP.	45
2(b). Institutional Initiatives for Electoral Literacy	48
3. Extended Profile of the University	49
4. Quality Indicator Framework (QIF)	51
5. Evaluative report of the Departments	112
6. Data Templates/Documents (Quantitative Metrics)	113

SECTION C: Appendices115
1. Appendix I: Glossary and Notes	116
2. Appendix II: Abbreviations	132
3. Appendix III: Student Satisfaction Survey for Conventional Students	136
4. Appendix IV: Student Satisfaction Survey for Distance Learners	137

SECTION A: GUIDELINES FOR ASSESSMENT AND

ACCREDITATION

This Section presents the NAAC framework for Assessment and Accreditation based on the Core Values and Criteria for assessment and Key Indicators. Further, it details out the procedures for institutional preparation forfilling the Self Study Report online, Peer Assessment and the final Outcome of Accreditation. The procedure for re-assessment, mechanism for institutional appeals and accreditation of subsequent cycles are also presented.

INTRODUCTION

India has one of the largest and diverse education systems in the world. Privatization, widespread expansion, increased autonomy and introduction of Programmes in new and emerging areas have improved access to higher education. At the same time, it has also led to widespread concern on the quality and relevance of the higher education. To address these concerns, the National Policy on Education (NPE, 1986) and the Programme of Action (PoA, 1992) spelt out strategic plans for the policies, advocated the establishment of an independent National accreditation agency. Consequently, the National Assessment and Accreditation Council (NAAC) was established in 1994 as an autonomous institution of the University Grants Commission (UGC) with its Head Quarter in Bengaluru. The mandate of NAAC as reflected in its vision statement is in making quality assurance an integral part of the functioning of Higher Education Institutions (HEIs).

The NAAC functions through its General Council (GC) and Executive Committee (EC) comprising educational administrators, policy makers and senior academicians from a cross-section of Indian higher education system. The Chairperson of the UGC is the President of the GC of the NAAC, the Chairperson of the EC is an eminent academician nominated by the President of GC (NAAC). The Director is the academic and administrative head of NAAC and is the member-secretary of both the GC and the EC. In addition to the statutory bodies that steer its policies and core staff to support its activities NAAC is advised by the advisory and consultative committees constituted from time to time.

Vision and Mission

The vision of NAAC is:

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 NAAC aim at translating the NAAC’s vision into action plans and define NAAC’s engagement and endeavor as given below:

To arrange for periodic assessment and accreditation of institutions of higher education or units thereof, or specific academic programmes or projects;
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 with other stakeholders of higher education for quality evaluation, promotion and sustenance.

Striving to achieve its goals as guided by its vision and mission statements, NAAC primarily focuses on assessment of the quality of higher education institutions in the country. The NAAC methodology for Assessment and Accreditation is very much similar to that followed by Quality Assurance (QA) agencies across the world and consists of self-assessment by the institution along with external peer assessment organized by NAAC.

Core Values

Throughout the world, Higher Education Institutions (HEIs) 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 globalization (including liberal cross-border and trans-national educational imperatives), have necessitated marked changes in the Indian higher education system. These changes and the consequent shift in values have been taken into cognizance by NAAC while formulating the core values. Accordingly, in order to ensure external and internal validity and credibility, the QA process of NAAC is grounded within a value framework which is suitable and appropriate to the National context.

The accreditation framework of NAAC is thus based on five core values detailed below. (i) Contributing to National Development

Most of the HEIs have a remarkable capacity to adapt to changes and at the same time, pursue the goals and objectives that they have set forth for themselves. Contributing to national development has always been an implicit goal of Indian HEIs. The role of HEIs is significant in human resource development and capacity building of individuals, to cater to the needs of the economy, society and the country as a whole, thereby, contributing to the development of the Nation. Serving the cause of social justice, ensuring equity and increasing access to higher education are a few ways by which HEIs can contribute to the national development. It is therefore appropriate that the Assessment and Accreditation (A&A) process of NAAC looks into the ways HEIs have been responding to and contributing towards national development.

(ii) Fostering Global Competencies among Students

The spiraling developments at the global level also warrant that the NAAC includes in its scope of assessment skill development of students, on par with their counterparts elsewhere in the world. With liberalization and globalization of economic activities, the need to develop skilled human resources of a high calibre is imperative. Consequently, the demand for internationally acceptable standards in higher education is evident. Therefore, the accreditation process of NAAC needs to examine the role of HEIs in preparing the students to achieve core competencies, to face the global challenges successfully. This requires that the HEIs be innovative, creative andentrepreneurial in their approach. Towards achieving this, HEIs may establish collaborations with industries, network with the neighborhood agencies/bodies and foster a closer relationship between the “world of competent-learning” and the “world of skilled work”.

(iii) Inculcating a Value System among Students

Although skill development is crucial to the success of students in the job market, skills are of less value in the absence of appropriate value systems. The HEIs have to shoulder the responsibility of inculcating desirable value systems among students. In a country like India, with cultural pluralities and diversities, it is essential that students imbibe the appropriate values commensurate with social, cultural, economic and environmental realities, at the local, national and universal levels. Whatever be the pluralities and diversities that exist in the country, there is a persisting concern for inculcating the core universal values like truth and righteousness apart from other values emphasized in the various policy documents of the country. The seeds of values such as cooperation and mutual understanding during the early stages of education have to be reiterated and re-emphasized at the higher education also through appropriate learning experiences and opportunities. The NAAC assessment therefore examines how these essential and desirable values are being inculcated in the students, by the HEIs.

(iv) Promoting the Use of Technology

Most of the significant developments that one can observe today can be attributed to the impact of Science and Technology. While the advantages of using modern tools and technological innovations in the day-to-day-life are well recognized, the corresponding changes in the use of new technologies, for teaching learning and governance of HEIs, leaves much to be desired. Technological advancement and innovations in educational transactions have to be undertaken by all HEIs, to make a visible impact on academic development as well as administration. At a time when our educational institutions are expected to perform as good as their global partners, significant technological innovations have to be adopted. Traditional methods of delivering higher education have become less motivating to a large number of students. To keep pace with the developments in other spheres of human endeavor, HEIs have to enrich the learning experiences of their students by providing them with state-of-the-art educational technologies. The campus community must be adequately prepared to make use of Information and Communication Technology (ICT) optimally. Conscious effort is also needed to invest in hardware and to orient the faculty suitably.

In addition to using technology as a learning resource, managing the activities of the institution in a technology-enabled way will ensure effective institutional functioning. For example, documentation and data management in the HEIs are areas where the process of assessment by NAAC has made a significant impact. Moving towards electronic data management and having institutional website to provide ready and relevant information to stakeholders are desirable steps in this direction. In other words, effective use of ICT in HEIs will be able to provide ICT literacy to the campus community, using ICT for resource sharing and networking, as well as adoptingICT-enabled administrative processes. Therefore, NAAC accreditation would look at how the HEIs have put in place their electronic data management systems and electronic resources and their access to internal and external stakeholders particularly the student community.

(v) Quest for Excellence

Contributing to nation-building and skills development of students, HEIs should demonstrate a drive to develop themselves into centres of excellence. Excellence in all that they will contribute to the overall development of the system of higher education of the country as a whole. This ‘Quest for Excellence’ could start with the assessment or even earlier, by the establishment of the Steering Committee for the preparation of the Self - Study Report (SSR) of an institution. Another step in this direction could be the identification of the strengths and weaknesses in the teaching and learning processes as carried out by the institution.

The five core values as outlined above form the foundation for assessment of institutions that volunteer for accreditation by NAAC. The HEIs may also add their own core values to these in conformity with the goals and mission.

ASSESSMENT AND ACCREDITATION OF HIGHER EDUCATION INSTITUTIONS

The NAAC has been carrying out the process of quality assessment and accreditation of HEIs over the past two decades. Several HEIs have gone through this process and a sizeable number has also undergone subsequent cycles of accreditation. True to its commitment for promoting quality culture in HEIs in consonance with the overall developments in the field of education as well as the outside world, NAAC has strived to be sensitive to these and adequately reflect these in its processes. The A&A process of NAAC continue to be an exercise in partnership of NAAC with the HEI being assessed. As is known by now, the A&A process of NAAC is being revised and this revision attempts to enhance such a partnership. Over years the feedback procured from the HEIs, other stakeholders and the developments in the national scene – all have contributed in making appropriate revisions in the process so as to accelerate the process with greater quality rigor.

Revised Assessment and Accreditation(A&A)Framework

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 benchmarking as quality improvement tool. This has been attempted through comparison of NAAC indicators with other international QA frameworks
introducing Pre-qualifier for peer team visit, as 25% of system generated score
introducingSystem 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

Focus of Assessment

The NAAC continues with its focus on quality culture of the institution in terms of Quality Initiatives, Quality Sustenance and Quality Enhancement, as reflected in its vision, organization, operations and the processes. Experience has reiterated that these can be ascertained either by on site observations and/or through the facts and figures about the various aspects of institutional functioning. The Revised Manual places greater confidence in the latter as reflective of internal institutional processes.

In line with NAAC’s conviction that quality concerns are institutional, Quality Assessment (QA) can better be done through self-evaluation. The self-evaluation process and the subsequent preparation of the Self Study Report (SSR) to be submitted to NAAC involves the participation of all the stakeholders – management, faculty members, administrative staff, students, parents, employers, community and alumni. While the participation of internal stakeholders i.e. management, staff and students provide credibility and ownership to the activity and could lead to newer initiatives, interaction with the external stakeholders facilitate the development process of the institution and their educational services. Overall, the QA is expected to serve as a catalyst for institutional self-improvement, promote innovation and strengthen the urge to excel.

It is attempted to enlarge the digital coverage of the entire process of A&A. This, it is believed, will not only accelerate the process but also bring in greater objectivity into the process.

The possible differentiation required in respect of HEIs which are going for subsequent cycles of A&A, appropriate scope has been provided in the Process. This will allow the HEIs to appropriately represent the developments they have attempted after the previous A&A cycle.

DUAL MODE UNIVERSITIES (DMU)

Universities established by an Act of Parliament or State Legislature, Deemed to be universities declared by the Central Government under Section 3 of the University Grants Commission Act, 1956 and Institutions of National Importance (INI) declared by an Act of Parliament, that have set up Directorates of Distance Education (DDE) as Departments/ Centres/ Institutes to offer their academic programmes through ODL mode, are known as Dual Mode Universities (DMUs).

In accordance with the University Grants Commission (Open and Distance Learning) Regulations, 2017 notified vide Gazette Notification dated 23rd June, 2017, it will be mandatory for a University offering programmes in ODL mode to comply with University Grants Commission (Mandatory Assessment and Accreditation of Higher Educational Institutions) Regulations, 2012 and apply for assessment and accreditation of the programmes offered by it in Open and Distance Learning (ODL) mode. In this background, the NAAC under the direction of UGC initiated the process to formulate framework for Assessment and Accreditation (A&A) of Dual Mode Universities on a priority basis. A National Task Force (NTF) for Open and Distance Learning (ODL) was constituted for this purpose under the chairmanship of Prof. Nageshwar Rao, presently, Vice Chancellor, IGNOU.

Further, the 3rd Amendment to the UGC (ODL) Regulations, 2017, notified on 6th September 2018, states that the HEIs in dual mode shall submit an undertaking to the effect that it will attain a NAAC score of 3.26 on a 4-point scale before the end of academic session July 2019-June 2020, failing which, the Commission shall not accord any approval to the ODL Programmes of the HEIs.

QUALITY INDICATOR FRAMEWORK (QIF) - DESCRIPTION

The criteria based assessment forms the backbone of A&A process of NAAC. The seven criteria represent the core functions and activities of a HEI. In the revised framework not only the academic and administrative aspects of institutional functioning but also the emerging issues have been included. The seven Criteria to serve as basis for assessment of HEIs are:

Curricular Aspects
Teaching-Learning and Evaluation
Research, Innovations and Extension
Infrastructure and Learning Resources
Student Support and Progression
Governance, Leadership and Management
Institutional Values and Best Practices

Under each Criterion a few Key Indicators are identified. These Key Indicators (KIs) are further delineated as Metrics which actually elicit responses from the HEIs. These seven criteria along with their KIs are given below explicating the aspects they represent.

Criterion I: - Curricular Aspects

The Curricular Aspects are the mainstay of any educational institution. However, the responsibilities of various HEIs in this regard vary depending on their administrative standing. That is, an Affiliated College is essentially a teaching unit which depends on a larger body namely university for legitimizing its academic and administrative processes. Its engagement with curricular aspects is mainly in their implementation while its participation in curriculum development, procedural detailing, assessment procedures as well as certification is peripheral and these are “givens’’. Whereas a University has the mandate to visualize appropriate curricula for particular programmes, revise/update them periodically, ensure that the outcomes of its programmes are defined by its bodies.

Criterion I pertains to the practices of an institution in initiating a wide range of programme options and courses that are in tune with the emerging national and global trends and relevant to the local needs. Apart from issues of diversity and academic flexibility, aspects on career orientation, multi-skill development, feedback system and involvement of stakeholders in curriculum updating are also gauged.

The focus of Criterion I is captured in the following Key Indicators:

KEY INDICATORS

1.1*(U) -Curriculum Design and Development

1.1*(A) - Curriculum Planning and Implementation

1.2 Academic Flexibility

1.3 Curriculum Enrichment

1.4 Feedback System

*(U) - applicable only for Universities and Autonomous Colleges

*(A) - applicable only for the Affiliated/Constituent Colleges

1.1 *(U) Curriculum Design and Development

One of the significant responsibilities of Universities is Curriculum Design and Development and thus are expected to have processes, systems and structures in place to shoulder this responsibility. Curriculum Design and Development is a complex process of developing appropriate need-based inputs in consultation with expert groups, based on the feedback from stakeholders. This results in the development of relevant programmes with flexibility to suit the professional and personal needs of the students and realization of core values. The Key Indicator (KI) 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 global trends.

Curriculum evolved by the University comprises Programme Outcomes (POs), Programme Specific Outcomes (PSOs) and Course Outcomes (COs), the substantive outlines of courses in every discipline (syllabus), organizational details of implementation as well as assessment of student performance and thereby attainment of PSOs and COs. The quality element is reflected in the efforts to revise, update, include emerging concerns etc., the University makes in this regard. The Curriculum designed by University may also focus on employability, entrepreneurship and skill development. The POs, PSOs, COs could be uploaded on Institutional website.

The DDE have rather insignificant role in curriculum designing and development. They adopt the curriculum overview provided by the respective universities. The guiding principle of the DDE is to provide opportunities of higher education to the overflow from the conventional system as the intake is fixed in the parent university and also to cater to the educational needs of the working persons, housewives, marginalized populations unable to pursue their higher education through the conventional system offered by the university. DDE in order to reach out such target groups makes use of various media to deliver instruction i.e. through print and other electronic media.

1.1 *(A) Curricular Planning and Implementation

Academic flexibility refers to the freedom in the use of the time-frame of the courses, horizontal mobility, inter-disciplinary options and others facilitated by curricular transactions. Supplementary enrichment programmes introduced as an initiative of the college, credit system and choice offered in the curriculum, in terms of programme, curricular transactions and time-frame options are also considered in this key indicator.

1.3 Curriculum Enrichment

Holistic development of students is the main purpose of curriculum. While this is attempted through prescribing dynamic and updated curricular inputs, the HEI is expected to have provision for added courses and activities which may not be directly linked with one’s discipline of study but contribute to sensitizing students to cross-cutting issues relevant to the current pressing concerns both nationally and internationally such as gender, environment and sustainability, human values and professional ethics, development of creative and divergent competencies. A progressive university would provide a wide range of such “value-added’’ courses for students to choose from according to their interests and inclinations.

1.4 Feedback System

The process of revision and redesign of curricula is based on recent developments and feedback from the stakeholders. The feedback from all stakeholders in terms of its relevance and appropriateness in catering to the needs of the society, economy and environment helps in improving the inputs.

A HEI with the feedback system in place will have an active process of not only collecting feedback from all stakeholders, but also analyzing it and identifying and drawing pertinent pointers to enhance the learning effectiveness.

Criterion II: - Teaching Learning and Evaluation

Criterion II pertains to the efforts of an institution to serve students of different backgrounds and abilities, through effective teaching-learning experiences. Interactive instructional techniques that engage students in higher order ‘thinking’ and investigation, through the use of interviews, focused group discussions, debates, projects, presentations, experiments, practicum, internship and application of ICT resources are important considerations. It also probes 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 major concern of this Criterion.

The focus of Criterion II is captured in the following Key Indicators:

KEY INDICATORS

2.1 Student Enrolment and Profile

2.2 Catering to Student Diversity

2.3 Teaching-Learning Process

2.4 Teacher Profile and Quality

2.5 Evaluation Process and Reforms

2.6 Student Performance and Learning Outcomes

2.7 Student Satisfaction Survey

2.1 Student Enrolment and Profile

The process of admitting students to the programmes is through a transparent, well-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 institution put forth its efforts in ensuring equity and wide access having representation of student community from different geographical areas and socio-economic, cultural and educational backgrounds. These will be reflected in the student profile.

DDE is required to cater to large number of learners due the flexibility it offers to them in terms of place and pace of study.

2.2 Catering to Student Diversity

The HEIs are expected to satisfy the needs of the students from diverse backgrounds including backward community as well as from different locales. They would make special efforts to bring in students from special categories, reach out to their special learning needs by initial assessment of their learning levels, in addition to understand possible variations over years and how and what is done to deal with such students. While in uni-gender institutions explicit efforts are to be made to sensitize students about the other gender; and the like.

It is expected that the DDE reaches out to employed persons and persons from special target groups who are unable to pursue higher education through the conventional system.

2.3 Teaching-Learning Process

Diversity of learners in respect of their background, abilities and other personal attributes will influence the extent of their learning. The teaching-learning modalities of the institution are rendered to be relevant for the learner group. The learner-centered education through appropriate methodologies such as participative learning, experiential learning and collaborative learning modes, facilitate effective learning. Teachers provide a variety of learning experiences, including individual and collaborative learning. Interactive and participatory approaches, if employed, create a feeling of responsibility inlearners and makes learning a process of construction of knowledge. Of late, digital resources for learning have become available and this makes learning more individualized, creative and dynamic. Quality of learning provided in the institution depends largely on teacher readiness to draw upon such recently available technology supports and also the initiative to develop such learning resources to enrich teaching-learning; on teacher’s familiarity with Learning Management Systems (LMSs), other e-resources available and how to meaningfully incorporate them in one’s scheme of teaching-learning.

DDE are responsible for the design and development of Self learning material (SLM) in print as well as electronic media for the benefit of diverse groups of dispersed learners. Providing opportunities for interaction and feedback on performance to the dispersed learners is equally important through organization and conduct of academic counselling. Counselling is provided mainly for learner participation, engagement, clarification of doubts, and acquisition of required competencies and skills.

2.4 Teacher Profile and Quality

“Teacher quality” is a composite term to indicate the quality of teachers in terms of their qualification, teacher characteristics, adequacy of recruitment procedures, faculty availability, professional development and recognition of teaching abilities. Teachers take initiative to learn and keep abreast with the latest developments, to innovate, continuously seek improvement in their work and strive for individual and institutional excellence.

DDE is required to have full time teachers and other academics to maintain standards and quality in the offering of academic programmes through ODL mode as well as empanellment of academic counsellors for smooth conduct of counselling sessions.

2.5 Evaluation Process and Reforms

This Key Indicator looks at issues related to assessment of teaching, learning and evaluative processes and reforms, to increase the efficiency and effectiveness of the system. One of the purposes of evaluation is to provide development-inducing feedback. The qualitative dimension of evaluation is in its use for enhancing the competence of students. Innovative evaluation process is to gauge the knowledge and skills acquired at various levels of the programmes.

Even at DDE there should be a proper mechanism for formative assessment of the distance learners and timely feedback on performance before the terminal examination.

These specifications are stated as PSOs and COs. The quality of assessment process in a HEI depends on how well the examination system actually tests the PSOs and COs, quality of questions, extent of transparency in the system, extent of development inducing feedback system, regularity in the conduct of examinations and declaration of results as well as the regulatory mechanisms for prompt action on possible errors.

2.6 Student Performance and Learning Outcomes

The real test of the extent to which teaching learning has been effective in a HEI is reflected in the student performance in the examinations. Student performance is seen as the realization of learning outcomes which are specifications of what a student should be capable of doing on successful completion of a course and/or a programme.

2.7 Student Satisfaction Survey

All the efforts of teachers and the institution to make learning a meaningful process can be considered impactful only to the extent students perceive it to be meaningful. Their satisfaction level is decided by the kinds of experiences they undergo, the extent of the “comfort” feeling as well as intellectual stimulation the learning situations provide. Their feedback significantly showcases the actual quality of teaching learning process enabling identification of the strengths of teaching as well as the possible improvements. Student satisfaction, thus, is a direct indicator of the effectiveness of teaching learning in the institution. It may be impractical to capture this aspect from every student; however, every HEI can resort to a sample survey on a formalized basis to capture this significant feature. This is the reason the revised accreditation framework of NAAC adopts survey of student satisfaction.

This also been replicated for the DDE. A separate Learner Satisfaction Survey is designed for the distance learners enrolled at the Directorate of Distance Education along with the SSS for the conventional students.

Criterion III: - Research, Innovations and Extension

This Criterion seeks information on the policies, practices and outcomes of the institution, with reference to research, innovations and extension. It deals with the facilities provided and efforts made by the institution to promote a ‘research culture’. The institution has the responsibility to enable faculty to undertake research projects useful to the society. Serving the community through extension, which is a social responsibility and a core value to be demonstrated by institutions, is also a major aspect of this Criterion.

The focus of Criterion III is captured in the following Key Indicators:

KEY INDICATORS

3.1 *Promotion of Research and Facilities

3.2 Resource Mobilization for Research

3.3 Innovation Ecosystem

3.4 Research Publications and Awards

3.5 *Consultancy

3.6 Extension Activities

3.7 Collaboration

*Not Applicable to Affiliated Colleges

3.1 Promotion of Research and Facilities

The promotion of research is a significant responsibility of the HEIs particularly for Universities without which a ‘research culture’ on campus cannot be realized. The HEIs have to be actively engaged in this through evolving appropriate policies and practices, making adequate resources available, encouraging active research involvement of teachers and scholars in research as well as recognizing any achievement of teachers through research. It also includes responsiveness and administrative supportiveness (procedural flexibility) in the institution in utilizing the supports and resources available at the Government agencies and/or other agencies. Required infrastructure in terms of space and equipment and support facilities are made available on the campus for undertaking research. The institution collaborates with other agencies, institutions, research bodies for sharing research facilities and undertaking collaborative research.

3.2 Resource Mobilization for Research

The institution provides support in terms of financial, academic and human resources required and timely administrative decisions to enable faculty to submit project proposals and approach funding agencies for mobilizing resources for research. The institutional support to its faculty for submitting research projects and securing external funding through flexibility in administrative processes and infrastructure and academic support are crucial for any institution to excel in research. The faculties are empowered to take up research activities utilizing the existing facilities. The institution encourages its staff to engage in interdisciplinary and interdepartmental research activities and resource sharing.

3.3 Innovation Ecosystem

The Institution has created an ecosystem for innovation including incubation centre and other initiatives for creation and transfer of knowledge. The institution conducts workshop/seminars on Intellectual Property Rights (IPR) and Industry-Academia Innovative practices. Awards for innovation won by institution/teachers/research scholars/students, start-ups incubated on-campus are explicitly commended by the institution.

ODL being a dynamic system innovative content development and workshops focusing on innovative areas including development of SLM, MOOCs, LMS, IPR etc. need to be ensured.

3.4 Research Publications and Awards

Exploration and reflection are crucial for any teacher to be effective in one’s job. Quality research outcome is beneficial for the discipline, society, industry, region and the nation. Sharing of knowledge especially theoretical and practical findings of research through various media enhances quality of teaching and learning. Research acumen in an institution is an evolving feature reflecting various research output with clear records such as - doctoral, post-doctoral, projects, inventions and discoveries, number of patents obtained and number of research publications.

Research in the area of Distance Education by teachers and other academics working at DDE should be encouraged to bring about periodic improvement in the system.

3.5 Consultancy

Activity organized or managed by the faculty for an external agency for which the expertise and the specific knowledge base of the faculty becomes the major input. The finances generated through consultancy are fairly utilized by the institution. The faculty taking up consultancy is properly rewarded. University is a resource pool with several persons engaged in research at various levels. Consultancy shows the credibility of the university’s research acumen in the outside world. While the university personnel extend their expertise to other agencies the university also generates some revenue along with the research faculty. For this it is necessary that the university has a formalized policy on consultancy with clear specification of revenue sharing between the teacher and the institution. This may not be a formalized aspect of a college.

3.6 Extension Activities

Learning activities have a visible element for developing sensitivities towards community issues, gender disparities, social inequity etc. and in inculcating values and commitment to society. Affiliation and interaction with groups or individuals who have an interest in the activities of the institution and the ability to influence the actions, decisions, policies, practices or goals of the organization leads to mutual benefit to both the parties. The processes and strategies inherent in such activities relevantly sensitize students to the social issues and contexts. Sustainable practices of the institution leading to superior performance results in successful outcomes in terms of generating knowledge useful for the learner as well as the community.Extension also is the aspect of education which emphasizes community services. These are often integrated with curricula as extended opportunities, intended to help, serve, reflect and learn. The curriculum-extension interface has an educational value, especially in rural India.

3.7 Collaboration

Through collaboration the HEIs can maintain a closer contact with the work field. It helps keep the academic activities in the HEI in a more realistic perspective and also expand the scope of learning experiences to students. Collaboration can be sought with academic institutions or industry or other agencies of professional and social relevance. The range of activities could include training, student exchange, faculty exchange, research and resource sharing, among others. For making collaborative endeavor impactful it is necessary there is a formal agreement or understanding between the institution and other HEIs or agencies for such activities.

Criterion IV: - Infrastructure and Learning Resources

The adequacy and optimal use of the facilities available in an institution are essential to maintain the quality of academic and other programmes on the campus. It also requires information on how every constituent of the institution - students, teachers and staff - benefit from these facilities. Expansion of facilities to meet future development is included among other concerns.

The focus of Criterion IV is captured in the following Key Indicators:

KEY INDICATORS

4.1 Physical Facilities

4.2 Library as a Learning Resource

4.3 IT Infrastructure

4.4 Maintenance of Campus Infrastructure

4.1 Physical Facilities

Adequate infrastructure facilities are keys for effective and efficient conduct of the educational programmes. The growth of infrastructure thus has to keep pace with the academic developments in the institution. The other supportive facilities on the campus are developed to contribute to the effective ambience for curricular, extra- curricular and administrative activities. A provision of expenditure in the budget is made annually for maintenance and replenishment of physical facilities which will ensure their availability on a continual basis.

The HEI should also focus on the augmentation the infrastructure of the DDE and its maintenance.

4.2 Library as a Learning Resource

The library holdings in terms of books, journals and other learning materials and technology-aided learning mechanisms which enable students to acquire information, knowledge and skills required for their study programmes. A recent development in the field due to availability of digital means, the functioning of the library has undergone a drastic change. Automation of library using the ILMS, use of e-journals and books, providing remote access to e-resources in the library have become a matter of necessity. Providing for these and such other developments as well as utilizing them well are important indicators of the quality of an academic institution.

4.3 IT Infrastructure

The institution adopts policies and strategies for adequate technology deployment and maintenance. The ICT facilities and other learning resources are adequately available in the institution for academic and administrative purposes. The staff and students have access totechnology and information retrieval on current and relevant issues. The institution deploys and employs ICTs for a range of activities.

DDE should employ ICT in all its operations to make the teaching learning process as well as evaluation system more dynamic and effective.

4.4 Maintenance of Campus Infrastructure

Having adequate infrastructure is not enough for effective institutional functioning, but regular maintenance and periodic replenishment of infrastructure is essential. It is necessary that the institution has sufficient resources allocated for regular upkeep of the infrastructure and there are effective mechanisms for the upkeep of the infrastructure facilities; and promote the optimum use of the same.

Criterion V: - Student Support and Progression

The highlights of this Criterion V are the efforts of an institution to provide necessary assistance to students, to enable them to acquire meaningful experiences for learning at the campus and to facilitate their holistic development and progression. It also looks into student performance and alumni profiles and the progression of students to higher education and gainful employment.

The focus of Criterion V is captured in the following Key Indicators:

KEY INDICATORS

5.1 Student Support

5.2 Student Progression

5.3 Student Participation and Activities

5.4 Alumni Engagement

5.1 Student Support

Facilitating mechanisms like guidance cell, placement cell, grievance redressal cell and welfare measures to support students. Specially designed inputs are provided to the needy students with learning difficulties. Provision is made for bridge and value added courses in relevant areas. Institution has a well structured, organized guidance and counseling system in place. Students benefited through scholarships, free-ships and other means should be identified by HEIs.

This is an area that is crucial for the successful implementation of the ODL system. The DDE should focus on activities of learner support for prospective as well as the enrolled learners.

5.2 Student Progression

The Institution’s concern for student progression to higher studies and/or to employment is a pertinent issue. Identify the reasons for poor attainment and plan and implement remedial measures. Sustainable good practices which effectively support the students 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. Student qualifying for state/national/international level exam or competition should be identified by HEIs.

5.3 Student Participation and Activities

The institution promotes inclusive practices for social justice and better stakeholder relationships. The institution promotes value- based education for inculcating social responsibility 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. Encouraging students’ participation in activities facilitates developing various skills and competencies and foster holistic development.

5.4 Alumni Engagement

The Alumni are a strong support to the institution. An active Alumni Association can contribute in academic matters, student support as well as mobilization of resources – both financial and non financial. The institution nurtures the alumni association/chapters to facilitate them to contribute significantly to the development of the institution through financial and non-financial means.

Criterion VI: - Governance, Leadership and Management

Effective functioning of an institution can be gauged by the policies and practices it has evolved in the matter of planning human resources, recruitment, training, performance appraisal, financial management and the overall role of leadership.

The focus of Criterion VI is captured in the following Key Indicators:

KEY INDICATORS

6.1 Institutional Vision and Leadership

6.2 Strategy Development and Deployment

6.3 Faculty Empowerment Strategies

6.4 Financial Management and Resource Mobilization

6.5 Internal Quality Assurance System (IQAS)

6.1 Institutional Vision and Leadership

Effective leadership by setting values and participative decision- making process is key not only to achieve the vision, mission and goals of the institution but also in building the organizational culture. The formal and informal arrangements in the institution to co-ordinate the academic and administrative planning and implementation reflects the institutions efforts in achieving its vision.

6.2 Strategy Development and Deployment

The leadership provides clear vision and mission to the institution. The functions of the institution and its academic and administrative units are governed by the principles of participation and transparency. Formulation of development objectives, directives and guidelines with specific plans for implementation by aligning the academic and administrative aspects improves the overall quality of the institutional provisions.

6.3 Faculty Empowerment Strategies

The process of planning human resources including recruitment, performance appraisal and planning professional development programmes and seeking appropriate feedback, analysis of responses and ensure that they form the basis for planning. Efforts are made to upgrade the professional competence of the staff. There are mechanisms evolved for regular performance appraisal of staff.

6.4 Financial Management and Resource Mobilization

Budgeting and optimum utilization of finance as well as mobilization of resources are the issues considered under this Key Indicator. There are established procedures and processes for planning and allocation of financial resources. The institution has developed strategies for mobilizing resources and ensures transparency in financial management of the institution. The income and expenditure of the institution are subjected to regular internal and external audit.

6.5 Internal Quality Assurance System (IQAS)

The internal quality assurance systems of HEIs are Self-regulated responsibilities of the higher education institutions, aimed at continuous improvement of quality and achieving academic excellence. The institution has mechanisms for academic and administrative auditing. It adopts quality management strategies in all academic and administrative aspects. The institution has an IQAC and adopts a participatory approach in managing its provisions.

Criterion VII: - Institutional Values and Best Practices

An educational institution operates in the context of the larger education system in the country. In order to be relevant in changing national and global contexts an educational institution has to be responsive to the emerging challenges and pressing issues. It has a social responsibility to be proactive in the efforts towards development in the larger contexts. This role of the institution is reflected in terms of the kinds of programmes, activities and preferences (values) that it incorporates within its regular functioning. The extent to which an institution is impactful in this is a sure reflection of its quality.

Every institution has a mandate to be responsive to at least a few pressing issues such as gender equity, environmental consciousness and sustainability, inclusiveness and professional ethics, but the way it addresses these and evolves practices will always be unique. Every institution faces and resolves various kinds of internal pressures and situations while doing this. Some meaningful practices pertinent to such situations are evolved within the institution and these help smooth functioning and also lead to enhanced impact. Such practices which are evolved internally by the institution leading to improvements in any one aspect of its functioning – academic, administrative or organizational, - are recognized as a “best practices”. Over a period of time, due to such unique ways of functioning each institution develops distinct characteristic which becomes its recognizable attribute.

The focus of Criterion VII is captured in the following Key Indicators:

KEY INDICATORS

7.1 Institutional Values and Social Responsibilities

7.2 Best Practices

7.3 Institutional Distinctiveness

7.1 Institutional Values and Social Responsibilities

The institution organizes gender equity promotion programmes. The institution displays sensitivity to issues like climate change and environmental issues. It adopts environment friendly practices and takes necessary actions such as – energy conservation, rain water harvesting, waste recycling (solid/liquid waste management, e-waste management), carbon neutral, green practices etc. The institution facilitates the persons with disabilities (PwD) (Divyangjan friendliness), effective dealing of location advantages and disadvantages (Situatedness), explicit concern for human values and professional ethics etc. In other words, the concerns for social responsibilities as well as the values held by the institution are explicit in its regular activities.

7.2 Best Practices

Any practice or practices that the institution has internally evolved and used during the last few years leading to positive impact on the regular functioning of the institution can be identified as “best practice/s”. These are not any activity prescribed by some authority. At some point in time the institution evolves some innovation or a change in some aspect of functioning. This practice is relevant mainly within the institution at a given point in time. It could be in respect of teaching learning, office practices, maintenance and up keep of things or dealing with human beings or money matters. But adopting that practice has resolved the difficulty or has brought in greater ease in working in that aspect. In brief, these ‘best practices’ are relevant within the institutional context and may pertain to either academic or administrative or organizational aspects of institutional functioning.

7.3 Institutional Distinctiveness

Every institution would like to be recognized for certain of its attributes which make it ‘distinct’, or, one of its kinds. Such attributes characterize the institution and are reflected in all its activities in focus and practice.

ELIGIBILITY FOR ASSESSMENT AND ACCREDITATION BY NAAC

Higher Education Institutions (HEIs), if they have a record of at least two batches of students graduated or been in existence for six years, whichever is earlier, are eligible to apply for the process of Assessment and Accreditation (A&A) of NAAC, and fulfil the other conditions or are covered by the other provisions, if any, mentioned below:

Universities (Central/State/Private/Deemed-to-be) and Institutions of National Importance
Provided the Higher Education Institutions /Deemed –to-be Universities and their study centres (within the jurisdiction) / off-campuses if any are approved by MHRD/UGC. NAAC will not consider the unapproved off-campuses for A&A.
Provided that these institutions have regular (full time) students enrolled in the academic programmes and research degree programmes offered on campus; provided that DDE functioning under the HEI has the approval of the Distance Education Bureau of the UGC and UGC for all their UG and PG programmes
Provided that these institutions have learners ( part-time) enrolled in the academic programmes offered through distance mode
Provided further that the duly established campuses within the country, if any, shall be treated as part of the Universities / Institutions of National Importance for the A&A process.
NAAC will undertake the accreditation of off-shore campuses

Accredited HEIs applying for Re-assessment or Subsequent Cycles (Cycle 2, Cycle 3, Cycle 4….) of Accreditation

All HEIs having Directorate of Distance Education have to apply for Re-Assessment and Accreditation through Dual Mode University Category only.
Further, Institutions which would like to make an improvement in the accredited status, may apply for Re-assessment, after a minimum of one year and before three years of accreditation subject to the fulfillment of other conditions specified by NAAC from time to time for the purpose.
Institutions opting for Subsequent Cycles (Cycle 2, Cycle 3, Cycle 4….) of Accreditation can submit the Institutional Information for Quality Assessment (IIQA), during the last six months of the validity period subject to the fulfillment of other conditions specified by NAAC from time to time for the purpose.
Any other HEIs at the discretion of NAAC.

Note:

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

THE ASSESSMENT PROCESS

Taking cognizance of the diversity in the kinds of institutions HEIs have been grouped under various categories namely, Universities, Autonomous Colleges and Affiliated/Constituent Colleges, Dual Mode Universities and Open Universities.

The assessment process will be carried out in three stages. As stated earlier, it will comprise three main components, viz., Self Study Report (SSR), Student Satisfaction Survey and the Peer Team Report. The SSR has a total of 105 Metrics for Dual Mode Universities covering the seven Criteria described earlier. The SSR has two kinds of Metrics: one, those requiring quantifiable facts and figures as data which have been indicated as ‘quantitative metrics’ (Q_nM); and two, those metrics requiring descriptive responses and are accordingly named ‘qualitative metrics’ (Q_lM). Table 1 depicts the distribution of Key Indicators (KIs) and Metrics across them.

Table 1: Distribution of Metrics and KIs across Criteria

Type of HEIs	Dual Mode Universities
Criteria	7
Key Indicators (KIs)	34
Qualitative Metrics (Q_lM)	37
Quantitative Metrics (Q_nM)	68
Total Metrics (Q_lM + Q_nM)	105

Table 2 gives the details of weightage given to the various Key Indicators and Criteria. In view of the variations in the institutional emphasis on the KIs among the two categories of HEIs, weightages have been appropriately demarcated. Each metric is designated a weightage which is indicated elsewhere in this Manual.

Table 2 Distribution of weightages across KeyIndicators (KIs)

Criteria	KeyIndicators (KIs)	Dual Mode Universities
1.Curricular Aspects	1.1 CurriculumDesign andDevelopment	50
	1.2 AcademicFlexibility	30
	1.3 CurriculumEnrichment	50
	1.4 FeedbackSystem	20
	Total	150
2.Teaching- Learningand Evaluation	2.1 StudentEnrolmentand Profile	10
	2.2 CateringtoStudent Diversity	20
	2.3 Teaching-Learning Process	30
	2.4 Teacher Profile and Quality	50
	2.5 EvaluationProcessand Reforms	30
	2.6 StudentPerformance andLearningOutcomes	30
	2.7 Student Satisfaction Survey	30
	Total	200
3. Research, Innovationsand Extension	3.1 PromotionofResearch and Facilities	20
	3.2 ResourceMobilization for Research	40
	3.3 Innovation Ecosystem	20
	3.4 ResearchPublications andAwards	120
	3.5 Consultancy	20
	3.6 ExtensionActivities	20
	3.7 Collaboration	10
	Total	250
4.Infrastructure andLearning Resources	4.1 PhysicalFacilities	30
	4.2 LibraryasaLearning Resource	20
	4.3 ITInfrastructure	30
	4.4 Maintenance of Campus Infrastructure	20
	Total	100
5. Student Support and Progression	5.1 StudentSupport	30
	5.2 StudentProgression	45
	5.3 StudentParticipation andActivities	15
	5.4 Alumni Engagement	10
	Total	100
6.Governance, Leadership and Management	6.1 InstitutionalVisionand Leadership	15
	6.2StrategyDevelopment andDeployment	10
	6.3 FacultyEmpowerment Strategies	25
	6.4Financial Management andResourceMobilization	20
	6.5 InternalQuality AssuranceSystem	30
	Total	100
7.Institutional Values and Best Practices	7.1 Institutional Values and Social Responsibilities	50
	7.2 Best Practices	30
	7.3 Institutional Distinctiveness	20
	Total	100
	GRAND TOTAL	(QnM =320 +QlM =680 )1000

VII. PROCEDURAL DETAILS

HEIs are expected to read the below given details carefully and note the specifications of the revised process of A&A.

Eligible HEIs seeking A&A are required to submit Institutional Information for Quality Assessment (IIQA) online any time during the year.Duly filled in IIQAs of eligible HEIs will be accepted by NAAC for further processing and others will be rejected.
In case of rejection of IIQA applications specific suggestions would be given to HEIs to facilitate them to resubmit IIQA. An institution can reapply twice after the first attempt resulted in rejection. That is, each HEI is permitted three attempts in a year, with a single fee. After this, it will be considered a fresh application with required fees.
After the acceptance of IIQA, the institution will be asked to fill the SSR with the required document to be uploaded in the portal of NAAC website within 45 days. The SSR of the HEI will then be subjected to further process. As preparation of SSR is a systematic process, so it is suggested that the HEIs should be ready with soft copy of SSR and related documents well in advance of submitting IIQA. Those institutions who fail to submit SSR within 45 days will have to apply afresh starting from IIQA & its fees. It is to be noted that the extension for submission of SSR will be possible, if the request (by raising the issue in IMS with proper reason & proof) is done by the HEI within 10 days from the 45^th day, only in cases of natural calamities, floods, payment settlement delay, technical problems for a period upto maximum of 15 days after seeking approval from the Competent Authority. No further extension will be given in the portal. In all such cases the A&A process gets terminated and IIQA fees paid shall be forfeited and the HEIs have to come afresh by submitting IIQA with the requisite fees.In any case fees for IIQA will not be refundable.
The SSR has to be uploaded as per the format in portal of NAAC. After submission of SSR on NAAC portal HEI would receive an auto generated link/ID of SSR in their registered email id. The same SSR in .pdf format should be then uploaded on institutional website.
The SSR has to be submitted only online. HEIs should make necessary preparations with the required data, documents and/or responses before logging on to the NAAC website for submission of SSR online. Careful study of the Manual will be of great help in this regard.
HEIs are requested to go through the Standard Operating Procedure (SOP) available in Apply Online Tab in NAAC website, before preparation of SSR.
As indicated earlier, the SSR comprises both Qualitative and Quantitative metrics. The Quantitative Metrics (Q_nM) add up to about 70% and the remaining about 30% are Qualitative Metrics (Q_lM).
The data submitted on Quantitative Metrics (Q_nM) will be subjected to validation exercise with the help of Data Validation and Verification (DVV) process done by NAAC. The responses to Qualitative Metrics (Q_lM) will be reviewed by the Peer Team on site only after the institution clears the Pre-qualifier stage.
Any Institution found to be providing wrong information/data during validation and verification stage will be asked for clarifications. On the basis of clarifications submitted by the HEIs the data will be again sent for DVV process. The process of Data Validation and Verification (DVV) by NAAC will be done possibly within 30 days.
Pre-qualifier: The Quantitative Metrics (Q_nM) of SSR will be sent for Data Validation and Verification (DVV) Process. After DVV process, a DVV Deviation report will be generated. On the basis of the Deviation report, the A&A process will proceed further as per the following conditions:
HEI whose Metrics are found to be deviated will be liable for the penalty or legal action. Their first installment of accreditation fees will also be forfeited, and the name of such HEI will be sent to statutory authorities for further actions.
HEI that clears the DVV process will proceed for Peer Team Visit with a condition of a Pre-qualifier, that the HEI should score at least 25% in Quantitative Metrics (Q_nM) as per the final score after the DVV Process. If the HEI does not clear the Pre-qualifier stage then they will have to apply afresh by submitting the IIQA and its fees. Such HEIs are eligible to apply again only after six months from the day of declaration of Pre-qualification status.
After the DVV process, NAAC will intimate the HEI, regarding the status of the pre-qualification. Only pre-qualified HEIs will enter the next step of assessment to be done by the Peer Team during their on-site visit. The focus of Peer Team visit will be on the Qualitative Metrics (Q_lM).
Student Satisfaction Survey (SSS): It will be conducted as per the following conditions:
SSS will be conducted simultaneously with DVV process.
Higher Education Institutions (HEIs) have to strictly upload data of at least 50% of currently enrolled students as per data template format of excel sheet given in portal.
The SSS questionnaire (20 objective & 1 subjective)will be e-mailed to all students and the following rule will be applied for processing the responses.
For colleges – (UG/PG and Autonomous) responses should be received from at least 10% of the student population or 100, whichever is less.
For Universities – 10% of the student population or 500, whichever is less.

For Dual Mode Universities – (Conventional Students 10% of the student population or 500, whichever is less & Distance Learners from the Directorate of Distance Education 10% of the learner population or 1000whichever is less

If the response rate is lower than the limits mentioned by NAAC, the metric will not be taken up for evaluation.
SSS will be completed within one month after its initiation.

Peer Team visit of the institution should not exceed three

If the response is lower than the limits mentioned by NAAC, the metric will not be taken up for evaluation.
SSS will be completed within one month after its initiation.
Peer Team visit of the institution should not exceed three months after clearance of Pre-qualifier stage.
Based on the size and scope of academic offerings at the HEIs, the number of days and experts for onsite visit may vary from 2-3 days with 2-5 Peer Team Members visiting the institutions. The visiting team’s role would be very specific in the RAF limited to Qualitative Metrics (Q_lM). The teams would play an important role in assessing the intangible aspects.
NAAC will disclose the details of the Peer Team Members only 3 days before the scheduled PTV dates. HEIs will not be responsible for Logistics for the Visiting Teams. Henceforth NAAC will directly take care of all the logistics regarding the Peer Teams visiting the institutions. All payment towards TA, DA, Honorarium, etc., will be directly paid by NAAC to the nominated members. There would be no financial transactions between the Institution and the Peer Team Members.
The institutions need to add a link in home page of their institutional website for NAAC records/files viz., SSR, Peer Team Report, AQAR, Certificate of NAAC and Accreditation documents etc., for easy access by its stakeholders. The said link should be clearly visible/ highlighted (without password).
Guidelines for filling up Self-Study Report (SSR):

Extended profile contains all the questions which are basically the figures of denominators of the formulas used for calculation of various Metrics values.
There are Tool Tips at various places in portal, such as Metrics, sub-metrics, upload, etc. which are given as guidance regarding the sort of data required to be submitted by the institution. The Tool Tip is denoted in the form of. Institutions are required to go through the respective Tool Tip thoroughly before filling the data.
The data filled should contextualize with the related metrics. There is an upload limit (5MB) for the documents for various Metrics, if the size of the document exceeds that limit, Institution may upload the same in their own website without password protection. The link of the said uploaded document should be given in the portal.
The data of the students (conventional students and distance learners) for Student Satisfaction Survey (SSS) has to be submitted concurrently during online submission of SSR.
Where-so-ever ‘Asterisk Red mark’ is indicated in the portal it should be understood as mandatory requirement.

Policy to withdraw Accreditation applications by Higher Education Institutions (HEIs) : HEIs which have submitted their Self Study Reports (SSRs) for any reason does not complete the A&A process: -

Will host the information that it has withdrawn / not completed the process on the HEI website and the information will be hosted on NAAC website too.
Will be allowed to apply for A&A only after a period of one year from the date of submission of SSR.
The fees submitted by HEI for Assessment and Accreditation process so far will be forfeited.

Non-compliance of DVV Process: Institutions are given 15 days time to complete the DVV process, and are supposed to respond within stipulated time during DVV clarification stage. In unforeseen situations (such as natural calamities, political disturbances and alike) when the institutions fail to comply with the DVV process, a further extension of 7 days shall be granted on the basis of decision from Competent Authority. HEI which do not comply to the DVV clarification process, assessment and accreditation of such institutions will be terminated at the level of DVV clarification and the fees paid for IIQA and SSR 1^st installment will be forfeited. Such institutions shall reapply for accreditation after one year, for the date of declaration of decision Standing Committee (SC) by submission of IIQA and filling SSR afresh.

VIII. ASSESSMENT OUTCOME

The final result of the Assessment and Accreditation exercise will be an ICT based score, which is a combination of evaluation of qualitative and quantitative metrics. This will be compiled as a document comprising three parts.

PART I - Peer Team Report

Section 1: Gives the General Information of the institution and its context.

Section 2: Gives Criterion wise analysis based on peer evaluation of qualitative indicators. Instead of reporting with bullet points, this will be a qualitative, descriptive assessmentreport based on the Peer Team’s critical analysis presenting strengths and weaknesses ofHEI under each Criterion

Section 3: Presents an Overall Analysis which includes Institutional Strengths, Weaknesses, Opportunities and Challenges.

Section 4: Records Recommendations for Quality Enhancement of the Institution (not more than 10 major ones).

PART II - Graphical representation based on Quantitative Metrics (Q_nM)

This part will be a System Generated Quality Profile of the HEI based on statistical analysis of quantitative indicators in the NAAC’s QIF (quality indicator framework). Graphical presentation of institutional features would be reflected through synthesis of quantifiable indicators.

PART III -Institutional Grade Sheet

Contains the Institutional Grade Sheet which is based on qualitative indicators, quantitative indicators and student satisfaction survey using existing calculation methods but it will be generated by a software.

The above three parts will together form “NAAC Accreditation Outcome” document. It is mandatory for the HEIs to display it on their institutional website apart from NAAC hosting it on its website.

Calculation of Institutional CGPA

The CGPA will be calculated based on the scores obtained from the three sources, viz., The System Generated Scores (SGS) of the quantitative metrics which comprise about 70% of the total, the scores from the qualitative metrics includes critical appraisal by the Peer Team through on site visitand the scores obtained on the Student Satisfaction Survey.These will be collated through an automated procedure based on ‘benchmarks’ and assessed on a five point scale, viz., (0, 1, 2, 3 & 4).

The Final Grade

On the basis of the CGPA obtained by the institution in maximum possible score of 4.00, the final grade is assigned on a seven point scale as shown in Table 3. The seven point refers to the seven letter grades each aligned to the seven specific score range.

Table 3 Institutional Grades and Accreditation Status

Range of Institutional	Letter	Status
Cumulative Grade	Grade	Status
Point Average (CGPA)
Point Average (CGPA)

3.51-4.00	A++	Accredited

3.26-3.50	A+	Accredited

3.01-3.25	A	Accredited

2.76-3.00	B++	Accredited

2.51-2.75	B+	Accredited

2.01-2.50	B	Accredited
		Accredited

1.51-2.00	C	Accredited
		Accredited

≤ 1.50	D	Not Accredited
		Not Accredited

Institutions which secure a CGPA equal to or less than 1.50 are notionally categorized under the letter grade “D”. Such unqualified institutions will also be intimated and notified by NAAC as “Assessed and Found not qualified for Accreditation”.

MECHANISM FOR INSTITUTIONAL APPEALS

The process of assessment and accreditation is viewed as an exercise in partnership done jointly by the NAAC and the institution being assessed. Every stage of the process is marked by transparency. The institution is consulted at various stages of the process – eliminating conflict of interest with the peers, planning the visit schedule, sharing the draft peer team report before the team leaves the campus etc. In spite of this participatory approach, there may be institutions that might have grievances to be addressed. Therefore, to provide a review mechanism for institutions who are aggrieved about the process or its outcome or any other issues related thereof, the NAAC has evolved Mechanism for Institutional Appeals.

On announcement of the A &A outcome, the institution not satisfied with the accreditation status may:

Submit the Intent for Appeal within 15 days and appeal proforma within 45 days from the date of declaration of result, through HEI portal.
The application for appeal should be submitted along with the requisite non-refundable fee of Rs. 1,00,000/- + applicable taxes.
An Appeals Committee constituted for the purpose will consider the appeal and make recommendations to the Executive Committee (EC). The decision of the EC shall be binding on the institution. Generally the recommendations may be Re-DVV, Re-Visit, No change, etc.
The clarification process and time lines for Re-DVV is same as DVV process.
The process of Re-Visit is same except for the logistic expenses will be borne by the NAAC.

Note: HEIs are advised to check their portal & registered email-id frequently for updates throughout the process.

RE-ASSESSMENT

Institutions, which would like to make an improvement in the accredited status, may volunteer for re-assessment, after completing at least one year, but not after the completion of three years. The option can be exercised only once in a cycle. Re-assessed institution cannot come for another re-assessment in the same cycle. The current procedures and methodology including the manual for the Assessment and Accreditation is applicable for all institutions applying for re-assessment. The fee structure and other process would be as per the current procedures of Assessment and Accreditation (more details can be obtained from NAAC website). Institutions that volunteer for re-assessment will not be eligible for fee waiver and reimbursement of accreditation expenses.

SUBSEQUENT CYCLES OF ACCREDITATION

The methodology for subsequent cycles of accreditation remains the same. However, due consideration would be given to the post-accreditation activities resulting in quality improvement, quality sustenance and quality enhancement. In the SSRs institutions opting for subsequent cycles of accreditation need to highlight the significant quality sustenance and enhancement measures undertaken during the last four years (narrative not exceeding 10 pages). A functional Internal Quality Assurance Cell (IQAC) and timely submission of Annual Quality Assurance Reports (AQARs) are the Minimum Institutional Requirements (MIR) to volunteer for second, third or fourth cycle accreditation.

Institutions intending to be assessed to continue their accreditation need to apply afresh by submission of A&A application during the last six months of their validity period.

The validity period of NAAC accreditation for third / fourth cycle institutions will be extended from five years to seven years, with a condition that they have obtained highest grade for immediate preceding two cycles continuously, in addition provided the institution again obtains highest grade in the third / fourth cycle also.

With reference to the Highest Grade obtained by HEI’s in various cycle will be as below: -

‘A++’ with CGPA 3.51 in the Grading system that is effective from 1^st March 2018
‘A++ & A+’ with CGPA 3.51 in the Grading system that was effective, from 1^st July 2016 to 28^th Feb 2018
‘A’ in the Grading system that was effective, from 1^st April 2007 to 30^th June 2016
‘A++, A+, & A’ with score 85% to 100% that was effective from 16^th March 2002 to 31^st March 2007

In the case of institutions which apply for reaccreditation within the stipulated period of six months before the end of the cycle of accreditation, as per the guidelines of National Assessment and Accreditation Council (NAAC), the gap period between two consecutive accreditation will be condoned. In case of other institutions which have not applied as per the guidelines mentioned above, the maximum periodtocondone would be one year between the two consecutive accreditation cycles.

FEE STRUCTURE

(w.e.f. April 01, 2023)

Note:Revised fees structure is applicable to HEIs who are submitting IIQA

on or after April 01, 2023.

1. Institutional Information for Quality Assessment (IIQA) Fee

For Registration – applicable to all institutions i.e., irrespective of their status of recognition under 12(B) of UGC Act, 1956 (i.e. recognized/not recognized)

Process

Total amount of Application fee for Assessment and Accreditation (A&A) to be paid by the Institution

Institutional Information for Quality Assessment (IIQA)

Rs. 25,000/- + G S T 18%

(Non-refundable) *

1. 2. Assessment and Accreditation Fees:
1	2	3
Type	Total amount of A&A Fee	Amount to be paid by the Institution
For Universities and Professional Institutions *	Rs.6,00,000/-**+ GST18%	Rs.3,00,000/- + GST18% = Rs.3,54,000/- (50% of Total fee along with the SSR) (Non-refundable)**
ForColleges (Grant-in-Aid, Private and Government) Mono Faculty, Multi Faculty, Teacher Education Institution and Physical Education Institution	Rs.2,00,000/-**+ GST18%	Rs.1,00,000/-+ GST18% = Rs. 1,18,000/- (50% of Total fee along with the SSR) (Non-refundable)**
** Balance 50% of total fees along with 18% GST need to be paid by the HEI within 15 days from the date of Pre-qualification.

* Professional Institutions:

Fees will be charged as per the fee structure as applicable to Universities, i.e. Engineering and Technology, Management, Law, Health Sciences (Allopathy, Homoeopathy, Ayurveda, Dental, Nursing etc.)

Higher Education Institutions (HEIs) in which all the programs offered are recognized by the Statutory Regulatory Authority(s) (SRA) (Excluding Teacher Education Institutions) or HEIs in which 50% or more of the programmes offered are recognized by the Statutory Regulatory Authority (s), similar to the Universities A&A fee for Professional Institutions is applicable

Balance amount 50%: The pre-qualified HEIs will be asked to pay balance 50% of the stipulated fees + applicable taxes as shown in column 2 & 3 above before 15 days from the visit date. If the institution does not pay the fee within 15 days, the SSR will not be processed. They have to apply again / afresh with IIQA and its fees.

Logistics Deposit: Institution has to pay an advance, towards logistic expenses for the arrangement of Peer Team Visit, after clearing Pre-qualifier stage, which is as follows (w.e.f. December 1st , 2022): a. All General colleges, Professional colleges and Teacher education institutions will have a Two (2) day visit for which the fee structure will be Rs. 2,00,000 + GST 18%. b. In case of exceptional case of Professional colleges with proper justifications and approval from the competent authority the Peer Team Visit can be extended to Three (3) days & the fee structure will be Rs.5,00,000 + GST18%. c. For University the Fee structure of logistics will be Rs. 5,00,000 + GST 18% for Three (3) days of visit. d. If the University has UGC recognized off-shore campus/centers, then the University has to pay an additional fee of Rs. 2,00,000/- + GST 18% or actuals per offshore campus to be visited. e. Arrangement of peer team logistics by NAAC is as per actuals on no loss no profit basis through an outsourced agency. In case of excess expenditure incurred, the institution will be asked to pay the difference amount and if the expenses are less, the amount will be refunded to concerned institution.

Appeals Mechanism and Fee(w.e.f. April 01, 2023):

The fee structure proposed for Assessment and Accreditation and Peer team logistics expenses as above will be same for all the cycles of Accreditation and Re-assessment to all types of Institutions

Number of teachers in DDE

Number of sanctioned post in DDE

All fees needs to be remitted on NAAC portal through netbanking or credit/debit cards only. Fees payments can also be made from individual accounts on behalf of HEIs. Payment by Demand Draft (DD) or NEFT is not permitted.

For Government Colleges, in case of fees transferred from treasury, the college may approach The Director, NAAC or The Finance Officer, NAAC.

XII. Getting Ready for Submission of the Self - Study Report (SSR)

HEIs applying for A&A process should take note of the changes in the assessment process. It must be noted that the SSR has to be submitted online only through portal. The portal will be made available to the Institution on the NAAC website in ‘Apply Online Tab’. It would be helpful if the institution reads the Manual and Standard Operating Procedure (SOP) carefully and gets ready with all details required to be filled up in the online format. Use this Manual for understanding the revised process of A&A and prepare for the submission of SSR in the new online format.

Some significant tips are reiterated below.

While submitting the IIQA, ensure that there is adequate number of days for processing the SSR within the stipulated period, after the date of its acceptance by NAAC.
The SSR has to be filled online; for this, NAAC will provide access to the respective portal on the website for institutions, according to the pre-declared timeline.
Read instruction about where to upload the documents and data, in what format data have to be presented for the various metrics and required verbal explication for the qualitative metrics.
Kinds of information to be filled in the SSR are given in the QIF, presented in Section B.
The Profile of the Institution given in Section B is self-evident in seeking information about the institution.
The QIF given in Section B indicates the kinds of data and documents required for each of the Metrics while filling up the SSR and also kinds of responses to be given by the HEI.
In an initial exercise, the institution can prepare details as sought in the QIF (Section B) about the various aspects of its functioning and upload them in a protected space on the institutional website. This will make it easy to upload and/or make them available through hyperlinks whenever required.
Some of the documents indicated such as minutes of various committees/bodies, financial details and similar items for which the institution may not like to upload in open access could be kept ready and made available through hyperlinks whenever required.
Keep all the relevant documents and data indicated in the QIF for each Metric under all KIs as a template so that when access to online SSR is available, it’s easy to provide pertinent data.
Wherever verbal descriptions are required write briefly as indicated (eg. . . in not more than 500 words…. or…. in not more than 200 words…, and such others). Contemplate well and prepare the write ups explicating the highlights of the sought details about the institution without wasting space/words on ‘frill’ details.
The online formats (templates) for submitting data with respect to Quantitative Metrics (QnM) is given in Sub Section 6 of Section B. The same template in excel format can be downloaded from NAAC website available in an ‘Apply Online Tab’.
Ensure authentic, correct data are provided throughout. Incorrect data or false details could lead to disqualification or penalty.
Strictly adhere to the time specifications as given by NAAC.
Some details may have to be worked out if they are not ready; eg. COs, PSOs, compiled reports from various minutes and analyses of feedback, etc...
Keep a brief executive summary for uploading as per details given in Section B.
Do not send any information as hard copy to NAAC unless specified.
Read the Manual completely including the Glossary/ Notes and SOP available in NAAC Website. This will help in a clear understanding of the terms used in the Quality Indicator Framework (QIF).
For Metrics related to finance, the preceding financial year (1^st April to 31^st March) may be used to consolidate data, for publication-related data, preceding calendar year (1^st January to 31^st December) data to be entered and for the other metrics, the preceding academic year may be taken for data to be entered in ‘data capturing format’ of portal. Wherever the requirement of current year data is mentioned, use the data of last completed academic year.

XIII. MANDATORY DISCLOSURE ON THE HEI’s WEBSITE

To ensure the transparency in the process of Assessment and Accreditation, it is necessary for the Higher Educational Institutions (HEIs) to upload the SSR along with other relevant documents on the Institutional website. It is suggested to create a separate NAAC tab/link on Higher Educational Institution’s (HEI’s) website and upload following documents till the validity period of Accreditation is over:

SSR submitted online, to be uploaded after DVV process only (.pdf format).
Data templates are to be uploaded along with the SSR.
Annual Quality Assurance Report (AQAR – Year-wise).
Accreditation outcome document viz., Certificate, Grade sheet, etc.

Higher Educational Institutions (HEIs) may suitably design their NAAC tab/link to accommodate all relevant documents.

SECTION-B

Data Requirement for theSelf - Study Report (SSR)

This section gives details of various data required for filling up the online format of the Self - Study Report, viz.,

Executive Summary
Profile of the University

2(a). Institutional preparedness for NEP

2(b). Institutional Initiatives for Electoral Literacy

Extended Profile of the University
Quality Indicator Framework (QIF)
Evaluative report of the Departments
Data Templates/ Documents (Quantitative Metrics)

1.Executive Summary

Every HEI applying for the A&A process shall prepare an Executive Summary highlighting the main features of the Institution including:

Introductory Note on the Institution: location, vision, mission, type of the institution etc.,
Criterion-wise Summary on the Institution’s functioning,in not more than 250 words for each criterion.
Brief note on StrengthsWeaknesses Opportunities and Challenges (SWOC)ofthe Institution.
Any additional information about the Institution other thanthe ones already stated.
Over all conclusive explication about the institution’s functioning.

The Executive summary shall not be more than 5000 words.

Profileof theUniversity

Basic Information

Name and Address of the University
Name
Address
City		PinCode
State		Website

Contact details for Communication

Designation

Name

Telephone with STD Code

Mobile

Fax

Email

Nature of theUniversity	Institution Status
Type of University	Type of University
Establishment Details	Date ofEstablishment of the University
	Status Prior to Establishment(If applicable)	Autonomous Constituent, PG Centre, Any other
	Establishment date of the above status

Recognition Details

Date of Recognition as a University by UGC or Any Other National Agency
Under Section/s	Date
2f of UGC
12B of UGC

University with Potential for Excellence

Is the University Recognised as a 'University with Potential for Excellence (UPE)' by the UGC?

Yes

Location, CampusArea and Programmes offered

Campus Type	Address	Location	Campus Area in Acres	Built up Area in sq.mts.	Programmes Offered	Date of Establishment	Date of Recognition by UGC/MHRD
		Urban
		Semi Urban
		Rural
		Tribal
		Hill

Academic Information

Institutionsaffiliated to the University (Not applicable for private and deemed to be Universities)


College Type	Number of colleges with permanent affiliation	Number of colleges with temporary affiliation

Type of Colleges	Permanent	Temporary	Total
Education/Teachers Training
Business administration/ Commerce/Management/Finance
Universal/Common to all Disciplines

Furnish the Details of Number ofColleges under theUniversity

Top of Form

Constituent Colleges
Affiliated Colleges
Colleges Under 2(f)
Colleges Under 2(f) and 12B
NAAC Accredited Colleges
Colleges with Potential for Excellence(UGC)
Autonomous Colleges
Colleges with Postgraduate Departments
Colleges with Research Departments
University Recognized Research Institutes/Centers

Bottom of Form

Does the University Offer any Programmes Recognized by any other Statutory Regulatory authority (SRA)

Yes

Details of the Number ofTeaching & Non-Teaching Staff intheUniversity

Teaching Faculty

Designation

Professor

Associate Professor

Assistant Professor

Male

Female

Others

Total

Male

Female

Others

Total

Male

Female

Others

Total

Sanctioned

Recruited

Yet to Recruit

Contractual

Non- Teaching Staff

	Male	Female	Others	Total
Sanctioned
Recruited
Yet to Recruit
Contractual

Technical Staff

	Male	Female	Others	Total
Sanctioned
Recruited
Yet to Recruit
Contractual

Qualifications of the Teaching Staff

Permanent Teachers
Highest Qualification	Professor			Associate Professor			Assistant Professor			Total
Highest Qualification	Male	Female	Others	Male	Female	Others	Male	Female	Others	Total
D.sc/D.Litt
Ph.D.
M.Phil.
PG

Temporary Teachers
Highest Qualification	Professor			Associate Professor			Assistant Professor			Total
Highest Qualification	Male	Female	Others	Male	Female	Others	Male	Female	Others	Total
D.sc/D.Litt
Ph.D.
M.Phil.
PG

Part-time Teachers
Highest Qualification	Professor			Associate Professor			Assistant Professor			Total
Highest Qualification	Male	Female	Others	Male	Female	Others	Male	Female	Others	Total
D.sc/D.Litt
Ph.D.
M.Phil.
PG

Distinguished Academicians Appointed

	Male	Female	Others	Total
Emeritus Professor
Adjunct Professor
Visiting Professor

Chairs Instituted by the University

Sl.No

Name of the Department

Name of the Chair

Name of the Sponsor Organisation/Agency

Provide the Following Details of Students Enrolled in the University during the Current Academic Year

Programme		From the State Where University is Located	From Other States of India	NRI Students	Foreign Students	Total
PG	Male
	Female
	Others
UG	Male
	Female
	Others
PG Diploma recognized by statutory authority	Male
	Female
	Others

Does the university offer any integrated programmes? Yes/No

Total number of integrated programmes

Integrated Programmes	From the state where the university is located	From other states of India	NRI Students	Foreign Students	Total
Male
Female
Others

Details of programmes under theUGC Human Resource Development Centre, If applicable

Year of Establishment
Number of UGC Orientation Programmes
Number of UGC Refresher Course
Number of University's own Programmes
Total Number of Programmes Conducted (during the last five years)

EVALUATIVE REPORT OF THE DEPARTMENTS

Name of the Department	Evaluative report

2(a) : Institutional preparedness for NEP:

(Description in maximum 500 words)

Multidisciplinary / interdisciplinary:
Delineate the vision/plan of institution to transform itself into a holistic multidisciplinary institution.
Delineate the Institutional approach towards the integration of humanities and science with STEM and provide the detail of programs with combinations.
Does the institution offer flexible and innovative curricula that includes credit-based courses and projects in the areas of community engagement and service, environmental education, and value-based towards the attainment of a holistic and multidisciplinary education. Explain
What is the institutional plan for offering a multidisciplinary flexible curriculum that enables multiple entry and exits at the end of 1st, 2nd and 3rd years of undergraduate education while maintaining the rigor of learning? Explain with examples.
What are the institutional plans to engage in more multidisciplinary research endeavours to find solutions to society's most pressing issues and challenges?
Describe any good practice/s of the institution to promoteMultidisciplinary / interdisciplinary approach in view of NEP 2020.

Academic bank of credits (ABC):
Describe the initiatives taken by the institution to fulfil the requirement of Academic bank of credits as proposed in NEP 2020.
Whether the institution has registered under the ABC to permit its learners to avail the benefit of multiple entries and exit during the chosen programme? Provide details.
Describe the efforts of the institution for seamless collaboration, internationalization of education, joint degrees between Indian and foreign institutions, and to enable credit transfer.
How faculties are encouraged to design their own curricular and pedagogical approaches within the approved framework, including textbook, reading material selections, assignments, and assessments etc.
Describe any good practice/s of the institution pertaining to the implementation of Academic bank of credits (ABC) in the institution in view of NEP 2020.
Skill development:
Describe the efforts made by the institution to strengthen the vocational education and soft skills of students in alignment with National Skills Qualifications Framework
Provide the details of the programmes offered to promote vocational education and its integration into mainstream education.
How the institution is providing Value-based education to inculcate positivity amongst the learner that include the development of humanistic, ethical, Constitutional, and universal human values of truth (satya), righteous conduct (dharma), peace (shanti), love (prem), nonviolence (ahimsa), scientific temper, citizenship values, and also life-skills etc.
Enlist the institution’s efforts to:
Design a credit structure to ensure that all students take at least one vocational course before graduating.
Engaging the services of Industry veterans and Master Crafts persons to provide vocational skills and overcome gaps vis-à-vis trained faculty provisions.

To offer vocational education in ODL/blended/on-campus modular modes to Learners.

NSDC association to facilitate all this by creating a unified platform to manage learner enrolment (students and workers), skill mapping, and certification.
Skilling courses are planned to be offered to students through online and/or distance mode.
Describe any good practice/s of the institution pertaining to the Skill development in view of NEP 2020.

Appropriate integration of Indian Knowledge system (teaching in Indian Language, culture, using online course)
1. Delineate the strategy and details regarding the integration of the Indian Knowledge system (teaching in Indian Language, culture etc,) into the curriculum using both offline and online courses.
2. What are the institutions plans to train its faculties to provide the classroom delivery in bilingual mode (English and vernacular)? Provide the details.
3. Provide the details of the degree courses taught in Indian languages and bilingually in the institution.
4. Describe the efforts of the institution to preserve and promote the following:
Indian languages (Sanskrit, Pali, Prakrit and classical, tribal and endangered etc.)
Indian ancient traditional knowledge

Indian Arts

Indian Culture and traditions.
1. Describe any good practice/s of the institution pertaining to the appropriate integration of Indian Knowledge system (teaching in Indian Language, culture, using online course) in view of NEP 2020.
2. Focus on Outcome based education (OBE):
  1. Describe the institutional initiatives to transform its curriculum towards Outcome based Education (OBE)?
  2. Explain the efforts made by the institution to capture the Outcome based education in teaching and learning practices.
  3. Describe any good practice/s of the institution pertaining to the Outcome based education (OBE) in view of NEP 2020.
  4. Distance education/online education:
3. Delineate the possibilities of offering vocational courses through ODL mode in the institution.
4. Describe about the development and use of technological tools for teaching learning activities. Provide the details about the institutional efforts towards the blended learning.
5. Describe any good practice/s of the institution pertaining to the Distance education/online education in view of NEP 2020.

2(b) : Institutional Initiatives for Electoral Literacy:

(Description in maximum 500 words)

Whether Electoral Literacy Club (ELC) has been set up in the University?
Whether students’ co-ordinator and co-ordinating faculty members are appointed by the University and whetherthe ELCs are functional? Whether the ELCs are representative in character?
What innovative programmes and initiatives undertaken by the ELCs? These may include voluntary contribution by the students in electoral processes-participation in voter registration of students and communities where they come from, assisting district election administration in conduct of poll, voter awareness campaigns, promotion of ethical voting, enhancing participation of the under privileged sections of society especially transgender, commercial sex workers, disabled persons, senior citizens, etc.
Any socially relevant projects/initiatives taken by University in electoral related issues especially research projects, surveys, awareness drives, creating content, publications highlighting their contribution to advancing democratic values and participation in electoral processes, etc.
Extent of students above 18 years who are yet to be enrolled as voters in the electoral roll and efforts by ELCs as well as efforts by the University to institutionalize mechanisms to register eligible students as voters.

3.Quality Indicator Framework

Extended profile

(used as Denominators for calculation of metrics)

Ext. Pf. No.

Used in calculation of metric

1.1

Number of students on rolls year-wise during the last five years

(all students in campus needs to be considered here)

Year
Number

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

2.2.2

4.3.2

5.1.1

1.2

Number of final yearoutgoing students year wise during last five years

Year
Number

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

2.6.2

5.2.1

5.2.2

5.2.3

2.1

Number of Full-time teachers in the institution year-wise during last five year

Year
Number

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Certified list of full time teachers along with the departmental affiliation in the latest completed academic year.

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note:

· Appointment letter of selected teachers will be sought during the DVV clarification.

· A teacher employed for at least 90 per cent of the normal or statutory number of hours of work for a fulltime teacher (including contractual) over a complete academic year is classified as a full-time teacher .

2.2.2

2.4.1

2.4.3

6.3.2

6.3.3

2.2

Total Number of full time teachers worked/working in the institution(without repeat count) during the last five years:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

2.4.2

3.1.3

3.2.2

3.4.4

3.4.5

3.1

Total Expenditure excluding salary year wise during the last five years(INR in lakhs)

Year
INR in Lakhs

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· The institutions are encouraged to provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

4.1.2

4.2.2

4.4.1

Quality Indicator Framework (QIF)

Essential Note:

The SSR has to be filled in an online formatasavailable on the NAAC website.

The QIF given below presents the Metrics under each Key Indicator (KI) for all the seven Criteria.

While going through the QIF, details are given below each Metric in the form of:

data required
formula for calculating the information, wherever required, and
File description – for uploading of the document where so-ever required.

(These tipswill help Institutions in the preparation of their SSR).

For some Qualitative Metrics (Q_lM) which seek descriptive data, it is specified as to what kind of information has to be given and how much. It is advisable to keep data compiled accordinglybeforehand.

For the Quantitative Metrics (Q_nM) wherever formulasare given, it must be noted that these are given merely to inform the HEIs about the manner in which data submitted by themwill be used. The actual online format seeksonly data in aspecified manner which willthenbe processed digitally.

Metric-wise weightage is also given.

The actual online format may change slightly from the QIF given in this Manual, in order to bring about compatibility withthe IT design. Observe this carefully while filling up.

Criterion1–CurricularAspects (150)

Key Indicator – 1.1 Curriculum Design and Development (50)

Metric No.

Weightage

1.1.1

Q_lM

Curricula developed and implemented have relevance to the local, regional,national, and global developmental needs, which is reflected in the Programme outcomes (POs), and Course Outcomes(COs) of the Programmes offered by the University

Write description in amaximum of 500 words

File Description

Upload Additional information
ProvideLink for Additional information

1.1.2

Q_lM

The Programmes offered by the institution focus on employability/ entrepreneurship/ skill development and their coursesyllabiare adequately revised to incorporate contemporary requirements

Write description in amaximum of 500 words

File Description

Upload Additional information

ProvideLink for Additional information

For Directorate of Distance Education (DDE only)

Metric No.

Weightage

1.1.3

Q_nM

Electronic media and other digital components in the curriculum - Percentage of the Courses on offer by DDE that have incorporated electronic/digital media and other digital components in their curriculum delivery over the last five years.

1.1.3.1: Number of the Courses on offer have incorporated electronic/ digital media and other digital components in their curriculum year wise during the last five years

1.1.3.2: Total Number of Courses on offer across all programs by DDE over the last five years

Formula:

Upload the specific document as per description given below

· Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

· Program suture clearly mentioning lesson plan and mode of instruction duly certified by BOS.

· Program structure mentioning the courses and mode of academic content delivery hosted in institutional website (courses relevant to the metric intent need to highlighted clearly)

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

1.1.3 Benchmark
0	1	2	3	4
<20	20-30	30-50	50-60	>=60

Note: Repeat count of courses will not be considered

1.1.3

Q_nM

Key Indicator – 1.2 Academic Flexibility (30)

Metric No.

Weightage

1.2.1

Q_nM

Percentage of new courses introduced out of the total number of courses across all programmes offered during the last five years

1.2.1.1: Number of new courses introduced duringthe last five years

1.2.1.2 : Consolidated number of courses offered by the institution across all Programmes (without repeat count) during the last five years

Formula:

Upload the specific document as per description given below

· Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

· Minutes of Board of Studies meeting clearly specifying the syllabus approval of new courses

· Subsequent Academic Council meeting extracts endorsing the decision of BOS

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

1.2.1 - Bench Mark
0	1	2	3	4
<5	5-10	10-15	15-20	>=20

Key Indicator – 1.3 Curriculum Enrichment (50)

Metric No.

Weightages

1.3.1

Q_lM

Institution integrates cross-cutting issues relevant to Professional Ethics, Gender, Human Values, Environment & Sustainability and other value framework enshrined in Sustainable Development goals and National Education Policy – 2020 into the Curriculum

Write description in amaximum of 500 words

File Description

Upload Additional information

ProvideLink for Additional information

1.3.2

Q_nM

Number of certificate / value-added courses /Diploma Programmesoffered by the institutions and online courses ofMOOCs, SWAYAM / e_Pathshala/ NPTEL and other recognized platforms where the students of the institution have enrolled and successfully completedduring the last five years

1.3.2.1: Number of certificate/value added courses/Diploma Programmeoffered by the institutions andonline courses of MOOCs, SWAYAM/e Pathshala/ NPTEL and other recognized platforms(without repeat count) where the students of the institution have enrolled and successfully completed during the last five years

Upload the specific document as per description given below

· Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

· Institutional programme brochure/notice for Certificate/Value added programs with course modules and outcomes

· List of students and the attendance sheet for the above mentioned programs

· Evidence of course completion, like course completion certificate etc

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: No repeat count of courses will be considered

1.3.2 - Bench Mark
0	1	2	3	4
<5	5-20	20-40	40-50	>=50

1.3.3

Q_nM

Percentage of Programmes that have components of field projects / research projects / internships during last five years

1.3.3.1: Total Number of programmes that have components of field projects/research projects/internships (without repeat count) during last five years

1.3.3.2: Total Number of programmes offered (without repeat count) during the last five years

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

• Program and course contents having element offield projects / research projects / internships as approved by BOS

• Sample Internship completion letter provided by host institutions

• Sample Evaluated project report/field work report submitted by the students

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: The term internship is inclusive of Industry Immersion practices

1.3.3 - Bench Mark
0	1	2	3	4
<20	20-40	40-60	60-80	>=80

Key Indicator – 1.4 Feedback System (20)

Metric No.

Weightage

1.4.1

Q_nM

Structured feedback for curriculum and its transactions is obtained regularly from stakeholders like Students, Teachers, Employers, Alumni, Academic peers etc., and Feedback processes of the institution may be classified as follows:

A. Feedback collected, analysed, action taken & communicated to relevant body and feedback hosted on the institutional website

B. Feedback collected, analysed, action has been taken and communicated to the relevant body

C. Feedback collected and analysed

D. Feedback collected

Opt anyone

Feedback not collected

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

At least 4 filled-in feedback form from different stake holders like Students, Teachers, Employers, Alumni etc.

· Feedback analysis report submitted to appropriate committee/bodies

· Action taken report on the feedback analysis and its report to appropriate committee/bodies

Link of institution’s website where comprehensive feedback, its analytics and action taken report are hosted

Apart from the above:

Provide Links for any other relevant document to support the claim (if any

Note: The institution is expected to take feedback from at least two stake holders

1.4.1 - Bench Mark
0	1	2	3	4
E	D	C	B	A

Criterion 2 – Teaching-Learning and Evaluation (200)

Key Indicator - 2.1 Student Enrolment and Profile (10)

Metric No.

Weightage

2.1.1

Q_nM

Enrollment Percentage

2.1.1.1: Number of Sanctioned seats year-wise during the last five years

2.1.1.2: Number of seats filled year-wise during the last five years, (only first-year admissions to be considered)

Year
Number of sanctioned seats
Number of seats filled

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

· Document relating to sanction of intake as approved by competent authority

· Admission extract signed by the competent authority (only fresh admissions to be considered)

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

2.1.1 - Bench Mark
0	1	2	3	4
<50	50-70	70-80	80-90	>=90

2.1.2

Q_nM

Percentage of seats filled against reserved categories (SC, ST, OBC, etc.) as per applicable reservation policy for the first year admission year-wise during the last five years

2.1.2.1: Number of actual students admitted against the reserved categories in the first year of the programme year-wise during the last five years

2.1.2.2: Total number of seats earmarked for reserved category as per GOI or State Government rule year-wise during the last five years

Year
Number of seats filled against reserved category
Number of reserved seats as per state or GOI norms

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

· Copy of the letter issued by the State govt. or Central Government Indicating the reserved categories(SC, ST, OBC, Divyangjan, etc.) to be considered as per the state rule (Translated copy in English to be provided as applicable)

· Final admission list indicating the category as published by the HEI and endorsed by the competent authority.

Apart from the above:

Provide Links for any other relevant document to support the claim (if any

Note

1. Include only those reserved categories as specified by the

State/Central Government orders for admission.

2. Only those seats filled against the quota should be counted here.

3. In case of Minority institutions number of reserved seats for Minority candidates and number of Minority Students enrolled in the first year shall be considered

2.1.2 - Bench Mark
0	1	2	3	4
<40	40-50	50-70	70-80	>=80

2.1.3

QnM

Average variation in enrolment of learners in the DDE during the last five year

2.1.3.1: Number of learners admitted afresh in the programmes offered by the DDE year-wise during last five years

Year
Number of afresh admissions in DDE

Percentage of Variation in the i^th year =

Geometric Mean =

(Note: Considering 100% as the comparable base)

Upload the specific document as per description given below

· Institutional data in the prescribed format (data template)

List of programme-wise fresh enrolled learners year-wise authenticated by the Registrar of the institution.

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

· Provide Links for any other relevant document to support the claim (if any)

Note: Any value less than 100% shows declining enrollment.

2.1.3 Benchmark
0	1	2	3	4
<100	100-102	102-105	105-110	>=110

Key Indicator -2.2 Catering to Student Diversity(20)

Metric No.

Weightage

2.2.1

Q_lM

The institution assesses the learning levels of the studentsand

organises special Programmes to cater to differential learning

needs of the student

Write a description in maximum of 500 words

File Description

Provide link for additional information
Upload Any additional information

2.2.2

Q_nM

Student - Full time teacher ratio (Data for the latest completed academic year)

(automatically calculated)

Formula: (1.1) Students :(2.1)Teachers

Upload the specific document as per description given below

• No Template as the information is already provided in Extended profile 1.1 and 2.1

• Certified list of full time teachers along with the departmental affiliation in the latest completed academic year.

• List showing the number of students in each of the programs for the latest completed academic year across all semesters

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: A teacher employedfor at least 90 percent of the normal or statutorynumber of hours of work for a fulltime teacher (including contractual) over a completeacademic yearis classified as a full-time teacher.

2.2.2 - Bench Mark
0	1	2	3	4
>60:1	50:1-60:1	30:1-50:1	20:1-30:1	<=20:1

2.2.3

QnM

Learners from Special Target Group: Average number of learners enrolled from social target groups namely: Persons with Disability, Transgender, Defence and Security Forces, Prison inmates, etc. enrolled as learners in DDE over the last five years

2.2.3.1 Number of learners enrolled from social target groups namely: Persons with Disability, Transgender, Defence and Security Forces, Prison inmates, etc. enrolled as learners in DDE year wise over the last five years

Year
Number

Average =

Upload the specific document as per description given below

• Data as per data template

· Certified list of social target groups of learners admitted in the institution by the head of the institution.

· Relevant certificate of authenticity of the target groups to be provided

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

2.2.3 - Bench Mark
0	1	2	3	4
<1	1-50	50-150	150-200	>=200

Key Indicator - 2.3 Teaching-Learning Process (30)

Metric No.

Weightage

2.3.1

Q_lM

Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experience and teachers use ICT-enabled tools including online resources for effective teaching learning process

Write a description in maximum of 500 words

File Description

Upload any additional information
Provide Link for Additional Information

2.3.2

Q_lM

The institution adopts effective Mentor-Mentee Schemes to address academics and student-psychological issues

Write a description in maximum of 500 words

File Description

Upload any additional information
List of Active mentors
Provide Link for Additional Information

2.3.3

(QlM)

Development of Self-Learning Material (SLM) at DDE

Process followed for development of Self-Learning Material by DDE.

Write description in maximum of 500 words

Provide web-link to

· Policy document on SLM

· Any other relevant information

2.3.4

QnM

Availability of digitized SLMs for the learners - Percentage of programs offered by DDE having access to online SLMs

2.3.4.1 Number of programmes offered by DDE where learning material of the Institution are digitized and the SLMs uploaded on the website / Online Repository/ e-content app / LMS for their availability to the learners during the last five years

2.3.4.2: Total number of Programs offered by the DDE

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· List of DIgilised SLM program wise

· Links to digitized SLM hosted in the institutional website

· Provide the relevant information in institutional website as part of public disclosure

· The DVV may seek for selected SLM to be shared during clarification

Apart from the above:

· Provide Links for any other relevant document to support the claim (ifany)

2.3.4 Benchmark
0	1	2	3	4
<20	20-50	50-60	60-70	>=70

2.3.5

Q_lM

DDE’s Mechanism to provide academic counseling support and

Academic counselling sessions conducted

An Institutional mechanism is in place to provide academic counselling support to learners enrolled in different programs including strategies for learner participation and engagement as well as development of required competencies and skills; Regular conduct of academic counselling sessions (for theory and practical courses) at Learner Support Centres under each Regional Centre.

Write description in maximum of 500 words

Provide web-link to

· Schedules of different counseling activities

· Report of academic Counseling sessions

· Monitoring reports of LSCs

· Payment vouchers to be producted Learner Support Centres under each Regional Centre year wise

· Reports on counselling sessions from RCs / LSCs / Finance division.

Any other relevant information

Key Indicator - 2.4 Teacher Profile and Quality (50)

Metric No.

Weightage

2.4.1

Q_nM

Average percentage of full time teachers appointed against the number of sanctioned posts year wise during the last five years

2.4.1.1: Total Number of Sanctioned year wise during the last five years

Year
Number

Formula:

Percentage per year=

Average Percentage =

Upload the specific document as per description given below

· Institutional data in the prescribed format (data template merged with 2.4.3 and 2.4.4)

· Provide the relevant information in institutional website as part of public disclosure

· Sanction letters indicating number of posts sanctioned by the competent authority (including Management sanctioned posts).

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

2.4.1 - Bench Mark
0	1	2	3	4
<50	50-70	70-80	80-90	>=90

Note: Appointment letter of selected teachers will be sought during the DVV clarification.

2.4.2

Q_nM

Percentage of full time teachers withPh.D./D.M/M.Ch./D.N.B/ Superspeciality/L.L.D/D.S.C/D.Litt. during the last five years

2.4.2.1: Number of full time teachers with Ph.D./D.M/M.Ch./D.N.B/ Superspeciality/L.L.D/D.S.C/D.LittSuperspecialistduring the last five years

Formula:

Percentage =

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

· List of faculty having Ph.D./D.M/M.Ch./D.N. Superspeciality/ along with particulars of the degree awarding university, subject and the year of award per academic year.

· Copies of Ph.D./D.M/M.Ch./D.N.B Superspeciality awarded by UGC recognized universities

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: (1) Honorary degrees shall not be considered

(2) Provisional Degree Certificate may be considered wherever Degree Certificate is not awarded

2.4.2 - Bench Mark
0	1	2	3	4
<50	50-60	60-70	70-80	>=80

2.4.3

Q_nM

Average teaching experience of full time teachers (Data to be provided only for the latest completed academic year, in number of years)

2.4.3.1: Total teaching experience of full-time teachers (for the latest completed academic year

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: Experience certificate/ appointment order of selected faculty will be

Sought during DVV clarification.

2.4.3 - Bench Mark
0	1	2	3	4
<6	6-9	9-12	12-15	>=15

For Directorate of Distance Education (DDE only)

Metric No.

Weightage

2.4.4

QnM

Full-time teachers and other academics in positions – Percentage of the sanctioned posts occupied by full-time teachers and other academics in DDE respectively year wise over the last five years

2.4.4.1: Number of Fulltime teachers and other academics appointed in DDE against the sanctioned post during last five years

2.4.4.2: Number of sanctioned post of full time teacher and other academics available in DDE

Formula:

Geometric Mean =

Upload:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Proof of posts in sanction

· List of full time teachers and other academics authenticated by the head of the institution

· Provide the relevant information in institutional website as part of public disclosure

· The DVV may seek for selected appointment order of full time teacher and other academics during DVV process

Apart from the above:

· Provide Links for any other relevant document to support the claim (ifany)

Note: As a measure of public disclosure, the details of the Full-time teacher and other academics in DDE along with their CV needs to be made available in the institutional website

2.4.4 Benchmark
0	1	2	3	4
<20	20-50	55-60	60-70	>=70

2.4.5

QnM

Learner : Academic Counsellor ratio

2.4.5.1 Number of empanelled Academic Counsellors for the latest completed academic year:

2.4.5.2: Number of learners during the last completed academic year

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· List of Academic counsellor

· Provide the relevant information in institutional website as part of public disclosure

· Further details of payment or proof of engagement of Academic Counsellor of specific LSC will be sought by DVV during clarification

Apart from the above:

Provide Links for any other relevant document to support the claim (ifany)

2.4.5 Benchmark
0	1	2	3	4
>25	20-25 :1	15-20 :1	10-15 :1	<10:1

Key Indicator - 2.5 Evaluation Process and Reforms (30)

Metric No.

Weightage

2.5.1

Q_nM

Average number of days from the date of last semester-end/ year- end examination till the last date of declaration of results year-wise during the last five years

2.5.1.1: Number of days from the date of last semester-end/ year- end examination till the last date declaration of results year-wise during the last five years

Assessment Year
Number of days

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

· Exam timetable released by the Controller of Examination

· Result Sheet with date of publication

· Policy document on Declaration of results (if any)

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: In terms of semester system, consider details of even semester only

2.5.1 - Bench Mark
0	1	2	3	4
>=50	40-50	30-40	20-30	<20

2.5.2

Q_nM

Percentage of student complaints/grievances about evaluation against total number of students appeared in the examinations during the last five years

2.5.2.1: Number of complaints/grievances about evaluation year-wise during the last five years

Year
Number of complaints/grievances

2.5.2.2: Number of students appeared in the examination conducted by the institution year wise during the last five years

Year
Number

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

· List the number of students who have applied for re- valuation/re-totalling program wise and the total certified by the Controller of Examinations year-wise for the assessment period.

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: One student to be counted only once in a year irrespective of the number of papers/courses for which he/she has applied.

2.5.2 - Bench Mark
0	1	2	3	4
>=15	10-15	5-10	1-5	<1

2.5.3

Q_nM

Status of automation of Examination division along with approved Examination Manual/ordinance

A. 100% automation of entire division & implementation of ExaminationManagement System (EMS)

B. Only student registration, Hall ticket issue & Result Processing

C. Only student registration and result processing

D. Only result processing

E. Only manual methodology (Opt any one)

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· The report on the present status of automation of examination division including screenshots of various modules of the software.

· The screenshot should reflect the HEI name and the name of the module.

· Copies of the purchase order and bills/AMC of the software.

· If the EMS is outsourced, copy of the relevant contract and copies of bills of payment to be provided.

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

2.5.3 - Bench Mark
0	1	2	3	4
E	D	C	B	A

For Directorate of Distance Education (DDE only)

Metric No.

Weightage

2.5.4

Q_lM

Formative Assessment procedures at DDE

Standard Operating Procedures employed for continuous (internal) assessment followed by the DDE

Write description in maximum of 500 words

Provide web-link to

Policy documents on Evaluation Methodology of DDE
Any other relevant information

Key Indicator - 2.6 Student Performance and Learning Outcomes (30)

Metric No.

Weightage

2.6.1

Q_lM

The institution has stated learning outcomes (Program and Course outcomes)/graduate attributes which are integrated into the assessment process and widely publicized through the website and other documents and the attainment of the same are evaluated by the institution

Write a descriptionin maximum of 500 words

File Description

Upload any additional information

Provide links asAdditional Information
Upload COs for all courses (exemplars from Glossary)

2.6.2

Q_nM

Pass percentage of students (excluding backlog students) (Data to be provided only for the latest completed academic year)

2.6.2.1: Total number of final year students who passed the examination conducted by Institution

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Provide the relevant information in institutional website as part of public disclosure

· Annual report of COE highlighting the pass percentage of students

· Certified report from the Controller of Examinations indicating the pass

· percentage of students of the final year (final semester) eligible for the degree program-wise / year wise

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

2.6.2 - Bench Mark
0	1	2	3	4
<60	60-70	70-80	80-90	>=90

For Directorate of Distance Education (DDE only)

2.6.3

Q_nM

Submission of assignments - Percentage of learners submitting assignments

2.6.3.1 Number of learners enrolled in the preceding academic year (only newly enrolled in programmes offered by DDE) have submitted assignments as per the academic calendar (Data for the latest completed academic year)

2.6.3.2 Total Number of learners enrolled in the preceding academic year (only in programmes offered by DDE who are newly enrolled)

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Web-link to academic calendar of the Institution

· Report of the DDE on assignment submission status of learners duly endorsed by the Head of the institution for the latest completed academic year

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

2.6.3 - Bench Mark
0	1	2	3	4
<5	5-20	20-30	30-50	>=50

2.6.4

Q_nM

Percentage of learners passed out term end examination

2.6.4.1 Number of learners passed out the term end examination (only newly enrolled in programmes offered by DDE in the latest completed academic year)

2.6.4.2 Total Number of learners enrolled in the preceding academic year (only in programmes offered by DDE who are newly enrolled)

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Annual Report of the DDE highlighting pass percentage of the learners who appeared in the exam

· Result sheet of learners duly endorsed by the Head of the institution for the latest completed academic year

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

2.6.4 - Bench Mark
0	1	2	3	4
<10	10-20	20-30	30-40	>=40

Key Indicator - 2.7 Student Satisfaction Survey (30)

Metric No.

Weightage

2.7.1

Q_nM

Online Student Satisfaction Survey regarding the teaching-learning process.

( Online survey to be conducted)

Data Requirements: (As per Data Template)

(Database of all currently enrolled students need to be prepared and shared with NAAC along with the online submission of QIF)

File Description

Upload any additional information
Upload database of all currently enrolled students (Data Template)

Benchmark : Actual score in the survey

For Directorate of Distance Education (DDE only)

Metric No.

Weightage

2.7.2

QnM

Online Learner Satisfaction Survey regarding teaching-learning process

Furnish data regarding learner satisfaction with respect to teaching-learning process.(For Distance learners from Directorate of Distance Education)

The online survey would be conducted by NAAC

Data Requirements: (As per Data Template)

Name of the Learner / Gender
Name of the Programme enrolled
Learner Id number
Mobile number
Email id

(Database of all currently enrolled Distance learners need to be prepared and shared with NAAC along with the online submission of QIF)

Upload:

Database of all currently enrolled Distance Learners
As per Data Template
Any other relevant information

Participation of one thousand learners or 10% of the learners enrolled in DDE (whichever is less) shall make the survey complete

Benchmark: Actual score in the survey

Criterion 3 – Research, Innovations and Extension (250)

Key Indicator - 3.1 Promotions of Research and Facilities (20)

Metric No.

Weightage

3.1.1

Q_lM

The institution’s Researchfacilities are frequently updated and there are well defined policy for promotion of research which is uploaded on the institutional website and implemented

Write a descriptionin maximum of 500 words

File Description

Upload any additional information

Provide links asAdditional Information

Upload COs for all courses (exemplars from Glossary)

3.1.2

Q_nM

The institution provides seed money to its teachers for research (average per year)

3.1.2.1: Amount of seed money provided by institution to its teachersfor research year- wise during the last five years(INR in lakhs)

Year
INR in lakhs

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· List of faculty who have been provided with seed money for research along with the title of the project, duration and amount year-wise.

· Sanction letters of seed money to the teachers is mandatory.

· Audited Income-Expenditure statement highlighting the expenditure towards seed money endorsed by the Finance Officer

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: Seed money grant less than one lakh per faculty shall not be considered.

3.1.2 - Bench Mark
0	1	2	3	4
<20	20-30	30-40	40-50	>=50

3.1.3

Q_nM

Percentage of teachers receiving national/ international fellowship/financial support by various agencies for advanced studies/ research during the last five years

3.1.3.1: Number of teachers who received national/ international fellowship/financial support from various agencies, for advanced studies / research; year-wise during the last five years

Formula

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· E-copies of the award letters of the teachers.

· List of teachers who have received the awards along with the nature of award, the awarding agency etc.

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: Sponsored International travel grant can also be included here

3.1.3 - Bench Mark
0	1	2	3	4
<5	5-10	10-15	15-20	>=20

3.1.4

Q_nM

Percentage of JRFs, SRFs among the enrolled PhD scholars in the institution during the last five years

3.1.4.1: The Number of JRFs, SRFs among the enrolled PhD scholars in the institution during the last five years

3.1.4.1: Number of PhD Scholars enrolled during last five years

Formula

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· List of JRFs, SRFs, Post Doctoral Fellows, Research Associates and other research fellows along with the details of the funding agency is to be provided.

· E copies of fellowship award letters (mandatory)

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: Institution research fellows with grants equal to UGC JRF & SRF fellowships shall be considered

3.1.4 - Bench Mark
0	1	2	3	4
<40	40-50	50-60	60-70	>=70

Key Indicator - 3.2 Resource Mobilization for Research (40)

Metric No.

Weightage

3.2.1

Q_nM

Research funding received by the institution and its faculties through Government and non-government sources such as industry, corporate houses, international bodies for research project, Endowment Research Chairs during the last five years

3.2.1.1: Total Grants for Research funding received by the institution and its faculties through Government and non-government sources such as industry, corporate houses, international bodies for research project, Endowment Research Chairs during the last five years (INR in Lakhs)

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· List of Extramural funding received for research, Endowment Research Chairs received during the last five years along with the nature of award, the awarding agency and the amount.

· E-copies of the letters of award for research, endowments, Chairs sponsored by non- government sources

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

3.2.1 - Bench Mark
0	1	2	3	4
<500	500-1000	1000-1500	1500-2000	>=2000

3.2.2

Q_nM

Number of research projects per teacher funded by government, non-government , industry, corporate houses, international bodies during the last five years

3.2.2.1: Number of research projects funded by government and non-government agencies during the last five years

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template merged with 3.2.1)

· List of project titles with details of Principal Investigator, amount sanctioned and sanctioning agency etc.

· E-copies of the grant award letters for research projects sponsored by government agencies.

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

· Provide Links for any other relevant document to support the claim (if any)

3.2.2 - Bench Mark
0	1	2	3	4
<0.5	0.5-1	1-1.5	1.5-2	>=2

Key Indicator - 3.3 Innovation Ecosystem (20)

Metric No.

Weightage

3.3.1

Q_lM

Institution has created an ecosystem for innovations, Indian Knowledge System (IKS) including awareness about IPR, establishment of IPR cell, Incubation centre and other initiatives for the creation and transfer of technology/knowledge and the outcomes of the same are evident

Write description in maximum of 500 words

File Description

Upload any additional information
Upload database of all currently enrolled students (Data Template)

3.3.2

Q_nM

Number of awards received for research/innovations by the institution/teachers/research scholars/students during the last five years

3.3.2.1: Total number of awards received for research/innovations by institution/teachers/research scholars/students during the last five years

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· e- Copies of award letters issued by the awarding agency

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

3.3.2 - Bench Mark
0	1	2	3	4
<5	5-10	10-20	20-30	>=30

Key Indicators - 3.4 Research Publications and Awards (120)

Metric No.

Weightage

3.4.1

Q_nM

The institutionensures implementation of its statedCodeofEthics for research

3.4.1.1The institution has a stated Code of Ethics for research and the implementation of which is ensured through the following:

1. Inclusion of research ethics in the research methodology course work

2. Presence of institutional Ethics committees (Animal, chemical,bio-ethics etc.,)

3. Plagiarism check through sofware

4. Research Advisory Committee

Options:

A. All of the above

B. Any 3 of the above

C. Any 2 of the above

D. Any 1 of the above

E. None of the above(Opt any one)

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Copy of the syllabus of the research methodology course work to indicate if research ethics is included.

· Constitution of the ethics committee and its proceedings as approved by the appropriate body.

· Constitution of research advisory committee and its proceedings as approved by the appropriate body.

· Bills of purchase of licensed plagiarism check software in the name of the HEI.

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if

any)

3.4.1 - Bench Mark
0	1	2	3	4
E	D	C	B	A

3.4.2

Q_nM

Number of Patents awarded during the last five years

3.4.2.1: Total number of Patents awarded during the last five years

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· e-copies of letter of patent grant.

· Patents granted / published in the name of the faculty with the institutional affiliation to the university working during the assessment period only to be given.

· Provide the relevant information in institutional website as part of public disclosure

· In case of patents obtained outside India, provide us one of the following:

1. If the Indian Patent application is filed for the corresponding foreign patent, please provide us the current status of the Indian Patent application

2. If you have filed the foreign patent without filing corresponding Indian Patent application, please provide us a copy of foreign filing license obtained from Indian Patent office as per Section 39 of Indian Patent act, 1970.

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

3.4.2 - Bench Mark
0	1	2	3	4
<1	1-3	3-5	5-7	>=7

3.4.3

Q_nM

Number of Ph.Ds awarded per recognized guideduring the last five years

3.4.3.1: How many Ph.Ds were awarded during last 5 years

3.4.3.2 : Number of teachers recognized as guides during the last five years

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· PhD Award letters to PhD students.

· Letter from the university indicating name of the PhD student with title of the doctoral study and the name of the guide.

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

3.4.3 - Bench Mark
0	1	2	3	4
<1	1-2	2-4	4-5	>=5

3.4.4

Q_nM

Number of research papers published per teacher in the Journals as notified on UGC CARE listduring the last five years

3.4.4.1: Number of research papers published in the Journals as notified on UGC CARE list during the last five years

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

List and links of the papers published in journals listed in UGC CARE list and
Link to the institutional website where the first page/full paper (with author and affiliation details) is published
Link re-directing to journal source-cite website in case of digital journals

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note:The HEI should indicate in the data template against each paper about the presence of the journal in which the paper is published in the UGC CARE as on date withCARE journal ID

3.4.4 - Bench Mark
0	1	2	3	4
<1	1-4	4-7	7-10	>=10

3.4.5

Q_nM

Number of books and chapters in edited volumes published per teacher during the last five years

3.4.5.1: Total number of books and chapters in edited volumes / books published during the last five years

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· E-copy of the Cover page, content page and first page of the publication indicating ISBN number and year of publication for books/chapters

· List of chapter/book with the links redirecting to the source website.

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

3.4.5 - Bench Mark
0	1	2	3	4
<1	1-4	4-7	7-10	>=10

3.4.6

Q_nM

E-content is developed by teachers :

1. For e-PG-Pathshala

2. For CEC (Undergraduate)

3. For SWAYAM

4. For other MOOCs platforms

5. Any other Government Initiatives

6. For Institutional LMS

Options:

A. Any 4 or more of the above

B. Any 3 of the above

C. Any 2 of the above

D. Any 1 of the above

E. None of the above(Opt any one)

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Give links to upload document of e-content developed showing the authorship/contribution.

· Supporting documents from the sponsoring agency for the e- content developed by the teachers need to be provided.

· For institution LMS a summary of the e-content developed and the links to the e-content should be provided

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

3.4.6 - Bench Mark
0	1	2	3	4
E	D	C	B	A

3.4.7

Q_nM

Bibliometrics of the publications during the last five years based on average Citation Index in Scopus/ Web of Science

Data to be provided for the last five years:

Title of the paper
Name of the author
Title of the journal
Year of publication
Citation Index

Formula:

File Description (Upload)

Any additional information
Bibliometrics of the publications during the last five years

* The Data obtained from inflibnet will be used for the purposes of calculation of scores.

Bibliometric of the publications: citation report for the last five calendaryears counting backward from SSR submission date to be uploaded

3.4.7 - Bench Mark
0	1	2	3	4
<0.5	0.5-2	2-5	5-10	>=10

3.4.8

Q_nM

Bibliometrics of the publications during the last five years based on Scopus/ Web of Science – h-Index of the University

h-index of the institution based on publications made in Scopus Web of Science during the last five years

Data for the last five years will be considered

Title of the paper
Name of the author
Title of the journal
Year of publication
H index

Formula:

File Description (Upload)

Bibiliometrics of publications based on Scopus/ Web of Science - h-index of the Institution
Any additional information

* The Data obtained from INFLIBNET will be used for the purpose of calculation of scores.

3.4.8 - Bench Mark
0	1	2	3	4
<5	5-15	15-25	25-35	>=35

Key Indicators - 3.5 Consultancy (20)

Metric No.

3.5.1

Q_nM

Revenue generated from consultancy and corporate training during the last five years

3.5.1.1: Total amount generated from consultancy and corporate training year-wise during the last five years (INR in lakhs)

Year
INR in lakhs

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Audited statements of accounts indicating the revenue generated through and corporate training/consultancy.

· Letter from the corporate to whom training was imparted along with the fee paid.

· CA certified copy of statement of accounts as attested by head of the institution.

· Letter from the beneficiary of the consultancy along with details of the consultancy fee.

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: Corporate training is inclusive of all monetized training

3.5.1 - Bench Mark
0	1	2	3	4
<50	50-100	100-150	150-200	>=200

Key Indicators - 3.6 Extension Activities (20)

Metric No.

Weightage

3.6.1

Q_lM

Outcomes of extensionactivitiesintheneighborhood community in terms of impact and sensitizing the students to social issues and holistic development, and awards received if any during the last five years

(Showcase at least four case studies to the peer team)

Describe the impact of extension activities in sensitising students to social issues and holistic development with four case studies within a maximum of 500 words

File description

Provide the link for additional information
Upload any additional information

· Provide the relevant information in institutional website as part of public disclosure

3.6.2

Q_nM

Number of extension and outreach programs conducted by the institution through organized forums like NSS/NCC with involvement of community year wise during the last five years

3.6.2.1: Number of extension and outreach programs conducted by the institution through organized forums including NSS/NCC with involvement of community year wise during the last five years.

Year
Number

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Detailed list and report for each extension and outreach program to be made available, with specific mention of number of students participated and the details of the collaborating agency

· Geo-tagged Photographs and any other supporting document of relevance should have proper captions and dates.

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

· Provide Links for any other relevant document to support the claim (if any)

Note: Celebration of commemorative days to be avoided here

3.6.2 - Bench Mark
0	1	2	3	4
<40	40-60	60-80	80-100	>=100

Key Indicator - 3.7 Collaboration (10)

Metric No.

Weightage

3.7.1

Q_nM

Number of functional MoUs/linkage with institutions/ industries in India and abroad for internship, on-the-job training, project work, student / faculty exchange and collaborative research during the last five years

3.7.1.1: Number of functional MoUs with institutions/ industries in India and abroad for internship, on-the-job training, project work, student / faculty exchange and collaborative research during the last five years

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· List and Copies of documents indicating the functionaMoUs/linkage/collaboration activity-wise and year-wise

· Summary of the functional MoUs/linkage/collaboration indicating start date, end date, nature of collaboration etc.

· List of year wise activities and exchange should be provided

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note:MoUs /Linkage without any evidence of activity will not be considered

3.7.1 - Bench Mark
0	1	2	3	4
<5	5-10	10-30	30-40	>=40

Criterion 4 – Infrastructure and Learning Resources (100)

Key Indicator - 4.1 Physical Facilities (30)

Metric No

Weightage

4.1.1

Q_lM

The institution has adequate infrastructure facilities for

a. teaching - learning. viz., classrooms, laboratories,

b. ICT enabled facilities such as smart classes, LMS etc.

c. Facilities for cultural and sports activities , yoga centre, games (indoor and outdoor) gymnasium, auditorium etc.

Describe the adequacy of facilities for teaching-learning as per the minimum specified requirement by the statutory bodies, within a maximum of 500 words

File Description

Upload any additional information
Provide thelink for additional information

4.1.2

Q_nM

Percentage of expenditure excluding salary, for infrastructure development and augmentation year wise during the last five years

4.1.2.1: Expenditure for infrastructure development and augmentation excluding salary, year wise during the last five years (INR in lakhs)

Year
INR in lakhs

Formula:

Percentage =

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Institutional data in the prescribed format (data template)

· Audited income and expenditure statement of the institution to be signed by CA and counter signed by the competent authority (relevant expenditure claimed for infrastructure augmentationshould be clearly highlighted)

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

4.1.2 - Bench Mark
0	1	2	3	4
<10	10-20	20-30	30-40	>=40

For Directorate of Distance Education (DDE only)

4.1.3

Q_nM

Expenditure incurred for infrastructure augmentation and maintenance of DDE

Percentage of expenditure incurred for infrastructure augmentation and maintenance of DDE

4.1.3.1: Expenditure incurred for infrastructure augmentation of DDE against total expenditure excluding salary year wise during the last five years (INR in lakhs)

Year
Expenditure incurred for infrastructure augmentation and maintenance for DDE

Data requirements: (As per Data Template)

Expenditure incurred for infrastructure augmentation year wise for five years
Total expenditure of the DDE excluding salary year wise for five years

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Institutional data in the prescribed format (data template)

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

4.1.3 - Bench Mark
0	1	2	3	4
<1	1-3	4-6	7-10	>=10

Key Indicator - 4.2 Library as a Learning Resource (20)

Metric No.

Weightage

4.2.1

Q_lM

Library is automated with digital facilities using Integrated Library Management System (ILMS), adequate subscription to e-resources and journals are made. The library is optimally used by the faculty and students

Write description in a maximum of 500 words.

File Description

Upload any additional information
Provide the Paste link for additional information

· Provide the relevant information in institutional website as part of public disclosure

4.2.2

Q_nM

Percentage expenditure for purchase of books/ e-books and subscription to journals/e-journals year wise during the last five years

4.2.2.1: Annual expenditure for purchase of books and journals year- wise during the last five years (INR in lakhs)

Formula:

Year
INR in lakhs

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template merged with 4.1.2)

· Audited income and expenditure statement of the institution to be signed by CA and counter signed by the competent authority(relevant expenditure claimed for purchase of books/ e-books andsubscription to journals/e-journals should be clearly highlighted)

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

4.2.2 - Bench Mark
0	1	2	3	4
<2	2-6	6-8	8-10	>=10

Key Indicator – 4.3 IT Infrastructure (30)

Metric

Weightage

4.3.1

Q_lM

Institution frequently updates its IT facilities and provides sufficient bandwidth for internet connection

Describe IT facilities including Wi-Fi with date and nature of updation, available internet bandwidth within a maximum of 500 words

File Description

· Upload any additional information

· Provide the link for additional information

4.3.2

Q_nM

Student - Computer ratio (Data for the latest completed academic year)

4.3.2.1: Number of computers available for student use

Auto generated from the extended profile

Formula:

Number of students : Number of Computers

Upload the specific document as per description given below

(No template)

· Stock register/extracts highlighting the computers issued to respective departments for student’s usage.

· Purchased Bills/Copies highlighting the

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

4.3.2 - Bench Mark
0	1	2	3	4
>25:1	15:1-25:1	10:1-15:1	5:1-10:1	<=5:1

4.3.3

Q_nM

Institution has the following Facilities for e-contentdevelopment and other resource development

1. Audio visual center, mixing equipment, editing facilities and Media Studio

2. Lecture Capturing System(LCS)

3. Central Instrumentation Centre

4. Animal House

5. Museum

6. Business Lab

7. Research/statistical database

8. Moot court

9. Theatre

10. Art Gallery

11. Any other facility to support research

Options:

A. Any 7 or more of the above

B. Any 6 of the above

C. Any 5 of the above

D. Any3-4 of the above

E. Any 2 or below(Opt only one)

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Purchase Bill / stock register, entry for lecture capturing system, mixing equipment, software for editing.

· Videos and geo-tagged photographs of each of the facilities available in the HEI. Details of the structures of each of the facilities available in the HEI.

· Copy of the subscription letter for database is essential for Option Research/Statistical Databases

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

4.3.3 - Bench Mark
0	1	2	3	4
E	D	C	B	A

For Directorate of Distance Education (DDE only)

4.3.4

QnM

The rooms of the DDE are IT enabled: Percentage of the rooms and seminar halls of the DDE with ICT enabled facilities

4.3.4.1 Number of rooms and seminar halls of the DDE (cumulative) with ICT enabled facilities (data as on date)

4.3.4.2 Total number of rooms and seminar halls of the DDE (cumulative) (data as on date)

Number of rooms and seminar halls of the DDE (cumulative) with ICT enabled facilities (data as on date)
Total number of rooms and seminar halls of the DDE (cumulative) (data as on date)

Data requirements: (As per Data Template)

· Number of rooms and seminar halls of the DDE (cumulative) with ICT enabled facilities (data as on date)

· Total number of rooms and seminar halls of the DDE (cumulative) (data as on date)

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Geotagged photos of the rooms and seminar halls of DDE with ICT facility

· Videos and geo-tagged photographs of each of the facilities available in the DDE.

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: As a measure of public disclosure, the institution needs to upload the geo-tagged photos/videos of ICT facilities of rooms and seminar halls of DDE in the institutional website

4.3.4 - Bench Mark
0	1	2	3	4
<30	30-50	50-60	60-70	<=70

Key Indicator - 4.4 Maintenance of Campus Infrastructure (20)

Metric No.

Weightage

4.4.1

Q_nM

Percentage expenditure incurred on maintenance of physical facilities and academic support facilities excluding salary component during the last five years

4.4.1.1: Expenditure incurred on maintenance of physical facilities and academic support facilities excluding salary component year-wise during the last five years (INR in lakhs)

Year
INR in lakhs

Data to be provided for the last five years:(As per Data Template)

Non- salary expenditure incurred
Expenditure incurred on maintenance of campus infrastructure

Formula:

Percentage =

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Audited income and expenditure statement of the institution tobe signed by CA and counter signed by the competent authority(relevant expenditure claimed for maintenance of infrastructureshould be clearly highlighted)

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

4.4.1 - Bench Mark
0	1	2	3	4
<5	5-10	10-20	20-30	>=30

4.4.2

Q_lM

There are established systems and procedures for maintaining and utilising physical, academic and support facilities - laboratory, library, sports complex, computers, classrooms etc.

Describe policy details of systems and procedures for maintaining and utilising physical, academic and support facilities within 500 words

File Description

Upload any additional information
Provide the link for additional information

Criterion 5 - Student Support and Progression (100)

Key Indicator - 5.1 Student Support (30)

Metric No.

Weightage

5.1.1

Q_nM

Percentage of students benefited by scholarships and freeships provided by the institution, Government and non-government bodies,industries, individuals, philanthropistsduring the last five years

5.1.1.1: Number of students benefited by scholarships and freeships provided by the institution, Government and non-government bodies, industries, individuals, philanthropists year-wise during the last five years

Year
Number

Data to be provided for the last five years:(As per Data Template)

· Name of the scheme

· Number of students benefiting

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Upload Sanction letter of scholarship and free ships (in English).

· Upload policy document of the HEI for award of scholarship and freeships.

· Year-wise list of beneficiary students in each scheme duly signed by the competent authority.

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

5.1.1 - Bench Mark
0	1	2	3	4
<20	20-40	40-50	50-60	>=60

5.1.2

Qlm

Efforts taken by the institution to provide career counseling including e-counseling and guidance for competitive examinations during the last five years

Write description in a maximum of 500 words.

File description

Provide the link for additional information
Upload any additional information

5.1.3

Q_nM

Following Capacity development and skills enhancement initiatives are undertaken by the institution for:

1. Soft skills

2. Language and communication skills

3. Life skills (Yoga, physical fitness, health and hygiene, self-employment and entrepreneurial skills)

4. Awareness of trends in technology

Options:

A. All of the above

B. Any 3 of the above

C. Any 2 of the above

D. Any1of the above

E. None of the above (Opt any one)

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Report with photographs on soft skills enhancement programs

· Report with photographs on Language & communication skills enhancement programs

· Report with photographs on Life skills (Yoga, physical fitness, health and hygiene) enhancement programs

· Report with photographs on ICT/computing skills enhancement programs

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

5.1.3 - Bench Mark
0	1	2	3	4
E	D	C	B	A

5.1.4

Q_nM

The Institution adopts the following for redressal of student grievances including sexual harassment and ragging cases

Implementation of guidelines of statutory/regulatory bodies
Organisation-wide awareness and undertakings on policies with zero tolerance
Mechanisms for submission of online/offline students’ grievances
Timely redressal of the grievances through appropriate committees

Options:

A. All of the above

B. Any 3 of the above

C. Any 2 of the above

D. Any1 of the above

E. None of the above (Opt any one)

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Details of statutory/regulatory Committees (to be notified in institutional website also)

· Proof for Implementation of guidelines of statutory/regulatory bodies

· Report of Organisation wide awareness and undertakings on policies with zero tolerance

· Proof related to Mechanisms for submission of online/offline students’ grievances

· Annual report of the committee monitoring the activities and number of grievances

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

5.1.4 - Bench Mark
0	1	2	3	4
E	D	C	B	A

For Directorate of Distance Education (DDE only)

5.1.5

Q_lM

Pre-admission Counselling Services, Online Admission and Related Activitiesat DDE

Activities undertaken by DDE for providing pre-admission counselling services to prospective learners and induction of newly enrolled learners at DDE, The status and process of online admission including payment of fees at DDE

Write description in maximum of 500 words

5.1.6

Q_lM

Dispatch of Study Material to Learners by DDE

Strategy followed by DDE for dispatch of study material to learners

Write description in maximum of 200 words

Provide web-link to

· Material dispatch related activities at DDE

· Any other relevant information

5.1.7

QnM

Attending to learners’ queries in DDE

5.1.7.1: Modes/approaches employed by the DDE to attend to learners’ queries include:

1. Automated interactive voice response system

2. Call centre

3. Online Help Desk/ teleconferencing/ Web-Confrencing

4. Social media

5. App based support

6. Chat Box

7. E-mail Support

8. Learner Services Centre/ Inquiry Counter

9. Postal communication

10. Details of Student Grievance Redressal Cell (SGRC)

Options: (Choose any one of the below)

A. Any 8 or more of the above

B. Any 6-7of the above

C. Any 4-5 of the above

D. Any 1-3 of the above

E. None of the above

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

Iinks of Automated interactive voice response system of the DDE
Details of Call centre of DDE hosted in the institutional website
Online Help Desk links of the DDE provided in the institutional website
Details of DDE’s support system in social media
Details of app for support, if any
Links of (active) chat box hosted in the institutional website
Links of contact emails for support hosted in institutional website
Links to teleconferencing/web conferencing facility including automated voice response system
Geotagged photos of Learner Services Centre/ Inquiry Counter in DDE and LSC
Details of letter box of postal communication details provided in the institutional website
Detail of Student Grievance Redressal Cell hosted in institutional website

· Links to web conference facility Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

5.1.7- Bench Mark
0	1	2	3	4
E	D	C	B	A

5.1.8

Qnm

Addressing learners’ grievances – The Institution has a transparent mechanism for timely redressal of learner grievances.

Percentage of grievances received at HQ and redressed during the last five years

5.1.8.1 Number of grievances received at HQ that are redressed year wise during the last five years

Year
Number of grievances received at HQ

5.1.8.2 Number of grievances received at HQ year wise during the last five years

Year
Number of grievances received

Data requirement: (As per Data Template)

· Number of grievances received at HQ and redressedyear wise over the last five years

Formula:

Percentage =

Upload the specific document as per description given below

· Institutional data in the prescribed format (data template)

· Report of internal grievance redressal system submitted to concerned committee

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

5.1.8 Benchmark
0	1	2	3	4
<10	10-25	25-50	50-75	>=75

Key Indicator - 5.2 Student Progression (45)

Metric No.

Weightage

5.2.1

Qnm

Percentage of placement of outgoing students during the last five years

5.2.1.1: Number of outgoing students placed year wise during the last five years

Year
Number

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Number and List of students placed along with placement details such as name of the company, compensation, etc and links to Placement order (the above list should be available in institutional website)

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

5.2.1 - Bench Mark
0	1	2	3	4
<40	40-50	50-60	60-70	>=70

5.2.2

Qnm

Percentage of graduated students who have progressed to higher education year-wise during last five years

5.2.2.1: Number of outgoing students progressing to higher education

Year
Number

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· List of students progressing for Higher Education, with details of program and institution that they are/have enrolled along with links to proof of continuation in higher education.

(the above list should be available in institutional website)

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

5.2.2 - Bench Mark
0	1	2	3	4
<5	5-20	20-30	30-40	>=40

5.2.3

Qnm

Percentage of students qualifying in state/ national/ international level examinations out of the graduated students during the last five years

5.2.3.1: Number of students qualifying in state/National/International level Examination during last five years (eg. SLET, NET, UPSC etc)

Formula:

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· List of students qualified year wise under each category and links toQualifying Certificates of the students taking the examination

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

5.2.3 - Bench Mark
0	1	2	3	4
<0.4	0.4-0.6	0.6-0.8	0.8-1.0	>=1.0

Key Indicator - 5.3 Student Participation and Activities (15)

Metric No.

Weightage

5.3.1

Q_nM

Number of awards/medals won by students for outstanding performance in sports/cultural activities at inter-university/state/national/international events (award for a team event should be counted as one) during the last five years

5.3.1.1: Number of awards/medals won by students for outstanding performance in sports/cultural activities at inter-university/state/ national/international level (award for a team event should be counted as one) year-wise during the last five years

Year
Number

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· list and links to e-copies of award letters and certificates

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

5.3.1 - Bench Mark
0	1	2	3	4
<10	20-10	20-50	50-80	>=80

5.3.2

Q₁M

Presence of an active Student Council & representation of students on academic & administrative bodies/committees of the institution

Describe the Student Council activity and students’ role in academic & administrative bodies within a maximum of 500 words

File Description

Provide the link for additional information
Upload any additional information

5.3.3

Q_nM

The institution conducts /organizes following activities

1. Sports competitions/events

2.Cultural competitions/events

3. Technical fest/academic fests

4. Any other events through active clubs and forums

Options:

A. All four of the above

B. Any three of the above

C. Any two of the above

D. Any one of the above

E. None of the above

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Report of the Sports competitions/events along with photographs appropriately dated and captioned year- wise.

· Report of the Cultural competitions/events along with photographs appropriately dated and captioned year- wise.

· Report of the Technical fest/academic fests along with photographs appropriately dated and captioned year- wise.

· Report of the Any other events through active clubs and forums along with photographs appropriately dated and captioned year- wise.

· Copy of circular/brochure indicating such kind of activities.

· List of students participated in different events year wise signed by the head of the Institution.

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

5.3.3 - Bench Mark
0	1	2	3	4
E	D	C	B	A

Key Indicator - 5.4 Alumni Engagement (10)

Metric No.

Weightage

5.4.1

Q_nM

Alumni contribution during the last five years to the University through registered Alumni Association

5.4.1.1. Total Amount of alumni contribution during the last five years (INR in lakhs) to the institution through registered Alumni association:

Upload the specific document as per description given below

• (No template)

· Annual audited statements of accounts of the HEI highlighting the Alumni contribution duly certified by the Chartered Accountant/Finance Officer.

· List of alumnus/alumni with the amount contributed year-wise

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

5.4.1 - Bench Mark
0	1	2	3	4
<5	5-20	20-50	50-100	>=100

5.4.2

QlM

Alumni contributes and engages significantly to the development of University through academic and other support system

Describe the alumni contributions and engagements within a maximum of 500 words

File Description

Provide the link for additional information

Upload any additional information

Criterion 6 – Governance, Leadership and Management (100)

Key Indicator - 6.1 Institutional Vision and Leadership (15)

Metric No.

Weightage

6.1.1

Q_lM

The Institutional governance and leadership are in accordance with Vision and mission of the institution and it is visible in various institutional practices such as NEP implementation, sustained institutional growth, de-centralization, participation in the institutional governance and in theirShort term and Long term institutional perspective plan.

Write description in a maximum of 500 words

File Description

Provide the link for additional information
Upload any additional information

Key Indicator - 6.2 Strategy Development and Deployment (10)

Metric No.

Weightage

6.2.1

Q_lM

The institutional perspective plan is effectively deployed and functioning of the Institutional bodies are effective and efficient as visible from policies, administrative set-up, appointment, service rules, procedures etc.

File Description

Strategic Plan and deployment documents on the website

Provide the link for additional information
Upload any additional information

6.2.2

Q_nM

Institution Implements e-governance in its operations

6.2.2.1 e-governance is implemented covering the following areas of operations:

Administration including complaint management
Finance and Accounts
Student Admission and Support
Examinations

Options:

A. All of the above

B. Any3 of the above

C. Any2 of the above

D. Any1 of the above

E. None of the above

(Opt any one)

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Institutional expenditure statements for the budget heads of e-governance implementation ERP Document

· Screen shots of user interfaces of each module reflecting the name of the HEI.

· Annual e-governance report approved by the Governing Council/ Board of Management/ Syndicate Policy document on e-governance

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

6.2.2 - Bench Mark
0	1	2	3	4
E	D	C	B	A

Key Indicator - 6.3 Faculty Empowerment Strategies (25)

Metric No.

Weightage

6.3.1

Q_lM

The institution has performance appraisal system, effective welfare measures for teaching and non-teaching staff and avenues for career development/progression

Write description in a maximum of 500 words

File Description

Provide the link for additional information
Upload any additional information

6.3.2

Q_nM

Percentage of teachers provided with financial support to attend conferences/workshops and towards membership fee of professional bodies during the last five years

6.3.2.1: Number of teachers provided with financial support to attend conferences/workshops and towards membership fee of professional bodies year-wise during the last five years

Year
Number

Formula:

Percentage =

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Policy document on providing financial support to teachers

· E-copy of letter/s indicating financial assistance to teachers and list of teachers receiving financial support year-wise under each head.

· Audited statement of account highlighting the financial support to teachers to attend conferences/workshops and towards membership fee for professional bodies.

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: Financial support of Minimum of Rs. 5000/- per year per faculty will be considered.

6.3.2 - Bench Mark
0	1	2	3	4
<10	10-25	25-40	40-60	>=60

6.3.3

Q_nM

Percentage of teachers undergoing online/ face-to-faceFaculty Development Programmes (FDP)/ Management Development Programs (MDP) during the last five years

6.3.3.1: Total number of teachers who have undergone online/ face-to-face Faculty Development Programmes (FDP)/ Management Development Programs (MDP)during the last five years

Year
Number

(Professional Development Programmes, Orientation / Induction Programmes, Refresher Course, Short Term Course )

Formula:

Percentage =

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Refresher course/Faculty Orientation or other programmes as per UGC/AICTE stipulated periods, as participated by teachers year-wise.

· E-copy of the certificates of the program attended by teachers.

· Annual reports highlighting the programmes undertaken by the teachers

· Provide the relevant information in institutional website as part of public disclosure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

Note: FDP less than 5 days will not be considered

6.3.3 - Bench Mark
0	1	2	3	4
<10	10-25	25-40	40-60	>=60

Key Indicator – 6.4 Financial Management and Resource Mobilization (20)

Metric No.

Weightage

6.4.1

Q_lM

Institutional strategies for mobilisation of funds other than salary and fees and the optimal utilisation of resources

Describe the resource mobilisation policy and procedures of the Institution within a maximum of 500 words

File Description

Provide the link for additional information
Upload any additional information

6.4.2

Q_nM

Funds / Grants received from government bodies/non governmentand philanthropists during the last five years for development and maintenance of infrastructure (not covered under Criteria III and V )

6.4.2.1: Total Grants received from government and non-government bodies and philanthropists for development and maintenance of infrastructure (not covered under Criteria III and V) year-wise during the last five years (INR in Lakhs)

Year
INR in *Lakhs*

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Annual audited statements of accounts highlighting the grants received.

· Copy of the sanction letters received from government/ nongovernment bodies and philanthropists for development and maintenance of infrastructure

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

6.4.2 - Bench Mark
0	1	2	3	4
<30	30-60	60-80	80-100	>=100

6.4.3

Q_lM

Institution regularly conducts internal and external financial audits

Enumerate the various internal and external financial audits carried out during the last five years with the mechanism for settling audit objections within a maximum of 500 words

File Description

Provide the link for additional information
Upload any additional information

Key Indicator - 6.5 Internal Quality Assurance System (IQAS) (30)

Metric No.

Weightage

6.5.1

Q_lM

Internal Quality Assurance Cell (IQAC)/ Internal Quality Assurance System (IQAS) has contributed significantly for institutionalizing the quality assurance strategies and processes, by constantly reviewing the teaching-learning process, structures & methodologies of operations and learning outcomes, at periodic intervals

Internal Quality Assurance Cell (IQAC) has contributed significantly for institutionalizing the quality assurance strategies and processes visible in terms of –

Incremental improvements made for the preceding five years with regard to quality (in case of first cycle)

Incremental improvements made for the preceding five years with regard to quality and post accreditation quality initiatives (second and subsequent cycles)

Describe two practices institutionalized as a result of IQAC initiatives within a maximum of 500 words

File Description

Provide the link for additional information
Upload any additional information

6.5.2

Q_nM

Institution has adopted the following for Quality assurance:

1. Academic and Administrative Audit (AAA) and follow up action taken

2.Conferences, Seminars, Workshops on quality conducted

3. Collaborative quality initiatives with other institution(s)

4.Orientation programme on quality issues for teachers and students

5. Participation in NIRF and other recognized ranking like Shanghai Ranking, QS Ranking Times Ranking etc

6.Any other quality audit recognized by state, national or international agencies

Options:

A. Any 5 or more of the above

B. Any4 of the above

C. Any3 of the above

D. Any2 of the above

E. Any1of the above (Opt any one)

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Supporting documents pertaining to NIRF (along with link to the HEI’s ranking in the NIRF portal) / NBA / ISO as applicable and valid for the assessment period.

· List of Conferences / Seminars / Workshops on quality conducted along with brochures and geo-tagged photos with caption and date.

· List of Collaborative quality initiatives with other institution(s) along with brochures and geo-tagged photos with caption and date.

· List of Orientation programmes conducted on quality issues for teachers and students along with geotagged photos and supporting documents.

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

6.5.2 - Bench Mark
0	1	2	3	4
E	D	C	B	A

6.5.3

Q_lM

Incremental improvements made for the preceding five years with regard to quality (in case of first cycle NAAC A/A)

Post accreditation quality initiatives (second and subsequent cycles of NAAC A/A)

Describe quality enhancement initiatives in the academic and administrative domains successfully implemented during the last five years within a Maximum of 500 words for either

File Description

Provide the link for additional information
Upload any additional information

CriterionVII–Institutional Values and Best Practices (100)

Key Indicator - 7.1 Institutional Values and Social Responsibilities (50)

Metric No.

Weightage

Gender Equity

7.1.1

Q_lM

Institution has initiated Gender audit and measure for the promotion of gender equity

Describe the gender equity & sensitization in curricular and co-curricular activities, facilities for women on campus etc., within 500 words

File Description

Provide the link for additional information

Upload any additional information

Environmental Consciousness and Sustainability

7.1.2

QnM

The Institution has facilities for alternate sources of energy and energy conservation measures

1. Solar energy

2. Biogas plant

3. Wheeling to the Grid

4. Sensor-based energy conservation

5. Use of LED bulbs/ power efficient equipment

6. Wind will or any other clean green energy

Options:

A. Any 4 or more of the above

B. Any3 of the above

C. Any2 of the above

D. Any1of the above

E. None of the above (Opt any one)

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Geo-tagged photographs of the facilities.

· Bills for the purchase of equipment’s for the facilities created under this metric.

· Permission document for connecting to the grid from the Government/ Electricity authority.

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

7.1.2 - Bench Mark
0	1	2	3	4
E	D	C	B	A

7.1.3

Q_lM

Describe the facilities in the Institution for the management of the following types of degradable and non-degradable waste (within 500 words)

Solid waste management
Liquid waste management
Biomedical waste management
E-waste management
Waste recycling system
Hazardous chemicals and radioactive waste management

Provide web link to

· Relevant documents like agreements/MoUs with Government and other approved agencies

· Geo-tagged photographs of the facilities

· Any other relevant information

7.1.4

Q_nM

Water conservation facilities available in the Institution:

1. Rainwater harvesting

2. Borewell /Open well recharge

3. Construction of tanks and bunds

4. Wastewater recycling

5. Maintenance of waterbodies and distribution system in the campus

Options:

A. Any 4 or all of the above

B. Any3 of the above

C. Any2 of the above

D. Any1of the above

E. None of the above (Opt any one)

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Geo-tagged photographs of the facilities.

· Bills for the purchase of equipment’s for the facilities created under this metric.

· Green audit reports on water conservation by recognised bodies

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

7.1.4 - Bench Mark
0	1	2	3	4
E	D	C	B	A

7.1.5

Q_lM

Green campus initiatives include

Describer the Green campus initiative of the institution including Restricted entry of automobiles, Use of Bicycles/ Battery powered vehicles , Pedestrian Friendly pathways , Ban on use of Plastic, landscaping with trees and plantsetc in 500 words

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Policy document on the green campus/plastic free campus.

· Geo-tagged photographs/videos of the facilities.

· Circulars and report of activities for the implementation of the initiatives document

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

7.1.6

Q_nM

Quality audits on environment and energy are regularly undertaken by the institution

7.1.6.1.The institutional environment and energy initiatives are confirmed through the following

1.Green audit /Environment audit

2. Energy audit

3.Clean and green campus initiatives

4. Beyond the campus environmental promotion and sustainability activities

Options:

A. All of the above

B. Any3 of the above

C. Any2 of the above

D. Any1of the above

E. None of the above (Opt any one)

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Policy document on environment and energy usage Certificate from the auditing agency.

· Certificates of the awards received from recognized agency (if any).

· Report on environmental promotional activities conducted beyond the campus with geo-tagged photographs with caption and date.

· Green audit report of all the years from recognized bodies

Apart from the above:

Provide Links for any other relevant document to support the claim (if any)

7.1.6- Bench Mark
0	1	2	3	4
E	D	C	B	A

7.1.7

Q_lM

The Institution has Differently-abled (Divyangjan) friendly, barrier free environment

Write description covering the various components of barrier free environment in your institution within 500 words

· Built environment with ramps/lifts for easy access to classrooms.

· Divyangjanfriendly washrooms

· Signage including tactile path, lights, display boards and signposts

· Assistive technology and facilities for Divyangjan accessible website, screen-reading software, mechanized equipment

· Provision for enquiry and information : Human assistance, reader, scribe, soft copies of reading material, screen reading, font enlargement etc.,

Upload supporting document

7.1.8

Q_lM

Describe the Institutional efforts/initiatives in providing an inclusive environment i.e., tolerance and harmony towards cultural, regional, linguistic, communal, socio-economic and suchother diversities (within 500 words).

Provide Web link to:

· Supporting documents on the information provided (as reflected in the administrative and academic activities of the Institution)

· Any other relevant information.

7.1.9

Q_lM

Sensitization of students and employees of the Institution to the constitutional obligations: values, rights, duties and responsibilities of citizens

Describe the various activities in the Institution for inculcating values for being responsible citizens as reflected in the Constitution of India within 500 words.

Provide weblink to :

Details of activities that inculcate values necessary to nurturestudents to becomeresponsible citizens

· Any other relevant information

7.1.10

Q_nM

The Institution has a prescribed code of conduct for students, teachers, administrators and other staff and conducts periodic programmes in this regard.

1. The institutionalCode of Conduct principles aredisplayed on the website

2. There is a committee to monitor adherence to the institutionalCode of Conduct principles

3. Institution organizes professional ethics programmes for students,

teachers, administrators and other staff

4. Annual awareness programmes on Code of Conduct are organized

Options:

A. All of the above

B. Any3 of the above

C. Any2 of the above

D. Any1of the above

E. None of the above (Opt any one)

Upload the specific document as per description given below

• Institutional data in the prescribed format (data template)

· Policy document on code of ethics.

· Constitution and proceedings of the monitoring committee.

· Circulars and geo-tagged photographs with date and caption of the activities organized under this metric for teachers, students, administrators and other staff.

· Document showing the Code of Conduct for students, teachers, governing body and administration as approved by the competent authority.

· Handbooks, manuals and brochures on human values and professional ethics

· Report on the student attributes facilitated by the Institution

Apart from the above:

· Provide Links for any other relevant document to support the claim (if any

7.1.10- Bench Mark
0	1	2	3	4
E	D	C	B	A

Key Indicator - 7.2 Best Practices (30)

Metric No.

Weightage

7.2.1

Q_lM

Describe two Best practices successfully implemented by the Institution as per the NAAC format provided in the Manual.

Provide web link to:

· Best practices as hosted on the Institutional website

· Any other relevant information

Note:

Format for the Presentation of InstitutionalBestPractices

1. Title of the Practice

The title/s should capture the keywordsthat describe the practice.

2. Objectives of the Practice

What are the objectives/intended outcomes of this “bestpractice” and what are the underlying principles or conceptsof this practice? (inabout100words)

3. The Context

What were the contextual features or challenging issues that needed to be addressed in designing and implementing this practice?(inabout 150 words)

4. The Practice

Describe the practice and its uniqueness in the context of Indian higher education. What were the constraints/limitations, if any, faced?(in about 400words)

5. Evidence of Success

Provide evidence of success such as performance against targets and benchmarks, review/results. What do these results indicate? Describe in about 200words.

6. Problems Encountered and Resources Required

Please identify the problems encountered and resources required to implement the practice (inabout150words).

7.Notes (Optional)

Please add any other information that may be relevant for adopting/implementing the Best Practicein other Institutions (in about 150 words).

Any other information regardingInstitutional Values and Best Practices which the university would like to include.

Key Indicator - 7.3 Institutional Distinctiveness (20)

Metric No.

Weightage

7.3.1

Q_lM

Portray the performance of the Institution in one area distinctive to its priority and thrust within 1000 words

Provide web link to:

· Appropriate webpage in the Institutional website

· Any other relevant information

Evaluative Report of the Department

Name of the University……………………………… Name of the Department…………

Dist.…………………………. State………………………………..

Total Number of Departments in the institution…...............................

Sl. No.	Name of the Department	e.g. English	Zoology	Bio-Technology
	Year of Establishment
	Is the Department part of a School/Faculty of the University
	Names of programmes offered
	Number of teaching posts Sanctioned/Filled
	Number of Research Projects: Total grants received
	Inter –institutional collaborative projects and Associated grants received
	National collaboration
	International collaboration
	Departmental projects funded by DST-FIST, UGC-SAP/CAS,DPE, DBT, ICSSR, AICTE etc., : Total grants received
	Special research laboratories sponsored by / created by industry or corporate bodies
	Publications:
	Number of Papers published
	Number of Books with ISBN
	Number of Citation Index – range / average
	Number of Impact Factor – range / average
	Number of h-index
	Details of patents and income generated
	Areas of consultancy and income generated
	Awards/Recognitions received at the National and International level by :
	Faculty
	Doctoral/Post doctoral fellows
	Students
	How many students have cleared Civil Services and Defence Services examinations, NET, SET (SLET), GATE and other competitive examinations
	List of doctoral, post-doctoral students and research associates
	From the host institution/university
	From other institutions/universities
	Number of Research Scholars/ Post Graduate students getting financial assistance from the University/State/ Central

Note: Compile data for the last five years

Data Templates / Documents

(Quantitative Metrics)

The online formats (Templates) for submitting data with respect to Quantitative Metrics (Q_nM) are given on the NAAC website.

Kindly Note:

For each Quantitative Metric the kinds of data to be uploaded are indicated in tabular form and/ or documents required are listed.

Documents such as minutes of meeting, decisions, statements of accounts, award letters, letters of appointments, etc., need to be uploaded as required; wherever these are in bulk, hyperlinks to the appropriate website be given.

There could be some variation in the metrics from the QIF; this is due to rendering it to the IT format for online submission.

The list of documents to be uploaded is only suggestive. If the Institution has any other relevant documents to substantiate its claims, the same may also be uploaded.

Declaration by the Head of the Institution

I certify that the data included in this Self-Study Report (SSR) are true to the best of my knowledge.

This SSR is prepared by the institution after internal discussions, and no part thereof has been outsourced.

I am aware that the Peer Team will validate the information provided in this SSR during the peer team visit.

Signature of the Head of the institution

with seal:

Place:

Date:

Section C: Appendices

1. Appendix I: Glossary & Notes

2. Appendix II: Abbreviations

3. Appendix III: Student Satisfaction Survey for Conventional Student

4. Appendix IV: Student Satisfaction Survey for Distance Learners

Appendix 1: Glossary& Notes

GLOSSARY

Academic Audit	:	An exercise which serves to provide assurance that the delegated responsibilities for quality and standards of academic provision are being appropriately discharged.
Academic Calendar	:	The schedule of the institution for the academic year, giving details of all academic and administrative events.
Academic Counselling	:	Informing, advising, guiding, tutoring and mentoring students individually or collectively on the curriculum; student tracking; providing feedback on performance; prevention of student dropout; and career prospects.
Academic Counsellor	:	A subject expert (teacher) who is competent to inform, advise, guide, tutor and mentor students on curriculum; facilitate the students in their progression in the course by providing feedback on their performance; finding solutions to the problems encountered by them and motivating them to successfully complete the programme of study.
Academic Consultant	:	A full time, temporary teacher/subject expert involved in preparation of Self Learning Material for the transaction of Curriculum.
Academic Flexibility	:	Choice offered to the students in the curriculum offering and the curriculum transactions.
Academic Session	:	An academic cycle of twelve months duration beginning either in January or in the month of July of every year
Accreditation	:	Certification of quality that is valid for a fixed period, which in the case of NAAC is five years
Advanced Learners	:	Students who perform very much better than the class averages
Assessment	:	Performance evaluation of an institution or its units based on certain established criteria
Assessors	:	Trained academics or experts who represent NAAC on peer teams.
Attainment of Course Outcomes (COs)	:	COs are to be attained by all students at the end of a formal course. While the method of computation of attainment of COs is not unique, each institution has to follow a well-defined direct method of computing CO attainment based on the student performance in all assessment instruments, and indirect method of computing COs through course exit survey of students
Benchmarks	:	An example of good performance that serves as a standard for comparison of one’s own performance. It is a technique in which an institution measures its performance against that of the best of others.
Bibliometrics	:	is a statistical analysis of written publications, such as books or articles
Blended Learning	:	A mixing of different learning environments such as traditional face-to-face classroom methods with modern computer-mediated activities.
BridgeCourse	:	Ateachingmodulewhichhelpstoclosethegap betweentwolevelsofcompetence.
Carbon Neutral	:	Ater mused to describe fuels that neither contribute to nor reduce the amount of carbon (measured in the release of carbondioxide) into the atmosphere.
Catering to Student Diversity	:	The strategies adopted by institution to fulfil the needs of a heterogeneous group of students.
Choice Based Credit System (CBCS)	:	A mode of learning in higher education which facilitates a student to have some freedom in selecting his/her own choices, across various disciplines for completing a UG / PG programme. All UG and PG programmes, as per UGC, have to implement CBCS
Centre for Internal Quality Assurance	:	A Centre established by a Higher Educational Institution offering programmes in Open and Distance Learning mode for ensuring the quality of programmes offered by it including the services provided to the learners through internal quality monitoring mechanism and to ensure continuous improvement in the entire operations of the HEI.
Citation Index	:	The number of times a research papers is referred to by other researchers in refereed journals, and is a measure of validity of its contents.
Co-Curricular Activities	:	Activities, which support the curriculum such as field trips, display of academic achievements, quiz, debate, discussion, seminars, role-play, etc
Collaboration	:	Formal agreement/understanding between any two or more institutions for training, research, student/ faculty exchange or extension support.
Completion Rate (course)	:	The ratio of the total number of learners successfully completing a course/ graduating from a programme in a given year to the total number of learners who initially enrolled on the course/programme.
Continuous Assessment	:	The assessment process followed by the HEI throughout the learning period, which determines the progress of the learners in achieving the expected learning outcomes and providing feedback for further improvement.
Constituencies	:	All the academic, administrative and support units of the institution.
Counselling	:	Assisting and mentoring students individually or collectively for academic, career, personal and financial decision-making.
Course	:	A course is a unit of 2 to 8 credits in a formal programme.
Course Outcomes (COs)	:	COs are statements that describe what students should be able to do at the end of a course. They can be 6±2 for courses with 2 to 4 credits, and 8±2 for courses with 5 to 6 credits. (examples are given in the “Notes”)
Course Outlines	:	List of the course modules, similar to a table of contents in a book or the outline used for writing papers. The outline defines the scope and content of the course.
Course Schedule	:	Details of classes being offered, its time, location, faculty, and its unique number which students must know in order to register. The course schedule is published prior to the commencement of registration for each semester / session.
Counselling Schedule	:	Details of sessions being offered, its time, location, academic counsellors, which students must know in order to register. The counselling schedule is published prior to the commencement of registration for each semester / session.
Credit	:	The study input of thirty hours required by a learner to acquire the prescribed level of learning (learning outcome) in respect of an ODL programme equivalent to one printed block comprising 3-4 units; comprehending the print material; listening to audio; watching video; attending counseling sessions; teleconferencing and preparing assignment responses.
Credit transfer	:	It is a term used by an HEI for granting credit to a student for educational experiences or courses undertaken at another institution. The courses under consideration for credit transfer are evaluated to see if the courses meet the requirements of the receiving institution in terms of curriculum content and design.
Criteria	:	Pre-determined standards of functioning of an institution of higher education that form the basis of assessment and accreditation as identified/defined by NAAC.
Cross Cutting Issues	:	Cross cutting issues refer to the abilities of students to have sufficient disciplinary knowledge, to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn outside school; and have the skills to enter careers of their choice.
Curriculum Design and Development	:	Process of defining the contents of units of study and usually obtained through needs assessment, feedback from stakeholders and expert groups. Curriculum design and curriculum development are procedures which are closely linked to the description of learning outcomes.
Cycles of Accreditation	:	An institution undergoing the accreditation process by NAAC for the first time is said to be in Cycle1 and the consecutive five year periods as Cycle 2, 3 and so on.
Degree	:	A degree means a degree specified under sub-section (3) of section 22 of the UGC Act, 1956.
Demand Ratio	:	The ratio of the number of seats available in a programme/institute to the number of valid applications
DareDatabase- InternationalSocial SciencesDirectory	:	Provides access to world wide information on social science, peace, and human rights research and training institutes, social science specialists, and social science periodicals.
Directorates of Distance Education	:	Departments/ Centres/ Institutes exclusively established to offer programmes through ODL mode by conventional universities established by an Act of Parliament or State Legislature, Deemed to be universities declared by the Central Government under Section 3 of the University Grants Commission Act, 1956 and institutions of national importance declared by an Act of Parliament.
Dualdegree	:	Pursuingtwodifferentuniversitydegreesinparallel, eitheratthesameinstitutionoratdifferentinstitutions (sometimesindifferentcountries),completingthem inlesstimethanitwould taketoearnthem separately.
EBSCO host	:	Is an online reference resource with designed to cater to user needs and preferences at every level of research, with over 350 full text and secondary databases available.
Eco system for Innovations	:	Eco system for innovation comprises of material resources (funds, equipment, facilities, etc.) and the human resources (students, faculty, staff, industry representatives, etc.) and linkages among them that make up the institutional entities to promote the development of products and systems that are likely to have significant economic value.
E-learning Resources	:	Learning resources available on Internet
e-PG Pathshala	:	High quality, curriculum-based, interactive content in different subjects across all disciplines of social sciences, arts, fine arts & humanities, natural & mathematical sciences, linguistics and languages developed under the initiative of MHRD, under its National Mission on Education through ICT (NMEICT) Mission. http://epgp.inflibnet.ac.in/
e-Shodhganga	:	Shodhganga @INFLIBNET provides a platform for research students to deposit their Ph.D. theses and make it available to the entire scholarly community in open access.
e-ShodhSindhu	:	e-ShodhSindhu (https://www.inflibnet.ac.in/ess) provides current as well as archival access to more than 15,000 core and peer-reviewed journals and a number of bibliographic, citation and factual databases in different disciplines from a large number of publishers and aggregators to its member institutions including centrally-funded technical institutions.
Elective Courses	:	A choice available to students to select from among a large number of subjects related to specific disciplines.
Emerging Areas	:	New areas of study and research deemed important to pursue. These areas may have been identified by national agencies or international bodies.
Enrichment Courses	:	Courses offered by institution for student empowerment and enrichment for effectively serving the society and participating in social and economic development.
Evaluation Process and Reforms	:	Assessment of learning, teaching and evaluation process and reforms to increase the efficiency and effectiveness of the system.
Examination Centre	:	A place where examinations are conducted for the Open and Distance Learning mode learners and is having the requisite infrastructure and adequate manpower for smooth conduct of examinations
Examination Management System	:	Examination management system is a well-defined document or a software application for the planning, administration, documentation, tracking, evaluation of students responses, and announcement of grades/marks obtained by students in all formal learning activities in an educational programme
Experiential Learning	:	Is a process of learning through experience and is more specifically defined as “learning through reflection on doing”.
Extension Activities	:	The aspect of education, which emphasizes neighbourhood services. These are often integrated with curricula as extended opportunities intended to help, serve reflect and learn. The curriculum- extension interface has educational values, especially in rural India.
Faculty Development Programme	:	Programmes aimed at updating the knowledge and pedagogical skills of faculty.
Feedback	:	Formative and evaluative comments given by tutors on the performance of individual learners. Evaluative comments made by stakeholders to the institution on the quality and effectiveness of a defined process. Response from students, academic peers and employers for review and design of curriculum.
Field Project	:	Formal projects students need to undertake that involve conducting surveys outside the college/university premises and collection of data from designated communities or natural places
Financial Management	:	Budgeting and optimum utilization of financial resources.
Flexibility	:	A mechanism through which students have wider choices of Programmes to choose from, as well as, multiple entry and exit points for Programmes /courses.
Functional MoUs	:	Memoranda of Understanding that are currently operational, signed by the Institute with national and international agencies
Formative Assessment	:	The assessment process followed by the HEI throughout the learning period, which determines the progress of the learners in achieving the expected learning outcomes and providing feedback for further improvement.
Full Time Teachers	:	A teacher employed for at least 90 per cent of the normal or statutory number of hours of work for a full-time teacher over a complete academic year is classified as a full-time teacher.
GenderAudit	:	Atoolandaprocessbasedonamethodologyto promoteorganizationallearningattheindividual, workunitandorganizationallevels onhowto practicallyandeffectivelymainstreamgender.
Graduate Attributes	:	The disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are qualities that also prepare graduates as agents for social good in an unknown future.
Green Audit	:	The process of assessing the environmental impact of an organization, process, project, product, etc.
Grievance Redressal	:	Mechanisms for receiving, processing and addressing dissatisfaction expressed, complaints and other formal requests made by learners, staff and other stakeholders on the institutional provisions promised and perceived.
Higher Educational Institutions (HEI)	:	Education, imparted by means of conducting regular classes or through distance education systems, beyond twelve years of schooling leading to the award of a Degree or Certificate or Diploma or Postgraduate Diploma.
H-index (Hirsch Index)	:	An index that attempts to measure both the productivity and impact of the published work of a scientist or scholar. The index is based on the set of the scientist’s most cited papers and the number of citations that they have received in other publications.
Human Resource Management	:	The process of assessing the human power requirements, recruiting, monitoring the growth and appraising them periodically and plan the staff development programmes for the professional development and provide the necessary incentives and feedback.
Humanities International Complete	:	A comprehensive database covering journals, books and reference sources in the humanities. This database provides citation information for articles, essays and reviews, as well as original creative works including poems and fiction. Photographs, painting and illustrations are also referenced
Information Communication Technology (ICT)	:	Information and Communication Technology Consists of the hardware, software, networks and media for the collection, storage, processing, transmission and presentation of information (voice, data, text, images) as well as related services.
Impact Factor (IF)	:	A measure of the citations to science and social sciences journals. The impact factor for a journal is calculated based on a three-year period and can be considered to be the average number of times published papers are cited up to 2 years after publication.
Inclusion, Inclusiveness	:	Inclusiveness in educational institutions refers to the educational experiences practiced with reference to gender, ethnicity, social class and differently abled.
INFLIBNET Database	:	Information and Library Network Centre maintains a database on books, theses and serials
Infrastructure	:	Physical facilities like building, playfields, hostelsetc. which help run an institutional Programme.
Institutional Information for Quality Assessment (IIQA)	:	IIQA is a requirement, which needs to be submitted online by all categories of HEIs
Institutional Distinctiveness	:	Institutional distinctiveness is characterized by its reason for coming to existence, vision, mission, nature of stakeholders, access to resources, cultural ambience and physical location
Institutional Social Responsibility (ISR)	:	Focuses on the institution’s responsibilities to the public in terms of protection of public health, safety and the environment, the public ethical behaviour and the need to practice good citizenship.
Interdisciplinary research	:	An integrative approach in which information from more than one discipline issued in interpreting the content of a subject, phenomenon, theory or principle.
Internal Quality Assurance Cell (IQAC)	:	Forming Internal Quality Assurance Cell (IQAC) is to be established in every accredited institution as a post-accreditation quality sustenance measure. http://www.naac.gov.in/IQAC.asp
Internal Quality Assurance System(IQAS)	:	Self regulatedresponsibilities of the HEI aimed at continuous improvement of quality for achieving academic and administrative excellence.
Internship	:	A designated activity that carries some credits involving more than 25 days of working in an organization under the guidance of an identified mentor
ISO Certification	:	ISO 9001 certification enhances customer satisfaction by meeting customer requirements. The institution is able to provide right services. ISO certification enhances functional efficiency of an organization.
Leadership	:	Term used for setting direction and create a student- focused, learning oriented climate, clear and visible values and high expectation by ensuring the creation of strategies, system and methods for achieving excellence, stimulating innovation and building knowledge and capabilities
Learner Support Centre (LSC)	:	Learner Support Centre is a Centre established by the Higher Education Institution in a College or Institute affiliated to a recognized universityor a Government recognized Higher Educational Institution offering conventional mode programmes of equivalent level in the same broad areas under the relevant faculty and having all the necessary infrastructure and availability of appropriate number of qualified faculty not below the rank of qualified Assistant Professors of recognized Colleges or Institutes offering a similar programme for engaging theory contact sessions and supervising practical sessions in laboratory or field.
Learner Support Services	:	Services provided by a Higher Educational Institution in order to facilitate the acquisition of teaching-learning experiences by the learner to the prescribed level in respect of a programme of study.
Learning Management Systems	:	A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting and delivery of educational courses or training Programmes. They help the instructor deliver material to the students, administer tests and other assignments, track student progress, and manage record-keeping. MOODLE is an example of open source LMS
Learning Outcomes	:	Specific intentions of a Programme or module, written in clear terms. They describe what a student should know, understand, or be able to do at the end of that Programme or module
Library as a Learning Resource	:	The library holdings in terms of titles of books, journals and other learning materials and technology aided learning mechanism, which enable the students to acquire information, knowledge and skills required for their study.
Levels of Outcomes	:	Ø Programme Outcomes: POs are statements that describe what the students graduating from any of the educational Programmes should be able to do. Ø Programme Specific Outcomes: PSOs are statements that describe what the graduates of a specific educational Programme should be able to do. Ø Course Outcomes: COs are statements that describe what students should be able to do at the end of a course
Modular Approach	:	The approach followed by an HEI in which the curriculum is divided into learning units called modules. A module is a well structured or self-contained learning unit which is complete with specific objectives, contents, teaching / learning strategies and assessment mechanism. A learner can exit from a programme after successful completion of a module(s) and will be certified.
Moodle	:	Moodle is a free and open-source learning management system (LMS) written in PHP and distributed under the GNU General Public License.
New Technologies	:	Digital tools and resources (hardware and software) and their application in the field of education.
NIRF (National Institutional Ranking Framework)	:	National Institutional Ranking Framework (NIRF), approved by the MHRD, outlines a methodology to rank institutions across the country. The parameters and sub-parameters associated with this mechanism are evolving from year to year. https://www.nirfindia.org/Docs/Ranking_Methodology_And_Metrics_2017.pdf
N-LIST	:	N-LIST stands for "National Library and Information services Infrastructure for Scholarly Content". http://nlist.inflibnet.ac.in/faq.php
OBE: Outcome Based Education	:	OBE is an educational theory that bases each part of an educational system around goals (outcomes). Each student should have achieved the goal by the end of the educational experience
Open and Distance Learning (ODL)	:	This is a mode of providing flexible learning opportunities by overcoming separation of teacher and learner using a variety of media, including print, electronic, online and occasional interactive face-to-face meetings with the presence of an Higher Educational Institution or Learner Support Services to deliver teaching-learning experiences, including practical or work experiences.
Open Educational Resources (OER)	:	Educational materials and resources offered freely and openly for anyone to use and under some licenses to re-mix, improve and redistribute.
Open University	:	They are single mode HEIs offering programmes through ODL mode, established by Acts of the Central or State Legislature, which impart education through distance education or Open and Distance Learning mode: using multiple media to impart instruction like print, audio, video, broadcasts, e-resources/ digital resources, etc and to support the learning endeavour of the distance learners.
Optimum Utilization of Infrastructure	:	The infrastructure facilities are made available to the student for their maximum utilization. e.g. Extended hours for computer center and library, sharing of facilities for interdisciplinary and multidisciplinary Programmes.
Organogram	:	Organogram is the word, a diagram that shows the structure of an organization and the relationships between the relative ranks of its part and position/ job. It is also known as Organisational Structure.
Other Academics	:	Academic staff other than teachers, appointed for implementation of the transaction of curriculum through organising and administering support services to the learners to facilitate their successful completion of programme of study.
Outcome	:	An outcome of an educational Programme is what the student should be able to do at the end of a Programme/ course/ instructional unit.
Outreach Activities	:	Is the practice of conducting local public awareness activities through targeted community interaction
Participative Learning	:	Participatory Learning and Action is a family of approaches, methods, attitudes, behaviours and relationships, which enable and empower people to share, analyze and enhance their knowledge of their life and conditions, and to plan, act, monitor, evaluate and reflect.
Participative Management	:	Refers to an open form of management where employees are actively involved in the institution’s decision making process.
Perspective Development	:	Is a blue print regarding the objectives and targets of long term growth
Physical Facilities	:	Infrastructure facilities of the institution to run the educational Programmes efficiently and the growth of the infrastructure to keep pace with the academic growth of the institution.
Policy for Promotion of Research	:	Processes defined by the institution to facilitate the teachers to write research proposals, seek funding, conduct research, publish, and evaluate and reward the research done.
Pre-qualifiers	:	For the Assessment and Accreditation (A&A) in revised framework the NAAC has proposed a pre-qualifier test. It is a condition for peer team visit and will be based on Institutional system generated score (SGS) in all Q_nM after undergoing DVV process. As a Pre-qualifier, the institution should score at least 30% in Quantitative Metrics (Q_nM) as per the final score after the DVV Process. If the HEI does not clear the Pre-qualifier stage then they will have to apply afresh by submitting the IIQA and its fees.
Problem Based Learning (PBL)	:	Is a student-centred pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.
Programme	:	A range of learning experiences offered to students in a formal manner over a period of one-to-four years leading to certificates/ diplomas/ degrees. Examples: BA (Economics) BSc (Physics). All possible formal degree Programmes are identified by UGC
Programme Options	:	A range of courses offered to students to choose at various levels leading to degrees/ diplomas/ certificates.
Programme Outcomes (POs)	:	Programme Outcomes (POs) are what knowledge, skills and attitudes a graduate should have at the time of graduation. While no agency has formally defined the POs of General Higher Education 3-year degree Programmes in India, POs of all professional Programmes in engineering and other areas are identified at national level by the concerned accrediting agency. POs are not specific to a discipline.
Promotion of Research and Research Support System	:	The process of promoting research culture among faculty and students by facilitating faculty and student participation in research budget allocation, research fellowship and other faculties.
Regional Centre (RC)	:	Regional Centre is the unit established or maintained by the University for the purpose of coordinating and supervising the work of the Learner Support Centresfunctioning in the operational area of the region. The RC ensures the smooth delivery of ODL programmes designed and developed by the University, with the help of its LSCs and academic counsellors empanelled therein.
RemedialCourses	:	Courses offered to academically disadvantaged students in order to help them cope with academic requirements.
Research	:	Systematic intellectual investigations aimed at discovering, interpreting and revising human knowledge.
Research Grant	:	Grant generated/received from different agencies by the institution for conducting research projects.
Research Output	:	Quality research outcome beneficial for the discipline, society, industry and dissemination of knowledge including theoretical and practical findings.
Resource Mobilization	:	Generation of funds through internal and external sources such as donations, consultancy, self-financing courses and so on.
SCOPUS	:	The world’s largest abstract and citation data base of peer-reviewed literature and quality web sources.
Self Learning Material (SLM)	:	Study material specially designed and developed for the learners, in print or non-print media, which is inter-alia self-explanatory, self-contained, self-directed at the learner, and amenable to self-evaluation, and enables the learner to acquire the prescribed level of learning in a course of study, but does not include textbooks or guide-books.
Seed money for Research	:	Funds provided to a teacher or a group of teachers by the institution to get the research initiated to facilitate the preparation of formal research proposal for funding.
Situatedness	:	Situatedness refers to involvement within a context. It also refers to placement of learning experiences in authentic contexts or settings
Slow Learners	:	Students who perform very much below the class averages
Special Learner Support Centre	:	A centre established by the HEI for imparting instruction to persons referred to in the Rights of Persons with Disabilities Act 2016, including the employees of Defence or Security Forces and jail inmates interested to study through the Open and Distance Learning mode. However, in case of programmes like those being developed by the Government for Skill Development or Lifelong Learning, the Study Centre or Learner Support Centre could be opened in Government institutions having capabilities for learner support services in the respective areas.
Stakeholder Relationship	:	Affiliation and interaction with groups or individuals who have an interest in the actions of the institutions and the ability to influence its actions, decisions, policies, practices or goals of the organization.
Strategic Plan	:	A specific, action-oriented medium or long-term plan for making progress towards a set of institutional goals.
Strategy Development	:	Formulation of objectives, directives and guidelines with specific plans for institutional development.
Student Centric Methods	:	Methods of instruction that focus on products of learning by the students
Student Profile	:	The student community of the institution, their strength and the diversity in terms of economic and social strata, location and other demographic aspects such as gender, age, religion, caste, rural/ urban.
Student Progression	:	Vertical movement of students from one level of education to the next higher level successfully or towards gainful employment.
Student Support	:	Facilitating mechanism for access to information fee structure and refund policies and also guidance and placement cell with student welfare measures to give necessary learning support to the students.
Summative Assessment	:	It is the assessment of the learners at the end of the academic year to assess a student’s mastery over the given subject areas and can typically be awarded a pass/fail grade/marks.
SWAYAM	:	SWAYAM is a Programme initiated by Government of India and designed to achieve the three cardinal principles of Education Policy viz., access, equity and quality. https://swayam.gov.in/
Teacher Quality	:	A composite term to indicate the qualification of the faculty, the adequacy meant for recruitment procedures, professional development, recognition and teachers characteristics.
Terminal Assessment	:	It is the assessment of the learners at the end of the academic year to assess a student's mastery over the given subject areas and can typically be awarded a pass/fail grade/marks.
TwinningProgrammes	:	An arrangement between two institutions where a provider in source country A collaborates with a provider in Country B to allow students to take course credits in Country B and/or in source Country A. Only one qualification is awarded by the provider in source Country A. Arrangements for twinning Programmes and awarding of degrees usually comply with national regulations of the provider in source Country A.
Value Added Courses	:	Courses of varying durations which are optional, and offered outside the curriculum that add value and helping them students in getting placed.

NOTES

It is considered necessary to provide some exemplars for the different levels of learning outcomes at higher education level. While no agency has defined the POs of General Higher Education three year programme in India, POs of all professional Programmes in engineering and other areas are identified at the national level by the concerned accrediting agency. Given below is set of POs of an engineering Programme identified by National Board of Accreditation (NBA). In respect of PSOs and COs, examples from science and social science disciplines are given. These are not comprehensive or exhaustive. But, they point out the manner in which these outcomes can be stated for any educational Programme/course. In case the HEI has these already stated, they may be submitted; however, if at any of these three levels outcomes are not listed, they may be developed and uploaded in Institutional website.

Sample for
Credits	1 Theory period of one hour per week over a semester 1 Tutorial period of one hour per week over a semester 1 Practical period of two hour per week over a semester
ISO Certification	ISO 9001:2015 implementations help to manage the resources effectively, as you will be able to utilise all your resources to its maximum extent. Once the institution obtains ISO 9001 certificate it creates path to improve the processes continually.
Programme Outcomes	For Every degree Programme broad expectations should be listed by the University. Examples are given below from NBA for an Engineering Degree Programme. PO1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the solution of complex engineering problems. PO2. Problem analysis: Identify, formulate, research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences. PO3. Design/development of solutions: Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for the public health and safety, and the cultural, societal, and environmental considerations. PO4. Conduct investigations of complex problems: Use research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions. PO5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the limitations. PO6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the professional engineering practice. PO7. Environment and sustainability: Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development. PO8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice. PO9. Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings. PO10. Communication: Communicate effectively on complex engineering activities with the engineering community and with society at large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. PO11. Project management and finance: Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments. PO12. Life-long learning: Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change. POs of General Higher Education Programmes should be identified by the University/Autonomous College offering the three year Programmes Sample POs of General Higher Education Programmes: Students of all undergraduate general degree Programmes at the time of graduation will be able to PO1.Critical Thinking: Take informed actions after identifying the assumptions that frame our thinking and actions, checking out the degree to which these assumptions are accurate and valid, and looking at our ideas and decisions (intellectual, organizational, and personal) from different perspectives. PO2.Effective Communication: Speak, read, write and listen clearly in person and through electronic media in English and in one Indian language, and make meaning of the world by connecting people, ideas, books, media and technology. PO3. Social Interaction: Elicit views of others, mediate disagreements and help reach conclusions in group settings. PO4. Effective Citizenship: Demonstrate empathetic social concern and equity centred national development, and the ability to act with an informed awareness of issues and participate in civic life through volunteering. PO5. Ethics: Recognize different value systems including your own, understand the moral dimensions of your decisions, and accept responsibility for them. PO6. Environment and Sustainability: Understand the issues of environmental contexts and sustainable development. PO7. Self-directed and Life-long Learning: Acquire the ability to engage in independent and life-long learning in the broadest context socio-technological changes
Programme Specific Outcomes	Sample PSOs of BSc Zoology PSO1. Understand the nature and basic concepts of cell biology, Biochemistry, Taxonomy and ecology. PSO2. Analyse the relationships among animals, plants and microbes PSO3. Perform procedures as per laboratory standards in the areas of Biochemistry, Bioinformatics, Taxonomy, Economic Zoology and Ecology PSO4. Understand the applications of biological sciences in Apiculture, Aquaculture, Agriculture and Medicine Sample PSOs of BA Economics PSO1: Understand the behaviour of Indian and World economy PSO2: Analyse macroeconomic policies including fiscal and monetary policies of India PSO3:Determine economic variables including inflation, unemployment, poverty, GDP, Balance of Payments using statistical methods PSO4: Understand the behaviour of financial and money markets and perform cost-benefit analysis for making investment decisions
Course Outcomes	Sample COs of the course “Animal Diversity – Non Chordata” CO1 Describe general taxonomic rules on animal classification CO2 Classify Protista up to phylum using examples from parasitic adaptation CO3 Classify Phylum Porifera with taxonomic keys CO4 Describe the phylum Coelenterata and its polymorphism CO5 Write down the life history of Fasciola and its classification CO6 Describe Phylum Nematoda and give examples of pathogenic Nematodes CO7 Identify the characters of Phylum Annelida with its classification CO8 Write down the classification and characteristics of Phylum Arthropoda CO9 Identify the given Mollusca with respect to economic importance CO10 Write down the classification and characteristics of Phylum Echinodermata, Phylum Hemichordata and minor phylas

Appendix 2: Abbreviations

A&A (A/A)	-	Assessment and Accreditation
AC ACM	- -	Academic Council AssociatesofComputingMachinery
AIM	-	Assessors Interaction Meetings
AISHE	-	All India Survey on Higher Education
AMC	-	Annual Maintenance Contract
AVRC	-	Audio-Visual Research Centre
AICTE	-	All India Council for Technical Education
AQAR	-	Annual Quality Assurance Report
ASC BCUD	- -	Academic Staff College BoardofCollegeandUniversityDevelopment
BoM	-	Board of Management
BoS	-	Board of Studie
CAL	-	Computer Aided Learning
CAS CAT	- -	Career Advancement Scheme CommonAptitudeTest
CBCS	-	Choice Based Credit System
CD CDC CEC CEC UG	- - -	Compact Diskette CollegeDevelopmentCouncil Consortiumfor EducationalCommunication Career Education Centre Under Graduate
CGPA	-	Cumulative Grade Point Average
CIQA	-	Centre for Internal Quality Assurance
Cr	-	Criteria
Cr-GPA(s) COHSSIP COSIP COSIST CSA	- - - - -	Criterion-wise Grade Point Average(s) CommitteeforHumanitiesandSocialScience ImprovementProgramme CommitteeforScienceImprovementProgramme CommitteeforStrengtheningofInfrastructure Improvement Programme inScienceandTechnology CentreforSocialAction
CSIR CPE	- -	Council of Scientific and Industrial Research CollegeswithPotentialforExcellence
DCI	-	Dental Council of India
DDE	-	Directorate of Distance Education
DEB	-	Distance Education Bureau
DEC	-	Distance Education Council
DELNET	-	Developing Library Network
DEP	-	Distance Education Programmes
DLitt	-	Doctor of Literature
DRS DSA	- -	Direct Reception System DepartmentalSpecialAssistanceofUGC
DSc DST	- -	Doctor of Science DepartmentofScienceandTechnology
DVV	-	Data Validation and Verification
EC	-	Executive Committee
ECS ECP EMRC	- - -	Elective Course System Extended Contact Programme EducationalMultimediaResearchCentre
EMS	-	Examination Management System
EPC	-	Enhancement of Professional Competency
ERP	-	Enterprise Resource Planning
FDP FIST GATE GATS GMAT GRE	- - - - - -	Faculty Development Programme FundfortheImprovementofScienceand TechnologyInfrastructure GraduateAptitudeTestinEngineering GeneralAgreementonTradeinServices GraduateManagementAdmissionTest GraduateRecordExamination
GC	-	Governing Council
GST	-	Goods and Services Tax
HEI	-	Higher Education Institute
HQs IAS ICHR ICPR ICSSR	- - - - -	Headquarters IndianAdministrativeServices IndianCouncilofHistoricalResearch IndianCouncilofPhilosophicalResearch IndianCouncilof SocialScienceResearch
ICT IEEE	- -	Information and Communication Technology InstituteofElectricaland ElectronicEngineers
IIQA	-	Institutional Information for Quality Assessment
ILMS	-	Integrated Library Management System
INR	-	Indian Rupees
IQAC	-	Internal Quality Assurance Cell
IQAS	-	Internal Quality Assurance System
INFLIBNET INQAAHE INSA	- - -	Information and Library Network InternationalNetworkforQualityAssurance AgenciesinHigherEducation IndianNationalScienceAcademy
IPR ISR	- -	Intellectual Property Rights InstitutionalSocialResponsibility
ISBN	-	International Standard Book Number
ISSN IUC	- -	International Standard Serial Number InterUniversityCentre
KI	-	Key Indicator
KI-GP(s)	-	Key Indicator-wise Grade Point(s)
LAN	-	Local Area Network
LSC	-	Learners Support Centre
MCI	-	Medical Council of India
MHRD	-	Ministry of Human Resource and Development
MoA	-	Memorandum of Association
MoC	-	Memorandum of Contract
MOOC	-	Massive Open Online Courses
MoU	-	Memorandum of Understanding
MIR	-	Minimum Institutional Requirements
MIS	-	Management Information System
NAAC	-	National Assessment and Accreditation Council
NCG	-	National Consultative Group
NCTE	-	National Council for Teacher Education
NET	-	National Eligibility Test
NIRF	-	National Institutional Ranking Framework
NGO NME-ICT	- -	Non Governmental Organization NationalMissiononEducationthrough InformationandTechnology
NPE	-	National Policy on Education
NPTEL	-	National Programmed Technology Enhanced Learning
OBC	-	Other Backward Class
ODL	-	Open and Distance Learning
OER OMR OPAC	- - -	Open Educational Resource OpticalMarkRecognition OnlinePublicAccessCatalogue
OU	-	Open University
PCI	-	Press Council of India
PDP	-	Professional Development Programme
PG	-	Post Graduate
Ph.D.	-	Doctorate of Philosophy
POA	-	Programme of Action
PPR	-	Programme Project Report
PTR	-	Peer Team Report
PwD	-	Persons with Disabilities
QA	-	Quality Assurance
QAA	-	Quality Assurance Agency
QIF	-	Quality Indicator Framework
Q_lM	-	Qualitative Metrics
Q_nM	-	Quantitative Metrics
RC	-	Regional Centre
RCI	-	Rehabilitation Council of India
SAP	-	Special Assistance Programme
SC	-	Scheduled Caste
SET/SLET SJR	- -	State Level Eligibility Test SCImagoJournalRank
SGS	-	System Generated Scores
SLM SLQACC SNIP	- - -	Self Learning Material StateLevel QualityAssuranceCo-ordination Committee SourceNormalizedImpactperPaper
SSR	-	Self-Study Report
SSS	-	Student Satisfaction Survey
ST	-	Scheduled Tribe
SWOC	-	Strengths, Weaknesses, Opportunities and Challenges
TEE TEI TOEFL	- - -	Term End Examination TeacherEducationInstitution TestofEnglishasaForeignLanguage
UG	-	Under Graduate
UGC UNESCO UNO UNICEF UNDP USIC	- - - - -	University Grants Commission UnitedNationsEducational,Scientificand CulturalOrganization UnitedNation Organization UnitedNationsChildrenEducationalFoundation UnitedNationDevelopmentProgramme UniversityScienceInstrumentationCentre
URL	-	Uniform Resource Locator
Wi-Fi YRC	- -	Wireless Fidelity YouthRedCross

National Assessment and Accreditation Council (NAAC)

Appendix III : Student Satisfaction Survey for Conventional Students

ONLINE STUDENT SATISFACTION SURVEY QUESTIONNAIRE

Under Criterion II of Teaching –Student and Evaluation

Student Satisfaction Survey: Key Indicator - 2.7.1

(Weightage 20)

Questionnaire is available in the NAAC website - following is the link

http://www.naac.gov.in/docs/Apply%20now/SSS-Questinnaire_Students.pdf

Same Survey as administered to General Universities

Appendix IV: Learner Satisfaction Survey for Distance Learners

(Directorate of Distance Education-DDE)

ONLINE LEARNER SATISFACTION SURVEY QUESTIONNAIRE

Under Criterion II of Teaching – Learning and Evaluation

Learner Satisfaction Survey: Key Indicator - 2.7.2

(weightage 10)

Guidelines for Learners

NAAC (National Assessment and Accreditation Council), a body of the UGC is conducting a Learner Satisfaction Survey regarding Teaching-learning and Evaluation in your University. This will help us to upgrade the quality of Higher Education in the country.

There are a total of 21 questions in the survey. Of these the first 20 questions are MCQ type where you are expected to select the most appropriate choice. Question 21 is open ended wherein you are expected to give your honest opinion on the Directorate of Distance Education (DDE) of the University in terms of its strengths and weaknesses and suggestions for its improvement.

Please provide your personal details here:

Name : ________________

Age: _______________

Gender: (Male / Female / Transgender) : ____________________

Name of the University you are enrolled with: ___________________

The programme of study you are enrolled in: ___________________

Level of the programme: ____________________

Instructions to fill the questionnaire

All questions should be compulsorily attempted.
Each question has five responses, choose the most appropriate one.
The response to the question no. 21 should be your honest opinion on the DDE of the University in terms of its strengths and weaknesses and suggestions for its improvement.

Answer the following questions based on your experience in the institution you are enrolled with

Induction programme conducted by the DDE, where you are studying was useful

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

The study material for the programme was comprehensive and easy to understand with useful illustrations of concepts and examples

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree

The assignments were very useful in grasping of the content given in the Study Material

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

The academic counselling provided facilitated the understanding of study material provided to you

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

The academic counsellors were qualified and well prepared for conducting the counselling sessions

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

The DDE adhered to schedule of admissions and term end examinations.

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

The counselling sessions organized helped you to clear doubts and keep you on track

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

The learner centric methods used by the DDE to promote learning, enhanced your problem solving skills, employability skills, life skills and made your ready for the world of work

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

Online services provided to you were easily accessible and useful

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

The internal assessment through assignments was fair and timely

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

Your queries were promptly addressed by the DDE

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

The term end examination was conducted fairly and the sanctity of the examination was maintained

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

The results of term end examinations were declared timely

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

The academic programme which you are pursuing, had all the requisite academic content to achieve the expected competency

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

Electronic media (Audio and Video including radio interactions) was useful for supplementing the teaching learning process

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

The grievance redressal mechanism of the DDE was effective

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

The information available on the University website/mobile app was very useful

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

.The study material provided in digital form was equally useful

4– Strongly Agree ☐

3–Agree☐

2– Neutral ☐

1– Disagree ☐

0– Strongly disagree ☐

You received the Self Learning Materials(Printed blocks/modules) on regular basis

4 – Complete set of material

3 – 75% of the material

2 – 50% of the material

1– 25% of the material

0 – None of the material

How will you rate the overall teaching-learning experience in the DDE?

4– Excellent ☐

3–Very Good ☐

2– Good ☐

1– Satisfactory ☐

0– Unsatisfactory ☐

a) Please give your honest opinion on the DDE in terms of its strengths and weaknesses

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b) Please give suggestions for the improvement of the functioning of the DDE________________________________________________________________________________________________________________________________________________________________________________________________________________________________________