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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 (A&A). 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 current process of A&A 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.

In tune with NAAC A&A Framework, Teacher Education Manual is revised making it ICT enabled. The revised manual is an outcome of the requests / concerns received by NAAC. National Consultative Meetings were held with the experts from Teacher Educationfieldcomprised ofpolicy makers to implementers both from University and college systems. This manual covers all the three streams of Teacher Education namely – General, Physical Education and Special Education. An attempt has been made to bring in distinctiveness and professional elements of the sectors into the manual covering the major components of the new curriculum frame work for teacher education especially inclusion of internship and enhanced duration.

Teacher Education Institutions (TEIs) desirous of seeking accreditation from now on will need to understand the changes made in the process. In an effort to enhance the accountability of the accrediting agency as well as the institutions applying for accreditation, it is advised to look into the latest developments on the website of NAAC.

The contribution of the experts and NAAC officials/staff in developing the Manual is gratefully acknowledged. 

 

21st August 2023

Bengaluru                   

                                                                                                                                                               

                                                                                                     Director, NAAC

 

 

 

 

 

 

 

CONTENTS

Page 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

9

Focus of Assessment

9

      III.       The Teacher Education Focus

10

       IV.       Quality Indicator Framework (QIF)for TE–A Description

11

       V.        Eligibility for Assessment and Accreditation by NAAC

25

      VI.       The Assessment Process

26

      VII.      Procedural Details

29

      VIII.    Assessment Outcome

32

      IX.       Calculation of Institutional CGPA

32

      X.        Mechanism for Institutional Appeals   

33

      XI.       Re-Assessment

34

      XII.     Subsequent Cycles of Accreditation

34

      XIII.    Fee Structure and other Financial Implications

36

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

39

       XV.      Mandatory Disclosure on HEI’s Website

41

 

SECTION B:  Self - Study Report (SSR)

 

 

42

        I.        Executive Summary

43

        II.      Profile of the Institution

44

      II (a)    Institutional preparedness for NEP

 

        III.     Extended Profile of the Institution

51

        IV.     Quality Indicator Framework (QIF) for TE

54

 

SECTION C: Appendices

 

 

114

        I.       Appendix 1: Glossary and Notes

115

        II.      Appendix 2: Abbreviations

118

        III.     SSS Questionnaire

120

 

 

 

 

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. The  specific focus is on Teacher Education and so appropriate variations are made.  Further, it details out the procedures for institutional preparation for filling up  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.

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I.    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 wide spread 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 Quarters 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) including three streams of Teacher Education- General, Special Education and Physical Education.

 

The NAAC functions through its General Council (GC) and Executive Committee (EC) comprising educational administrators, policy makers and senior academicians from a crosssection 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 caliber 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 and entrepreneurial 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 may 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 alsothrough 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 adopting ICT-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 centers 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.

 

II. 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 ranging from universities, autonomous colleges to constituent colleges and affiliating colleges 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. Recently, NAAC has appropriately diversified its A&A process so as to adequately capture the unique features of professional education. Separate Manuals and QIFs have been developed for Medical and Health Sciences, Teacher Education, Sanskrit Universities Open and Distance Education and Dual mode Universities.

 

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 has been 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 has been adopted since 2017.  It represents an explicit Paradigm Shift making it ICT enabled, objective, transparent, scalable and robust. The Shift is:

             

  • from qualitative peer judgment 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
  • in introducing System Generated Scores (SGS) based on online evaluation followed by Peer Team evaluation
  • in introducing the element of third-party validation of data
  • in providing appropriate differences in the metrics, weightages and benchmarks to various HEIs as required
  • in revising several metrics to bring in enhanced participation of various stake holder particularly students and alumni in the assessment process
  • differentiating the specific features of different professional education institution appropriately in their respective Manuals.

Focus of Assessment

 

The NAAC continues with its focus on quality culture in the HEIs 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 as certained either by on site observations and/or through the facts and figures about the various aspects of institutional functioning as reported in SSR. 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 essentially 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 it.

 

In recognition of 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.

 

III. THE TEACHER EDUCATION FOCUS

 

Teacher Education (TE) is a network of varied teacher preparation and teacher development programmes for the various stages of education particularly, school education. The teacher preparation programmes are usually the pre service preparatory programmes for different levels of school education. These include, 

  • Preschool/ Montessori teacher education which is usually in the form of certificate/diploma programmes,
  • Early Childhood Care & Education - ECCE,
  • Elementary teacher preparation usually in the form of D.El.Ed. or a two-year diploma programme, or four yearB.El.Ed. and,
  • Secondary teacher preparation which is a bachelor degree programme (B.Ed.) after graduation or integrated four year B Ed after +2.

 

Teacher Education (TE) is going through a period of changes. Recent developments in school education in particular and advancements in knowledge and technology of teaching learning  have placed newer challenges on TE. Quality concerns also naturally need to be pertinent in such a context. The A&A process needs to be sensitive and appropriate keeping in view the advancements in knowledge, technology as well as field demands.

 

This Manual is in line with the overall Quality Indicator Framework adopted by NAAC which is detailed below. However, the specifics within the Framework are rendered pertinent to Teacher Education, wherever necessary.  

 

For ease of understanding certain terms have been used with a specific connotation throughout.

They are:

  1. Institution= TEI
  2. Student= student of TEI; student teacher
  3. Teacher= teacher of the TEI; teacher educator

 

IV. QUALITY INDICATOR FRAMEWORK (QIF) FOR TE- A DESCRIPTION

The criteria-based assessment forms the backbone of A&A process of NAAC. The QIF for TE also adopts the same Framework comprising seven Criteria. The seven criteria represent the core functions and activities of a TEI. 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 TEIs are:

 

  1. Curricular Aspects
  2. Teaching-Learning and Evaluation
  3. Research and Outreach Activities
  4. Infrastructure and Learning Resources
  5. Student Support and Progression
  6. Governance, Leadership and Management
  7. Institutional Values and Best Practices

 

Under each Criterion a few Key Indicators (KI) are identified. These Key Indicators (KIs) are further delineated as Metrics which actually elicit responses from the TEIs.  KIs and the Metrics have been suitably modified to suit the TE requirements. The 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 TEIs in this regard vary depending on their academic and 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 and assessment procedures is peripheral and these are “givens’’; that is, these are essentially prescribed by the university to which the college is affiliated. Whereas, a University has the mandate to visualize appropriate curricula for particular programmes, revise/update them periodically, and ensure that the outcomes of its programmes are defined by its bodies. However, every college visualizes the way it is going to adopt the ‘prescribed’ curriculum and specifications in such a way that the actual practice is rendered suitable to the institutional goals as well as its resource potential and local conditions. This process reflects the TEI’s sensitivity to student diversity and the kinds of diverse supports or ‘enrichment’ provided to varied student learning needs. As an institution providing professional education every TEI would actively seek stakeholder participation in the process of curriculum planning and gain insights from their feedback which are considered in subsequent processes.

 

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. As an affiliated college the TEI is expected to operationalize the curriculum in its own way. That is, the TEI has to evolve ways of implementing the curriculum in consideration to its institutional goals, resource potential, local culture and conditions and its clientele. In short, every TEI ‘plans for meaningfully translating curriculum into activities’, decide on the emphasis to be given to particular activities for ascertaining the understanding of the professional perspective among students. That is, this process of ‘rendering prescribed curriculum’ into institutionally appropriate practices or, ‘curriculum planning’, makes every TEI unique in its internal curriculum; and this is an internal process within the institution.

 

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

 

 

KEY INDICATORS

 

1.1 Curriculum Planning 

1.2 Academic Flexibility

1.3 Curriculum Enrichment

1.4 Feedback system

 

 

1.1 Curriculum Planning  

The Affiliating/Constituent Colleges adopt the curriculum overview provided by the respective universities. No two colleges implement the prescribed curriculum in the same manner. Each college operationalizes the curriculum within the overall frame work provided, in one’s own way depending on its resource potential, institutional goals and concerns, local conditions, its clientele and so on. That is, each college visualizes the way the curriculum has to be carried out – activities, who, how, when etc. In consideration to the kinds of its students, possibility of offering adequate choices to them to suit their capabilities and requirements as well as the extent of supports the institution can provide for these. Of course, all these are done keeping in focus the Programme Learning Outcomes (PLOs) as well as the Course Learning Outcomes (CLOs), as, at the end of the programme every student is expected to have achieved these as “graduate attributes”. This becomes the “institutional curriculum planning”. This process makes each institution unique and reflects on the concern of the college for quality in the form of values emphasized, sensitivities focused on, etc.

 

1.2Academic Flexibility

 

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 timeframe 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 TEI is expected to have provision for added courses and activities which may or 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 TEI would provide a wide range of such “value-added’’ courses for students to choose from according to their interests and inclinations as well as strengthen their understanding and internalization of the regular curricular inputs.

 

1.4 Feedback System

 

The process of revision and redesign of curriculum 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 students, teachers, Employers, Alumni and Heads of Practice Teaching Schools help in improving the inputs.

 

A TEI with the feedback system in place will have an active process of not only collecting feedback from all stakeholders, but also of analyzing it, identifying and drawing pertinent pointers to improve the overall Curricular Aspects. This process gets fed into the subsequent curriculum revisions, indicating the quality concern in the institution

 

Criterion II: - Teaching -Learning and Evaluation

 

Criterion II pertains to the efforts of an institution to engage students, from different backgrounds and abilities, in relevant and effective learning experiences. Interactive instructional techniques and multi-mode learning engagements of students enable them to develop higher order ‘thinking’, ‘reasoning’ and investigation, through the use of focused group discussions, debates, projects, presentations, experiments, practicum, internship and application of ICT resources- both online and offline, 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 Enrollment and Profile

2.2Honoring Student Diversity

2.3Teaching-Learning Process

2.4 Competency and Skill Development

2.5Teacher Profile and Quality

2.6Evaluation Process 

2.7Student Performance and Learning Outcomes

2.8Student Satisfaction Survey

 

 

2.1Student Enrollment and Profile

 

The process of enrolling 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 wider access having representation of student community from different geographical areas, socio-economic, cultural and educational backgrounds. These will be reflected in the student profile.

2.2 Honoring Student Diversity

 

The TEIs 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 to be done to deal with such students. Gender equity and admission opportunity for Divyangjan students are also considered. All such considerations need to be differentially articulated by the TEIs to suit student diversity not only in general TEIs but also be rendered appropriate to the requirements of special education and physical education as the case may be.

 

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 in learners 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. Dual mode, blended mode and multi mode learning engagement have become real requirements rather than remain as

‘desirable elements’. 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 process.

 

2.4Competency and Skill Development

              

Teacher education, all streams of it- General, PE & SE has to prepare teachers who are ‘skilled’ and ‘competent’ in enabling their students for the 21st century conditions.  Gone are the days when teacher competence pertained merely to pedagogic aspects. At present the expectations from a teacher are far more diverse and demanding. In view of the changed learner profile of today the entrant teacher has to have a wide range of skills and competencies so that school students can be prepared for the challenges of the 21st century. These skills and competencies are of a wide range – from effective communication to discerning learner variations in respect of learning needs, capabilities, inclinations and interests to dealing with various stake holders, to being proactive to the developments in the field of education and the larger society. Each of these continuously acquires newer connotations and teacher has to be prepared to recognize these and adapt accordingly. For instance, adoption of ICT in education has been a boon to teacher – only if he/she is capable of making appropriate changes in one’s roles to adopt these. The nature and number of skills and competencies developed in a TEI during the TEP will point to the extent of its quality. At least a few significant skills and competencies must be within the active focus of the institutional processes.

 

2.5Teacher Profile and Quality

 

“Teacher quality” is a composite term to indicate the extent to which teachers perform their roles in dynamic and professionally relevant manner. The quality of teachers is seen in terms of their qualification, teacher characteristics and adequacy of recruitment procedures, faculty availability, faculty sustenance, 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.

 

2.6 Evaluation Process

 

This Key Indicator looks at issues related to internal assessment as a mechanism, to increase the efficiency and effectiveness of student learning. 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.

 

While an affiliated college follows the curriculum and evaluation prescribed by the affiliating university, it is expected to evolve suitable assessment modes internally for ensuring and guiding student learning throughout the programme as “continuous internal assessment”. As a professional preparation programme the TEP can be relevant only when the internal assessment modes are varied according to the kinds of learning engagements provided to students. Doing this ascertains that internal assessment is ‘for learning’ instead of being merely ‘assessment of learning’.

 

The quality of assessment process in a TEI depends on how well the internal assessment system actually tests the PLOs and CLOs, quality of assessment tasks and questions, extent of transparency in the system, extent of development inducingprompt feedback system, as well as the regulatory mechanisms for prompt action on possible errors.More significantly, the institution’s dynamism is seen in the extent to which the institution evolves varied assessment mechanism for the variety of learning modes encouraged and the way these are used to

‘assessment for learning’.

 

2.7Student Performance and Learning Outcomes

 

The effectiveness of a professional education programme can be seen in the extent to which its graduates are able to internalize the knowledge, competencies as well as attitudes required for the profession they are prepared for. The end of the programme tests/examinations are but one indicator of a specific set of expectations or expected learning outcomes. The actual performance of students is revealed in the formative evaluation or continuous internal assessment adopted during the programme. The extent of student awareness about the PLOs and their actual performance reflecting these would be the real indicators of success or outcome of the programme.

 

2.8 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 in the students. Student satisfaction, thus, is a direct indicator of the effectiveness of teaching - learning process in the institution. It may be impractical to capture this aspect from every student; however, every TEI can resort to a sample survey on a formalized basis to capture this significant feature. This is the reason the revised assessment framework of NAAC adopts survey of student satisfaction.

 

Criterion III: - Research and Outreach Activities

 

Criterion III seeks information on the policies, practices and achievements of the institution, with reference to research, innovation and outreach. It deals with the facilities provided and efforts made by the institution to promote ‘research culture’. The institution has the responsibility to enable faculty to undertake research projects useful to the society as well as Institution. Reaching out to the community in several ways contributing to its development 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 Resource Mobilization for Research

3.2 Research Publications 

3.3 Outreach Activities

3.4 Collaboration and Linkages

 

 

3.1 Resource Mobilization for Research

 

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

 

3.2Research Publications

 

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. The quality of research done by its faculty members are reflected through the research publications and award received for conducting research. The quality of research can also be gauged through the reports of doctoral, post-doctoral, and projects.

 

3.3 Outreach Activities

 

Learning activities have a visible element for making students sensitive towards community issues, gender disparities, social inequity etc. and 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.

 

The aim of HEIs is not only to give information and develop understanding but also to make students sensitive towards community issues, gender disparities, social inequality etc. and inculcating values and commitment to society. It can be achieved by involving students in different types of extension activities which can be taken up in the nearby rural areas. Such an aim is more pertinent in any professional education programme, more so in TEPs.

 

Outreach also is the aspect of education which emphasizes community services. These areoften integrated with curricula as extended opportunities, intended to help, serve, reflect and learn. The interface of outreach and other curricular inputs has an educational value, especially in teacher education

 

3.4 Collaboration and Linkages

 

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, internship, student exchange, faculty exchange, research and resource sharing, among others. For making collaborative endeavor impactful it is necessary that there is a formal agreement or understanding between the institution and other HEIs or agencies for such activities sharing of facilities, undertaking research and teaching in collaboration. This is more pronounced in an institution of professional education. 

 

Criterion IV: - Infrastructure and Learning Resources

 

The quality of education does not depend only on the teachers’ competency but also on availability of infrastructure and learning resources and their utilization by teachers and students. Technological developments are taking place very fast, so up-gradation in infrastructure and learning resources is inevitable. So institutions of higher education must keep pace with the development of technology for the benefit of their students and teachers. No doubt, TEIs generally adhere to the norms specified by their respective regulatory authorities. However, the quality concern is not merely in obtaining the facilities as per prescription but also in their optimal utilization and periodic up-gradation and replenishment.

 

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 ICT Infrastructure

4.4 Maintenance of Campus and Infrastructure

 

 

4.1 Physical Facilities

 

Adequate infrastructure facilities are keys for effective and efficient conduct of the educational programmes. The improvement in infrastructure thus has to keep pace with the academic developments in the institution. The other facilities on the campus are made available as supports to effective learning. When a provision of expenditure in the budget is made annually for maintenance and enhancement of physical facilities it ensures their availability on a continual basis.

 

4.2 Library as a Learning Resource

 

The library holdings in terms of books, journals and other learning materials and technologyaided learning mechanisms which enable students to acquire information, knowledge and skills required for their study programmes. Due to the development of Information and Communication Technology, the functioning of the library has undergone a drastic change. Automation of library using the ILMS, availability of e-journals and e-books, providing remote access to e-resources in the library has become a matter of necessity. Thus, the availability of eresources in the library and their utilization by students and staff for academic endures reflect upon the quality of an academic institution. 

 

4.3 ICT Infrastructure

 

Digitalization is taking place in all walks of life and its use has made life smooth and comfortable. ICT is part of digitalization. All institutions of higher education are supposed to provide ICT facilities on campus for use by its students and staff. Lots of new tools are being developed which has potentiality for making teaching-learning process effective. Institution should try to make available the latest ICT Infrastructure for use by their students and staff. 

 

4.4 Maintenance of Campus andInfrastructure

 

Making infrastructure available is a must for quality of higher education but its upgradation from time to time is equally important. The ambience of the campus is as important as providing and maintaining infrastructure. The availability of infrastructure has to be according to the subjects offered and strength of students and staff.

 

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 on 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 in Activities

5.4 Alumni Engagement

 

 

5.1 Student Support

 

Students come to higher education from different backgrounds. Some of them might be first generation learners. They need different types of support. Some supports, like, guidance cell, placement cell, grievance redressal cell and welfare measures which must be made available in the institution. These supports go a long way in helping students academically as well as p. Government has made provision of scholarship for students of SC, ST and OBC categories. Apart from scholarship, institutions do provide free-ship to deserving students. Ina nutshell, providing all possible support to students go a long way in making the stay in the institution more enriching for the students.

 

5.2 Student Progression

 

Student progression refers to movement of students after graduation to higher studies and/or to employment. It is a fact that large number of students with degrees do not get job or are found unfit for the job for which they have the prescribed qualification. This reflects the quality of teaching and examination process of institutions of higher education. Some institutions do try to help their students in improving their performance by identifying the reasons for poor performance in examination and thereby plan and implement remedial measures. Many institutions arrange special classes for students who want to appear in state/national/international level examinations or different competitions. Along with teaching, institutions of higher education must take care of students’ progression and bring change in teaching- learning process as per the trend of progression of students.   

 

5.3 Student Participation in Activities

 

It is a known fact that only active students benefit from the system of education. To improve active participation of students, the institutions must provide facilities for different activities on campus for students and staff. The institution normally does not make optimal use of their playground, gym, multipurpose hall, etc., so these can be shared with the community people. Along with it, the institution must make best use of their infrastructure for developing various skills and competencies and thereby foster holistic development of students and staff.     

 

5.4 Alumni Engagement

 

Active Alumni plays a significant role HEIs.  Well placed Alumni can contribute both academically and financially. There are many instances in India where well placed Alumni have brought drastic changes in physical and academic aspects of the HEIs. Students as well as teachers have benefited a lot from active participation of alumni in the development of the institution. Thus, it is important to have an active Alumni Association and take their help in different aspects of institutions for benefit of students and teachers.

 

Criterion VI: Governance, Leadership and Management

 

Effective functioning of an institution can be gauged by the policies and practices it has evolved in respect 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 INDICATOR

 

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 institution’s 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

 

Faculty empowerment is an important ingredient of any institution. It is only the empowered faculty that contributes to the quality of the institution. Thus, it is important to have human resources as per the requirement of the programme. The faculty is to be recruited as per the approved rules and procedures of the statuary body. The performance appraisal of all appointed faculty is a must as it helps in providing appropriate guidance and training for their improvement. The feedback from stakeholders normally helps in identifying the gray areas where the faculty need improvement and thus training may be organized accordingly. Thus for empowering faculty, it is important to have regular performance appraisal of staff and feedback mechanism in place.  

 

           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 to develop 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 which helps in smooth functioning and also leads 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 Divyangjan, 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 prescribed by any authority. At some point in time the institution evolves some practices or change in some aspect of functioning of the institution which makes it different from other institutions. This practice is relevant mainly within the institution at a given point in time. It could be in respect of teaching learning, examination, training of teachers, office practices, maintenance, up keep of things or dealing with human beings or money matters. 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. It may motivate nearby institutions for evolving ‘Best Practice’ which ultimately bring quality.

 

7.3 Institutional Distinctiveness

 

Every institution would like to be recognized or known 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.

 

V. 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:

  1. Autonomous Colleges/Constituent Colleges/ Affiliated Colleges (affiliated to universities recognized by UGC as an affiliating University)
    1. Provided the Colleges are affiliated to a University recognised by UGC for the purposes of affiliation. Constituent colleges of a Private and Deemed- to-be Universities are considered as the constituent units of the University and thus will not be considered for A&A independently. Such constituent colleges need to come along with the University

 

  1. Provided the colleges/institutions not affiliated to a University are offering programmes recognized by Statutory Professional Regulatory Councils and have been recognised by Association of Indian Universities(AIU) or other such Government agencies concerned, as equivalent to a degree programme of a University
  1. Accredited HEIs applying for Re-assessment or Subsequent Cycles (Cycle 2, Cycle 3,

Cycle 4….) of Accreditation

  1. 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.

 

  1. 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.
  2. 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.

Essential Note to HEIs for the selection of Manual for Self-study Report for Teacher Education Institutions for A&A: 

This manual is applicable to all the three streams of Teacher Education Institutions namely, Teacher Education, Physical Education and Special Education Institutions. The Higher Education Institutions which are offering more than 50% of their programmes related to Teacher Education/Physical Education/ Special Education, viz, B. Ed., M. Ed., B. P. Ed., M. P. Ed., B. Ed. (Special Education), M. Ed. (Special Education), etc. shall adopt this manual   and others may adopt Manual for Self-study Report Affiliated/constituent Colleges.

VI. THE ASSESSMENT PROCESS

 

The assessment process will be carried out in three phases:

 

  1. Self-assessment by TEIs and its report as SSR 2. Student Satisfaction Survey
  2. Assessment by Peer Team.

The SSR has a total of 127 Metrics for TEIs 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’ (QnM); and two, those metrics requiring descriptive responses and are accordingly named ‘qualitative metrics’ (QlM). 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

 

Number

Criteria

 

7

Key Indicators (KIs)

32

Qualitative Metrics (QlM)

45

Quantitative Metrics (QnM)

82

Total Metrics (QlM + QnM)

127

 

Table 2 gives the details of weightage given to the various Key Indicators and Criteria. Each metric is designated a weightage which is indicated in the QIF.

 

Table 2: Distribution of number of metrics and its weightages across Key Indicators (KIs)

 

Criteria

Key Indicators (KIs)

Number of metrics

Weightages

1.CurricularAspects

1.1 Curriculum Planning

3

25

1.2 Academic Flexibility

5

40

1.3 Curriculum Enrichment

3

25

1.4 Feedback System

2

15

Total

13

105

2.Teaching – Learning and Evaluation

2.1 Student Enrolment and

Profile

3

15

2.2 Honoring Student Diversity

4

30

2.3 Teaching-Learning

Process

7

70

 

 

2.4 Competency and Skill

Development

13

100

2.5 Teacher Profile and Quality

4

30

2.6 Evaluation Process

4

25

2.7 Student Performance and

Learning Outcomes

5

40

2.8Students’ Satisfaction

Survey

1

50

Total

41

360

3. Research and

Outreach Activities

3.1 Resource Mobilization for

Research

4

30

3.2 Research Publications

2

15

3.3 Outreach Activities

5

30

3.4 Collaboration and Linkages

3

25

Total

14

100

4.Infrastructure and

LearningResources

4.1 Physical Facilities

3

30

4.2 Library as a Learning

Resource

6

30

4.3 ICT Infrastructure

4

25

4.4 Maintenance of Campus

Infrastructure

2

15

Total

15

100

5. Student   Support andProgression

5.1 Student Support

4

40

5.2 Student Progression

3

25

5.3 Student Participation in

Activities

2

20

5.4 Alumni Engagement

4

30

Total

13

115

6. Governance,

Leadership and

  6.1 Institutional Vision and Leadership

3

15

Management

6.2 Strategy Development and

Deployment

4

25

6.3 Faculty Empowerment

Strategies

5

30

6.4Financial Management and

Resource Mobilization

3

20

6.5 Internal Quality

Assurance System

5

30

Total

20

120

7. Institutional Values and Best Practices

7.1 Institutional Values and

Social Responsibilities

9

60

7.2 Best Practices

1

20

7.3 Institutional Distinctiveness

1

20

Total

11

100

 

 

TOTAL SCORE

 

1000 

 

 

VII. PROCEDURAL DETAILS

 

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

 

  1. The first step in the A&A process is to register the TEI with NAAC. Details of the registration process are available on the website of NAACunder “Apply on line”. On completing registration, a portal will be made available to the Institution and all further procedures must be carried out through the HEI portal only, such as, submission of IIQA, submission of SSR, AQAR, and also, any clarification/s sought by the institution, payments to be made and so on.
  2. Eligible TEIs seeking A&A are required to submit Institutional Information for Quality Assessment (IIQA) online any time during the year through HEI portal. Duly filled in IIQAs of eligible TEIs will be accepted by NAAC for further processing and others will be rejected.
  3. In case of rejection of IIQA applications specific reasons would be given to TEIs to facilitate them to resubmit IIQA. In case of rejection of IIQA, theTEIs are permitted two more attempts within a year with the same fees. After this, it will be considered a fresh application with required fees.
  4. On acceptance of IIQA, the institution through the HEI portal needs to fill the data in SSR application and upload the required documents. The TEIs shallsubmit the SSR along with required fee within 45 days from the date of acceptance of IIQA. The SSR of the TEI will then be subjected to further process. Those institutions who fail to submit SSR within 45 days will have to apply afresh starting from IIQA with required fees. In any case fees for IIQA will not be refundable.It is advised to read the manual carefully and be ready with the data and the relevant supporting documents needed for SSR application before submitting IIQA. This will help the institution in submission of SSR well within the timeline.
  5. Institutions have to submit the details of students including name, programme enrolled for, e-mail id/mobile numbers, at the time of filling online SSR itself.
  6. On submission of SSR, TEI 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.
  7. As indicated earlier, the SSR comprises both Qualitative and Quantitative metrics. The Quantitative Metrics (QnM) add up to about 65% and the remaining about 35% are Qualitative Metrics (QlM).
  8. The data submitted on Quantitative Metrics (QnM) will be subjected to Data Validation and Verification (DVV) process. The responses to Qualitative Metrics (QlM) will be reviewed by the Peer Team on site only after the institution clears the Pre-qualifier stage. During Validation and Verification process, if any data is inconsistent or not supported by the documentary evidence, clarification will be sought from TEIs. On the basis of clarifications provided/documents submitted by the TEIs the metric value will be decided. The process of Data Validation and Verification (DVV) by NAAC will be done in not more than 30 days.
  9. Note that there is a fixed timeline for the entire DVV process. Institutions must to respond within the stipulated time given by DVV partner, during DVV clarification stage. Failing this, the value for the Metric as given by the DVV partner will only be considered.
  10. Student Satisfaction Survey (SSS):
    • SSS will be conducted simultaneously with DVV process.
    • Immediately on submission of SSR, system will select 60% of the total student populationusing stratified random sample selection method and send the SSS questionnaire to those students’emails.
    • SSS will be closed one month after its initiation.
    • To analyze and to score this metric at least 50% of the total student population or 50 students (whichever less) should respond to the survey.
    • If the response rate is lower than the limits mentioned, the metric score will be zero
  11. 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:

 

  1. TEI 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 TEI will be sent to statutory authorities for further actions.
  2. On completion of the DVV process, the Quantitative metrics score will be generated by the system and the TEIs with score 25% and above in Quantitative Metrics (QnM) excluding SSS score will be declared ascleared the Pre-qualifier stage. SSRs of these TEIs will process for Peer Team Visit. If the TEI does not clear the Pre-qualifier stage then they will have to apply afresh by submitting the IIQA along with the required fees. Such TEIs are eligible to apply again only after six months. 
  1. The TEIs who have cleared the Pre-qualifier stage will be intimated the same and those TEIs shall remit the second installment fee and the logistic fees within 10 days from the date of clearing the Pre-qualifier stage. After remittance of the fees, the TEIs need to suggest three slots of dates for the Peer Team Visit. Then the system will generate the Peer Team for on-site Visit. The focus of Peer Team visit will be on the 30% Qualitative Metrics (QlM).
  2. Peer Team visit of the institution should be completed within three months after clearance of Pre-qualifier stage.
  3. Generally, the Peer Team Visit will be for 2days and Peer Team will have 3 expert reviewers. The Peer Team’s role would be very specific and limited to Qualitative Metrics (QlM). The teams would play an important role in reviewing the intangible aspects.
  4. NAAC will not pre-disclose the details of the visiting teams and TEIs will not be responsible for logistics for the Visiting Teams. The NAAC will directly take care of all the logistics regarding the Peer Team visits to 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 visiting NAAC Peer Team.
  5. Regarding withdraw of SSR submitted:
    • The TEIs which have submitted their SSRs will not be allowed to withdraw from the process at any stage.
    • If a TEI which has submitted its SSR, for any reason, does not complete the A&A process, the information that it has withdrawn / not completed the process should be hosted both on the TEI and NAAC website.
    • Such TEI will be allowed to apply for A&A only after a period of ONE year

 

 

 

 

 

VIII. ASSESSMENT OUTCOME

 

Finally, the result of the Assessment and Accreditation exercise will be an systemgenerated score, comprising 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.
  • Section2: Gives Criterion wise analysis based on peer evaluation of qualitative indicators. Instead of reporting with bullet points, this will be a qualitative descriptive assessment report based on the Peer Team’s critical analysis highlighting strengths and weaknesses of HEI 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 than10 major ones).

 

PART II- Graphical representationof performanceon Quantitative Metrics (QnM)

 

This part will be a System Generated Quality Profile of the HEI based on statistical analysis of scores on QnMs in the NAAC’s QIF (Quality Indicator Framework). Performance of the HEI on QnMs under the seven criteria will be graphically presented.

 

PART III -Institutional Grade Sheet

 

The Institutional Grade Sheetcontains system generated scores on QnMs in respect of Key Indicators and Criteria as well as score on Student Satisfaction Survey; in addition a scores on QlMs will also be presented.

 

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.

 

IX. 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 based on critical appraisal by the Peer Team through on site visit and 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 with a 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

 

 

Letter Grade

Status

A++

Accredited

 

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

1.51-2.00

C

Accredited

≤ 1.50

D

Not Accredited

 

 

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

 

 

 

 

 

 

 

 

 

X. MECHANISM FOR INSTITUTIONALAPPEALS

 

The process of Assessment and Accreditation is viewed as an exercise in partnership done jointly by the NAAC and the TEI being assessed. Every stage of the process is marked by transparency and the TEI is consulted at various stages of the process. Despite of this participatory approach, some TEIs might have grievances to be addressed. To provide a review mechanism for such institutions 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 process or the accreditation status may submit:

  1. Submit the Intent for Appeal within 15 days and submit an appeal proforma within 45 days from the date of declaration of results, through the HEI portal.

 

  1. The application for appeal should be submitted along with the requisite non-refundable fee of Rs. 50,000/- (Rupees Fifty Thousand Only) + 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, and such others.

  1. The clarification process and time lines for the Re-DVV is same as the DVV process.
  2. The process of Re-Visit is same except for the logistic expenses which will be borne by the NAAC.

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

  

 

XI. 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. However, the institution shall make specific responses based on the recommendations made by the peer team in the previous assessment and accreditation report, as well as the specific quality improvements made by the institution in the intervening period. 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.

 

XII. 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.

 

It may be noted that institutions under the third cycle of A&A which have obtained the highest grade for two consecutive cycles and have retained their grade in the third cycle also, will have their accreditation valid for 7 years instead of 5 years. 

 

Highest Grade would refer to:

 

  • ‘A++’ grade with CGPA 3.51 in the Grading system that is effective from 1st March 2018
  • ‘A++ &A+’ grades with CGPA 3.51 in the Grading system that was effective, between 1st July 2016 to 28th February 2018
  • ‘A’ grade in the Grading system that was effective, between 1st April 2007 to 30th June 2016
  • ‘A++, A+, & A’ grades with score 85-100 in the 9 point scale grading system that was effective between 16th March 2002 to 31st March 2007

 

 

 

XIII. THE FEE STRUCTURE AND OTHER FINANCIAL IMPLICATIONS  (w.e.f. April 01, 2021)  

 

Note: New fees structure is applicable to HEIs who are submitting IIQA fees on or after April 01, 2021.

 

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) *

  • 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.

 

 

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. 3,00,000/-**+ GST18%

Rs.1,50,000/-** + GST18% =

Rs..1,77,000/-

(50% of Total fee along with the SSR)

(Non-refundable)

For Colleges (Grant-in-Aid, Private and Government)

Mono Faculty, Multi Faculty,

Teacher Education Institution and

Physical Education Institution

Rs. 1,00,000/-**+ GST18%

 

Rs.50,000/-**+ GST18% = Rs. 59,000/-

(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:

 

  1. 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.)

 

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

 

3. 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.

 

4. Logistics Fee: 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:-

  1. All General colleges, Professional colleges and Teacher education institutions will have a Two (2) day visit for which the fee structure will be Rs. 1,50,000 +GST 18%.
  2. 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.3,00,000 +GST18%.
  3. For University the Fee structure of logistics will be Rs. 3,00,000 + GST 18% for Three

(3) days of visit.

  1. 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 off-shore campus to be visited.

 

  1. Appeals Mechanism and Fee (w.e.f. April 05, 2021):

For Appeals (grievance) mechanism Rs. 50,000/- + GST 18% to be paid by HEI as applicable from time to time. 

 

  1. For subsequent cycles of Accreditation:

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.

 

  1. Mode of Payment: Online:

 

All fees needs to be remitted on NAAC portal through net banking 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.

 

 

XIV. GETTING READY FOR SUBMISSION OF 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 HEI portal. The HEI portal will be made available to the Institution on registration with NAAC for A&A.It would be helpful if the institution read the Manual carefully and get ready with all kinds of details required to be filled up in online format. Use this Manual for understanding the process of A&A and preparing for the submission of SSR in the online format. 

 

Some significant tips are reiterated below.

 

  • The TEIs shallsubmit the SSR along with required fee within 45 days from the date of acceptance of IIQA..
  • 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 SectionB.
  • 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.
  • 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 provide 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 1000 words…, etc). Contemplate well and prepare the write ups explicating the highlights of the sought details about the institution without wasting space/words on ‘frill’ details. Help button is available in each Qualitative Metrics which elaborates the particular metric
  • The same template in excel format can be downloaded from NAAC website available in an ‘Apply Online Tab’.
  • Ensure authentic, correct data are provided through out. Incorrect data or false detailscould lead to disqualification or penalty.
  • Strictly adhere to the time specifications given by NAAC.
  • Some details may have to be worked out if they are not ready; eg. CLOs, PLOs, compiled reports from various minutes and analyses of feedback, etc...
  • Keep a brief executive summary for upload 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 and Notes. This will help in clear understanding of the terms used in the Quality Indicator Framework (QIF).
  • For Metric related to finance the preceding/last completed financial year (1st April to 31st March) may be used to consolidate data, for publication related data preceding/last completed calendar year (1st January to 31st December) data to be entered and for the other metrics the preceding/last completed academic year may be taken for data to be entered in ‘data capturing format’ of portal. Wherever the requirement of one year data is mentioned, use the data of last completed academic year.
  • It may be observed that at various places in the QIF there ‘?’ marks given. These are “tool tips” which provide clarity as to what is expected in response. When the cursor is placed on the ‘?’ mark it pops up the tip. It will indicate the meaning, kind of data/document to be uploaded and also the data limit.
  • Provide data pertinent to the Metric. The documents to be uploaded for various Metrics have to be within 5MB. If the size of the document exceeds that limit, Institution may upload the same in their own website and the link of the said document be given.
  • For each metric data/documents required are indicated below it under the title upload. If the institution has any other documentary evidence not indicated but which supports the claim/s made may be uploaded.
  • Data for some of the metrics pertain to one single year. In this case data of last completed academic year should be provided.
  • Wherever document for a particular Metric contains many other information make sure the relevant data/information is highlighted

 

 

 

 

 

 

XV. MANDATORY DISCLOSURE ON TEI’s WEBSITE 

 

To ensure the transparency in the process of Assessment and Accreditation, it is necessary for the Teacher Educational Institution’s (TEI’s) to upload the SSR along with other relevant documents on Institutional website. Thus, it is suggested to create a separate NAAC tab/link on TEIs’ 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 which are uploaded along with SSR
  • Annual Quality Assurance Report (AQAR – Year wise)
  • Accreditation outcome document viz., Certificate, Grade sheet, etc.

 

The TEIs may suitably design their NAAC tab/link to accommodate all relevant documents.The said link should be clearly visible/ highlighted.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION-B

 

Requirements for Self - Study Report (SSR)

           

This section gives details of various data         and documents requiredfor filling up the online format of the Self            - Study Report, viz.,   

  

1.      Executive Summary

2.      Profile of the Institution

3.      Extended Profile

4.      Quality Indicator Framework(QIF) for TE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                                      I.          Executive Summary

Every TEI 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, typeof the institution etc.

 

  • Criterion-wise Summary on the Institution’s functioningin not more than 250 words for each criterion.

 

  • Brief note on Strength, Weaknesses, Opportunities and Challenges(SWOC) in respect of the Institution.

 

  • Any additional information about the Institution other than onesalready stated.
  • Overall conclusive report / summaryabout the institution’s functioning.

 

The Executive Summary shall not be more than 5000 words.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Profile of the Institution

 

  1. Basic Information

Name and Address of the College/Institution: 

 

 

Name :

 

 

 

 

Address :

 

 

 

 

City :

 

 

Pin :

State :

Website :

 

 

 

 

  1. For Communication

 

Designation

Name

Telephone with STD code

Mobile

Fax

Email

Principal

 

O: R:

 

 

 

Vice                 -

Principal

 

O: R:

 

 

 

IQAC 

Co-ordinator

 

O: R:

 

 

 

 

  1. Status of the Institution:

 

 

 

 

 

 

Affiliated College  

Constituent College

IASE/CTE

Autonomous 

Any other (specify)

 

  1. Type of Institution:

 

  1. By Gender

 

 

 

 

  1. College for women ii. College for men iii. Co-education

 

  1. Sources of funding:

 

 

 

 

i. Government ii. Grant-in-aid iii. Self- financing

 

  1. Is it a recognized minority institution?

 

 

                   Yes                             No 

 

(If Yes, Enclose the Certificate of recognition)

 

  1. Date of establishment of the college / Institution: ………………………………

(dd/mm/yyyy)

 

  1. University to which the college is affiliated / constituent College of the University

 

 

  1. Details of UGC recognition:

 

Under Section

Date, Month & Year (dd-mm-yyyy)

Remarks (If any)

i. 2(f)

 

 

ii. 12 B

 

 

 

(Enclose the Certificate of recognition u/s 2 (f) and 12 B of the UGC Act 1956)

 

  1. Details of recognition/approval by statutory/regulatory bodies like NCTE, RCI, etc.

 

Statutory

Regulatory

Authority

/

Reference Letter number of recognition/approval

Day, Month

And Year  (dd-mmyyyy)

Validity

From---

To----

Remarks

i.

 

 

 

 

 

ii.

 

 

 

 

 

iii.

 

 

 

 

 

 

(Enclose the recognition/approval letter)

 

 

 

  1. Does the affiliating University Act provide for conferment of autonomy (as recognized by the UGC) on its affiliated Institution?

 

No 

                   Yes                                                              

 

 

If yes, has the Institution applied for availing the autonomous status?

 

 

 

                                 Yes                            No 

 

 

  1. Is the college recognized?

 

  1. By UGC as a College with Potential for Excellence (CPE)?

 

 

                             Yes                                 No 

 

If yes, date of recognition: …………………… (dd/mm/yyyy)

 

 

  1. For its performance by any other governmental agency?
  2.  

      

                              Yes  No               

 

If yes, Name of the agency …………………… and

Date of recognition: …………………… (dd/mm/yyyy)

 

  1. Location of the campus and area in sq.

 

Location *

 

Campus area in acres

 

Built up area in sq. mts.

 

 

(* Urban, Semi-urban, Rural, Tribal, Hilly Area, Any others specify)

 

 

 

 

 

 

  1. Details of programmes offered by the College/Institution (Give data for last completed academic year only)
  2.  

Sl.

No.

Programme

Level

Name of the

Programme/

Course

Durati on           in months

Nature

of Affiliati on  

(perma nent/Te mporar

y)

If

tempora

ry affiliatio

n valid

till

Medium

of instructi on

Sanctio ned/app roved Student strength

No.       of

students admitted

Fee Charg

ed

1.

Under-

Graduate

B. Ed.

B.P.Ed.

B.Ed.

(Spl.Edu)

 

 

 

 

 

 

 

2.

Post-

Graduate

M Ed.

MPEd

M.Ed. (Spl.

Edu)

 

 

 

 

 

 

 

3.

Integrated Teacher

Education

Programmes

BA, B. Ed.

BSc. B. Ed B.Ed. and M Ed. integrated

 

 

 

 

 

 

 

4.

M.Phil.

 

 

 

 

 

 

 

 

 

5.

Ph.D.

 

 

 

 

 

 

 

 

 

6.

Certificate courses

 

 

 

 

 

 

 

 

7.

UG

Diploma

 

 

 

 

 

 

 

 

8.

PG Diploma

 

 

 

 

 

 

 

 

9.

Any Other (specify andprovide details)

 

 

 

 

 

 

 

 

  1. Number of Teaching in the Institution

 

Positions

 

 

Full-time Teachers

Professor

 

Associate Professor

Assistant Professor

 

M

W

O

M

W

O

M

W

O

Sanctioned strength by the UGC/ State

Government /University

 

 

 

 

 

 

 

 

 

 

 

Permanent Teachers Recruited

 

 

 

 

 

 

 

 

 

Permanent Teachers 

Yet to recruit

 

 

 

 

 

 

 

 

 

Sanctioned by the management / society or other authorized bodies

 

 

 

 

 

 

 

 

 

Recruited

 

 

 

 

 

 

 

 

 

Yet to recruit

 

 

 

 

 

 

 

 

 

 

                                                                           *M-Men     *W- Women  *O – Others

 

  1. Qualifications of the Teaching Staff including Principal:

Highest

Qualification

Full time Teachers

Professor

Associate Professor

Assistant Professor

 

Tota

l

M

 

W

 

O

 

M

 

W

 

O

 

M

 

W

 

O

 

M

 

W

 

O

 

D.Sc. / D.Litt.

 

 

 

 

 

 

 

 

 

 

 

 

Ph.D.

 

 

 

 

 

 

 

 

 

 

 

 

M.Phil.

 

 

 

 

 

 

 

 

 

 

 

 

 

PG

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Other  Teachers                                                                                 

 

 

 

 

Ph.D.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

M.Phil.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PG

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Number of Visiting Faculty /Guest Faculty engaged by the Institution.         

 

  1. Number of Non-teaching positions in the Institution

 

 

Technical Staff

Non-teaching Staff other than technical

By Gender

M

W

O

M

W

O

Sanctioned strength by the State Government /University

 

 

 

 

 

 

Recruited permanent post

 

 

 

 

 

 

Yet to recruit

 

 

 

 

 

 

Sanctioned by the management / society or other authorized bodies

 

 

 

 

 

 

Recruited

 

 

 

 

 

 

Yet to recruit

 

 

 

 

 

 

 

          * M- Men                       *W- Women           *O - Others

 

 

  1. Furnish the overall number of students enrolled in the Institution during the last five academic years.

Categories

Year 1

Year 2

Year 3

Year 4

Year 5

M

W

O

M

W

O

M

W

O

M

W

O

M

W

O

SC

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ST

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

OBC

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EWC

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

General

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Others(specify)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Total

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

          * M- Men                       *W- Women           *O -Others

  1. Details of student enrollment in theInstitution during the last completed academic year:

Type of students

 

Bachelor

 

PG

 

M. Phil.

 

Ph.D.

 

Total

 

Students from the same state where the College/Institution is located

 

 

 

 

 

 

 

 

 

 

 

Students from other states of India

 

 

 

 

 

 

 

 

 

 

 

NRI students

 

 

 

 

 

 

 

 

 

 

 

Foreign students

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Total

 

 

 

 

 

 

  1. Please fill in the following details if applicable:

 

Unit Cost of Education 

Including Salary Component

Excluding Salary Component

 

 

 

 

* (Unit cost = total annual recurring expenditure (actual) divided by total number of students enrolled)

 

 

  1. Please list the outdoor games/sports facilities available in the institution: i. ii. iii. iv

 

 

  1. Please list the labs available in the institution:
  2. ii. iii
  3. Please list the physical facilities other than mentioned above in the institution: i. ii. iii

  

  1. Date of accreditation (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment only)

Cycle  1:  ………………  (dd/mm/yyyy)Accreditationoutcome/Result….…....

 

Cycle 2: ……………… (dd/mm/yyyy)  Accreditation Outcome/Result….…....

 

Cycle3: ……………… (dd/mm/yyyy)  Accreditation Outcome/Result…….....

 

Cycle 4:………………. (dd/mm/yyyy)  Accreditation Outcome/Result…….....

 

 

  1. Date of establishment of Internal Quality Assurance Cell (IQAC)

IQAC …………………… (dd/mm/yyyy) 

 

  1. Details regarding submission of Annual Quality Assurance Reports (AQAR) to NAAC

 

AQAR (i) ………………. (dd/mm/yyyy)

 

AQAR (ii) ……………… (dd/mm/yyyy)

 

AQAR (iii) ……………… (dd/mm/yyyy)

 

AQAR (iv) ……………… (dd/mm/yyyy)

 

 

II (a) : Institutional preparedness for NEP: (Description in maximum 500 words)

  1. Multidisciplinary / interdisciplinary:
    1. Delineate the vision/plan of institution to transform itself into a holistic multidisciplinary institution.
    2. Delineate the Institutional approach towards the integration of humanities and science with STEM and provide the detail of programs with combinations.
    3. 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
    4. 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.
    5. What are the institutional plans to engage in more multidisciplinary research endeavours

to find solutions to society's most pressing issues and challenges?

  1. Describe any good practice/s of the institution to promote Multidisciplinary / interdisciplinary approach in view of NEP 2020.
  1. Academic bank of credits (ABC):
    1. Describe the initiatives taken by the institution to fulfil the requirement of Academic bank of credits as proposed in NEP 2020.
    2. 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.
    3. Describe the efforts of the institution for seamless collaboration, internationalization of education, joint degrees between Indian and foreign institutions, and to enable credit transfer.
    4. 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.
    5. 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.
  2. Skill development:
    1. Describe the efforts made by the institution to strengthen the vocational education and soft skills of students in alignment with National Skills Qualifications Framework
    2. Provide the details of the programmes offered to promote vocational education and its integration into mainstream education.
    3. 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.
    4. Enlist the institution’s efforts to:
      1. Design a credit structure to ensure that all students take at least one vocational course before graduating.
      2. 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.
  1. NSDC association to facilitate all this by creating a unified platform to manage learner enrolment (students and workers), skill mapping, and certification.
  2. Skilling courses are planned to be offered to students through online and/or distance mode.
  1. Describe any good practice/s of the institution pertaining to the Skill development in view of NEP 2020.

4. 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:
    1. Indian languages (Sanskrit, Pali, Prakrit and classical, tribal and endangered etc.)
    2. Indian ancient traditional knowledge
  • Indian Arts
  1. 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.
  • Describe any good practice/s of the institution pertaining to the Outcome based education (OBE) in view of NEP 2020.
  1. Distance education/online education:
    1. Delineate the possibilities of offering vocational courses through ODL mode in the institution.
    2. Describe about the development and use of technological tools for teaching learning activities. Provide the details about the institutional efforts towards the blended learning.
    3. Describe any good practice/s of the institution pertaining to the Distance education/online education in view of NEP 2020.

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                 III.    Extended Profile of the Institution

 

  • Student:

1.1 Number of students on roll year wise during the last five years

 

Year

 

 

 

 

 

Number

 

 

 

 

 

 

Upload

  • Data as per Data Template
  • Admission details submitted to the state / university authorityyear wise during the last five years
  • Any other relevant information

 

1.2 Number of seats sanctioned year wise during the last five years

Year

 

 

 

 

 

Number

 

 

 

 

 

 

Upload

  • Data as per Data Template
  • Letter from the authority (NCTE / University / RCI) indicating the sanctioned seats for each programme

 

1.3 Number of seats earmarked for reserved category as per GOI/ State Govt. rule year wise during the last five years

Year

 

 

 

 

 

Number

 

 

 

 

 

 

Upload

  • Data as per Data Template
  • Central / State Govt. reservation policy for admission of students

 

1.4 Number of outgoing/ final year students who appeared for final examination year wise during the last five years

Year

 

 

 

 

 

Number

 

 

 

 

 

 

Upload

  • Data as per Data Template
  • List of final year students with seal and signature of the Principal

 

 

1.5 Number of graduating students year-wise during last five years

 

Year

 

 

 

 

 

Number

 

 

 

 

 

 

Upload

  • Data as per Data Template
  • Result sheet of the graduating students issued by the university year wise during the last five yearswith seal and signature of the Principal

 

1.6 Number of students enrolled year-wise during the last five years

 

Year

 

 

 

 

 

Number

 

 

 

 

 

 

Upload

  • Data as per Data Template
  • Enrollmentdetails submitted to the state / university authority year-wise during the last five years

 

  • Teacher:

2.1 Number of full time teachers year wise during the last five years

 

Year

 

 

 

 

 

Number

 

 

 

 

 

 

Upload

  • Data as per Data Template
  • Copy of the appointment orders issued to the teachers

 

2.2 Number of Sanctioned posts year wise during the last five years 

Year

 

 

 

 

 

Number

 

 

 

 

 

 

Upload

  • University letter with respect to sanction of posts
  • Any other relevant information

 

 

  • Institution:

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

 

Year

 

 

 

 

 

Number

 

 

 

 

 

 

Upload

Audited Income Expenditure statement year wise during the last five years

 

3.2 Number of Computers in the institution for academic purposes  _________

 

Upload

  • Copy of stock register
  • Invoice bills for purchase of computers
  1.   Quality Indicator Framework (QIF) for TE

 

Essential Note:

 

The SSR has to be filled in an online format as available 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 tips will help Institutions in the preparation of their SSR).

 

For some Qualitative Metrics (QlM) 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 accordingly before hand. 

 

For the Quantitative Metrics (QnM) wherever formulas are given, it must be noted that these are given merely to inform the HEIs about the manner in which data submitted by them will be used. The actual online format seeks only data in a specified manner which will then be 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 with the IT design. Observe this carefully while filling up.

 

 

 

 

Criterion I – Curricular Aspects (105)

Key Indicator – 1.1 Curriculum Planning (25)

 

Metric No.

Metric

Weightage

1.1.1

 

QlM

Institution has a regular in housepractice of planning and/or reviewing, revising curriculum and adapting it to local context /situation.

 

Describe the institutional processof planning and/or reviewing, revising curriculum and adapting it to the local context in not more than 500 words

 

Upload

•         Details of

a.       the procedure adopted including periodicity,kinds of

activities

b.      Communication of decisions to all concerned

c.       Kinds of issues discussed

•         Plan developed for the last completed academic year

•         Plans for mid- course correction wherever needed for last completed academic year

•         Any other relevant information

8

 

 

1.1.2

 

QnM

At the institution level, the curriculum planning and adoption are a collaborative effort;Indicate the persons involved in the curriculum planning process during the last completed academic year

 

1.            Faculty of the institution

2.            Head/Principal of the institution

3.            Schools including practice teaching schools 

4.            Employers

5.            Experts

6.            Students

7.            Alumni

 

Indicate the one/s applicable

 

Upload

•        Data as per Data Template

•        List of persons who participated in the process of in-house curriculum planning

•        Meeting notice and minutes of the meeting for in-house curriculum planning

•        A copy of the programme of action for in- house curriculum

8

 

planned and adopted during the last completed academic year         Any other relevant information

 

 

1.1.3

 

QnM

While planning institutional curriculum, focus is kept on the ProgrammeLearning Outcomes(PLOs) and Course Learning Outcomes (CLOs) for all programmes offered by the institution, which are stated and communicated to teachers and students through

             

1.       Website of the Institution

2.       Prospectus

3.       Student induction programme

4.       Orientation programme for teachers

 

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      URL to the page on website where the PLOs and CLOs are listed

•      Prospectus for the last completed academic year

•      Report and photographs with caption and date of student induction programmes 

•      Report and photographs  with caption and date of teacher orientation programmes  

•      Any other relevant information

9

 

Key Indicator- 1.2 Academic Flexibility (40)

 

Metric No.

Metric

 

Weightage

1.2.1

 

QnM

Curriculum provides adequate choice of courses to students as option

/electives including pedagogy courses for which teachers are available

 

1.2.1.1:Number of optional/ elective courses including pedagogy courses offered programme-wise during the last five years

 

1.2.1.2: Number of optional/ elective courses including pedagogy courses programme wise as per the syllabus during the last five years

 

al

 

9

 

 

 

Year

 

 

 

 

 

Total

Total number of optional / electives courses offered programme wise

 

 

 

 

 

 

 

 

 

 

 

Total Number of optional /electives coursesas per syllabus

 

 

 

 

 

 

f

 

Formula:

 

Upload

•      Data as per Data Template     

•      Circular/document of the University showing duly approved list o optional /electives / pedagogy courses in the curriculum

•      Academic calendar showing time allotted for optional

/electives/pedagogy  courses  

•      Any other relevant information

 

1.2.2

 

QnM

Average number of value-added courses offered during the last five years

 

1.2.2.1: Number of value-added courses offered during the last five years

 

Year

 

 

 

 

 

Total

Total number of value-added courses offered

 

 

 

 

 

 

 

Formula:

 

Upload

•      Data as per Data Template

•      Brochure and Course content along with CLOs of value-added courses

•      Any other relevant information

 

9

1.2.3

 

QnM

Percentage of students enrolled in the value-added courses mentioned

1.2.2 during the last five years       

 

at

7

 

 

1.2.3.1: Number of students enrolled in the value-added courses mentioned at 1.2.2 during the last five years

 

Year

 

 

 

 

 

Total

Number of students enrolled in the value-added courses

 

 

 

 

 

 

 

Formula:

 

X 100

 

Upload

•      List of the students enrolled in the value-added course as defined in 1.2.2

•      Course completion certificates

•      Any other relevant information

 

 

 

1.2.4

 

QnM

Students are encouraged and facilitated to undergo self-study courses online/offline in several ways through

1.      Provision in the Time Table

2.      Facilities in the Library

3.      Computer lab facilities

4.      Academic Advice/Guidance

Indicate the one/sapplicable

 

Upload

•      Data as per Data Template

•      Relevant documents highlighting the institutional facilities provided to the students to avail self study courses as per Data Template

•      Document showing teachers’ mentoring and assistance to students to avail of self-study courses

•      Any other relevant information

 

8

1.2.5

 

QnM

Percentage of students who have completed self-study courses ( online

/offline, beyond the curriculum) during the last five years                      

 

1.2.5.1:Number of students who have completed self-study courses (online /offline, beyond the curriculum)during the last five years

 

Year

 

 

 

 

 

Total

Number of students completed self- study course(s)

 

 

 

 

 

 

 

Formula:

 

 X 100

 

Upload

•      Data as per Data Template

•      Certificates / evidences for completing the self-study course(s)

•      List of students enrolled and completed in self study course(s)

•      Any other relevant information

 

7

 

Key Indicator- 1.3 Curriculum Enrichment (25)

 

Metric No.

Metric

Weightage

1.3.1

 

QlM

Curriculum of the institutions provides opportunities for the students to acquire and demonstrate knowledge, skills, values and attitudes related to various learning areas

 

Describethe curricular thrusts to achieve the following in not more than 100 words each

 

•      A fundamental or coherent understanding of the field of teacher education

•      Procedural knowledge that creates teachers for different levels of school educationskills that are specific to one’s chosen specialization

•      Capability to extrapolate from what one has learnt and apply acquired competencies

•      Skills/Competencies suchas: Emotional Intelligence, Critical Thinking, Negotiation and Communication Skills, Collaboration with others, etc.

9

 

Upload

•      Documentary evidencein support of the claim

•      List of activities conducted in support of each of the above

•      Photographs indicating the participation of students, if any

•      Any other relevant information

 

 

1.3.2

 

QlM

Institution familiarizes students with the diversities in school system in Indian as well as in an international and comparative perspective.

 

Describe in not more than 500 words how students are familiarized with the diversity in school system in India with respect to:

 

•         Development of school system 

•         Functioning of various Boards of School Education

•         Functional differences among them

•         Assessment systems

•         Norms and standards

•         State-wise variations     

•         An international and comparative perspective

 

Upload

•      Action plan indicating the way students are familiarized with the diversities in Indian school systems

•      Documentary evidence in support of the claim Any other relevant information

 

9

 

 

 

1.3.3

 

QlM

Students derive professionally relevant understandings and consolidate these into their professional acumenfrom the wide range of curricular experiences provided during Teacher Education Programme

 

Describe the efforts made by the institution to enable students to develop understanding of the interconnectedness of the various learning engagementsand to make them ready for the professional field in not more than 500 words

 

Upload

•      Documentary evidence in support of the claim

•      Any other relevant information

7

 

 

 

 

Key Indicator- 1.4 Feedback System (15)

 

Metric No.

Metric

Weightage

1.4.1

 

QnM

Mechanism is in place for obtaining structured feedback on the curriculum – semester wise from various stakeholders. 

 

Structured feedback is obtained from

 

1.      Students 

2.      Teachers 

3.      Employers 

4.      Alumni  

5.      Practice teaching schools/TEI

Indicate the one/s applicable

 

Upload

Sample filled-in feedback forms of the stake holders Any other relevant information

 

6

1.4.2

 

QnM

Feedbackcollected from stakeholders is processed and action is taken;feedback process adopted by the institution comprises the following

 

A.    Feedback collected, analysed, action taken and available on website

B.     Feedback collected, analysed and action taken 

C.     Feedback collectedand analysed 

D.    Feedback collected

E.     Feedback not collected

 

Indicate the one applicable 

 

Upload

•      Stakeholder feedback analysis report with seal and signature of the Principal

•      Action taken report of the institution with seal and signature of the Principal 

•      Any other relevant information

 

9

 

 

Criteria II- Teaching- Learning and Evaluation (360)

 

Key Indicator- 2.1 Student Enrollment and Profile (15)

 

Metric No.

Metric

Weightage

2.1.1

 

QnM

Average enrollment percentage of students during thelast five years

 

2.1.1.1: Numberof students enrolled during the last five years

 

Year

 

 

 

 

 

Total

Number of students enrolled

 

 

 

 

 

 

 

Formula:

 X 100

 

 

 

 

Upload

•     Data as perData Template

•     Document relating to sanction of intake from university

•     Approval letter of NCTE for intake for all programs

•     Approved admission list year-wise/ program-wise Any other relevant information

 

7

2.1.2

 

QnM

Percentage of seats filled against reserved categories (SC, ST, OBC)as per applicable reservation policy during the last five years

 

2.1.2.1:Number of students enrolled from the reserved categories during the last five years

 

Year

 

 

 

 

 

Total

Number of students enrolledfrom reserved categories

 

 

 

 

 

 

Seats earmarked for reserved categories

 

 

 

 

 

 

 

6

 

 

Formula:

 X 100

 

 

 

 

Upload

•      Data as per Data Template 

•      Copy of letter issued by State Govt. or Central Govt.indicating the reserved categories (Provide English version)  

•      Final admission list published by the HEI  

•      Admission extract submitted to the state / university authority about admissions of SC, ST, OBC students every year

•      Any other relevant information

 

2.1.3

 

QnM

Percentage of students enrolled from EWS and Divyangjan categories during the last five years

 

2.1.3.1:Number of students enrolled from EWS and Divyangjan categories during the last five years 

 

Year

 

 

 

 

 

Total

Number of students enrolled from EWS and Divyangjan categories

 

 

 

 

 

 

 

Formula:

 X 100

 

Upload

•      Data as per Data Template 

•      Certificate of EWS and Divyangjan 

•      List of students enrolled from EWS and Divyangjan

•      Any other relevant information

2

 

 

 

Key Indicator- 2.2 Honoring Student Diversity (30)

 

 

Metric No.

Metric

Weightage

2.2.1

 

QlM

Assessment process is in place at entry level to identify different learning needs of students and their level of readiness to undergo professional education programmeand also the academic support provided to students

 

 

Describe the assessment process at entry level to identify different learning needs of students and their level of readiness to undergo professional education programmeand also the academic support provided to students,in not more than 500 words.

 

 

Upload

•      Documentary evidence in support of the claim

•      Documents showing the performance of students at the entry level

•      Any other relevant information

 

8

 

 

 

 

2.2.2

 

QnM

Mechanisms are in place to honour student diversities in terms of learning needs; Student diversities are addressed on the basis of the learner profiles identified by the institution through

 

1.        Mentoring/ Academic Counselling

2.        Peer Feedback/Tutoring

3.        Remedial Learning Engagement

4.        Learning Enhancement / Enrichment inputs

5.        Collaborative tasks

6.        Assistive Devices and Adaptive Structures (for Divyangjan)

7.        Multilingual interactions and inputs  

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Relevant documents highlighting the activities to address the student diversities 

•      Reports with seal and signature of Principal

•      Photographs with caption and date, if any

•      Any other relevant information

 

8

 

2.2.3

 

QnM

There are institutional provisions for catering to differential student needs; Appropriate learning exposures are provided to students

 

1.  No Special effort put forth in accordance with learner needs 

2.  Only when  students seek support

3.  As an institutionalized activity in accordance with learner needs

4.  Left to the judgment of the individual teacher/s

5.  Whenever need arises due to student diversity

 

Indicate the oneapplicable

 

Upload

•      Relevant documents highlighting the activities to address the differential student needs 

•      Reports with seal and signature of the Principal

•      Photographs with caption and date

•      Any other relevant information

8

2.2.4

 

QnM

Student-Mentor ratio for the last completed academic year

 

2.2.4.1:Number of mentors in the Institution

 

Formula:

 

Number of mentors: Number of students

 

Upload

•      Data as per Data Template

•      Relevant documents of mentor-mentee activities with seal and signature of the Principal

•      Any other relevant information

 

6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key Indicator - 2.3 Teaching- Learning Process (70)

 

Metric No.

Metric

Weightage

2.3.1

 

QlM

Multiple mode approach to teaching-learning is adopted by teachers which includesexperiential learning, participative learning, problem solving methodologies, brain storming, focused group discussion, online mode, etc. for enhancing student learning

 

Describe the varied modes of learning adopted and their basic rationale for adopting such learning mode/s for different coursesof each programme in not more than 500 words.

 

Upload

Course wise details of modes of teaching learning adopted during last completed academic year in each programme Any other relevant information

 

10

 

 

 

 

 

2.3.2

 

QnM

Percentage of teachers integrating ICT (excluding use of PPT) for effective teaching with Learning Management Systems (LMS),SwayamPrabha, e-Learning Resources and others during the last five years 

            

2.3.2.1:Number of teachers integrating ICT for effective teaching with Learning Management Systems (LMS), e-Learning Resources and others excluding PPT

 

Year

 

 

 

 

 

Total

Number of fulltime teachers integrating ICT for

effective teaching with LMS

 

 

 

 

 

 

 

Formula:

 

X 100

 

Upload

10

 

 

 

•      Data as per Data Template

•      Link to LMS

•      Any other relevant information

 

 

2.3.3

 

QnM

Students are encouraged to use ICT support (mobile-based learning, online material, podcast, virtual laboratories, learning apps etc.) for their learning including on field practice

 

2.3.3.1:Number of students using ICT support (mobile-based learning, online material, podcast, virtual laboratories, learning apps etc.) for their learning, for the last completed academic year

 

Number of students using ICT support for learning

 

 

Formula:

 

 X 100

 

Upload

•      Data as per Data Template

•      Programme wise list of students using ICT support

•      Documentaryevidence in support of the claim

•      Landing page of the Gateway to the LMS used

•      Any other relevant information

10

 

2.3.4

 

QnM

 

 

 

 

 

 

 

ICT support is used by students in various learning situations such as

 

1.      Understanding theory courses

2.      Practice teaching

3.      Internship

4.      Out of class room activities

5.      Biomechanical and Kinesiological activities

6.      Field sports

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Lesson plan /activity plan/activity report to substantiate the use of

ICT by students in various learning situations

•      Geo-tagged photographs wherever applicable

•      Link of resources used

•      Any other relevant information

8

 

2.3.5

 

QlM

Continual mentoring is provided by teachers for developing professional attributes in students

 

Describe in not more than 500 words the nature of mentoring efforts in the institution with respect to 

 

•         working in teams

•         dealing with student diversity

•         conduct of self with colleagues and authorities

•         balancing home and work stress

•         keeping oneself abreast with recent developments in education and

life

Upload

•      Documentary evidence in support of the claim

•      Any other relevant information

8

 

 

 

 

 

 

 

 

 

2.3.6

 

QnM

Institution provides exposure to students aboutrecent developments in the field of education through

 

1.Special lectures by experts

2.  ‘Book reading’ & discussion on it

3.  Discussion on recent policies & regulations

4.  Teacher presented seminars for benefit of teachers & students

5.  Use of media for various aspects of education

6.Discussions showcasing the linkages of various contexts of education- from local to regional to national to global

 

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Documentary evidence in support of the selected response/s

•      Reports of activities conducted related to recent developments in education with video graphic support, wherever possible Any other relevant information

 

8

 

 

 

 

 

 

 

 

 

 

 

 

 

2.3.7

 

QlM

 

Teaching learning process nurtures creativity, innovativeness,

intellectual and thinking skills, empathy, life skills etc. among students

 

Describe two cases in not more than 500 words each showcasing how this is attempted by teachers along with its impact on students

 

Upload

16

 

Documentary evidence in support of the claim

 

 

Any other relevant information

 

 

Key Indicator- 2.4 Competency and Skill Development (100)

 

Metric No

Metric

Weightage

2.4.1

 

QnM

 

Institution provides opportunities for developing competencies and skills in different functional areas through specially designed activities / experiences that include

             

1.      Organizing Learning (lesson plan)

2.      Developing Teaching Competencies 

3.      Assessment of Learning 

4.      Technology Use and Integration

5.      Organizing Field Visits

6.      Conducting Outreach/ Out of Classroom Activities

7.      Community Engagement

8.      Facilitating Inclusive Education

9.      Preparing Individualized Educational Plan(IEP)

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Documentary evidence in support of the selected response/s

•      Reports of activities with video graphic support wherever possible  Any other relevant information

10

 

 

 

2.4.2

 

QnM

 

 

 

 

 

 

 

 

 

 

 

 

 

Students go through a set of activities as preparatory to school- based practice teaching and internship. Pre practice teaching/ internship orientation/training encompasses certain significant skills and competencies such as

 

1.      Formulating learning objectives

2.      Content mapping

3.      Lesson planning/ Individualized Education Plans (IEP)

4.      Identifying varied student abilities

5.      Dealing with student diversity in classrooms

6.      Visualising differential learning activities according to student needs

7.      Addressing inclusiveness

8.      Assessing student learning

9.      Mobilizing relevant and varied learning resources

10.  Evolving ICT based learning situations

11.  Exposure to Braille /Indian languages /Community engagement

10

 

 

 

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Reports and photographs / videos of the activities

•      Attendance sheets of the workshops/activities with seal and signature of the Principal

•      Documentary evidence in support of each selected activity

•      Any other relevant information

 

 

2.4.3

 

QnM

Competency of effective communication is developed in students through several activities such as

 

1.      Workshop sessions for effective communication

2.      Simulated sessions for practicing communication in different situations

3.      Participating in institutional activities as ‘anchor’, ‘discussant’ or

‘rapporteur’

4.      Classroom teaching learning situations along with teacher and peer feedback

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Details of the activities carried out during last completed academic year in respect of each response indicated

•      Any other relevant information

 

5

2.4.4

 

QnM

 

 

 

 

 

 

 

 

 

 

 

Students are enabled to evolve the following tools of assessment for learning suited to the kinds of learning engagement provided to learners, and to analyse as well as interpret responses

 

1.        Teacher made writtentests essentially based on subject content

2.        Observation modes for individual and group activities

3.        Performance tests

4.        Oral assessment

5.        Rating Scales

Indicate the one/s applicable

 

Upload

Data as per Data Template

8

 

 

 

 

•      Samples prepared by students for each indicated assessment tool

•      Documents showing the different activities for evolving indicated assessment tools

•      Any other relevant information

 

2.4.5

 

QnM

 

Adequate skills are developed instudents for effective use of ICT for teaching learning process in respect of

 

1.    Preparation of lesson plans

2.    Developing assessment tools for both online and offline learning

3.    Effective use of social media/learning apps/adaptive devices for learning 

4.    Identifying and selecting/ developing online learning resources

5.    Evolving learning sequences (learning activities) for online as well as face to face situations

 

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Documentary evidence in support of each response selected

•      Sample evidence showing the tasks carried out for each of the selected response

•      Any other relevant information

8

2.4.6

 

QnM

Students develop competence to organize academic, cultural, sports and community related eventsthrough

 

1.      Planning and scheduling academic, cultural andsportsevents in school

2.      Planning and execution of  community related events

3.      Building teams and helping them to participate

4.      Involvement in preparatory arrangements

5.      Executing/conducting the event

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Documentary evidence showing the activities carried out for each of the selected response

•      Report of the events organized

•      Photographs with caption and date wherever possible Any other relevant information  

 

8

 

 

2.4.7

 

QnM

A variety of assignments given and assessed for theory courses through

 

1.      Library work

2.      Field exploration

3.      Hands-on activity

4.      Preparation of term paper

5.      Identifying and using thedifferent sources for study

Indicate  the one/sapplicable 

 

Upload

•      Data as per Data Template

•      Samples of assessed assignments for theory courses of different programmes

•      Any other relevant information

 

7

2.4.8

 

QlM

 

 

 

 

 

 

 

 

 

 

 

 

 

Internship programme is systematically planned with necessary preparedness

             

Describe institution’s preparatory efforts at organizing internship programme in not more than 500 words with respect to the following:

 

1.      Selection/identification of schools for internship: participative/on request

2.      Orientation to school principal/teachers

3.      Orientation to students going for internship

4.      Defining role of teachers of the institution

5.      Streamlining mode/s of assessment of student performance

6.      Exposure to variety of school set ups

Upload

•      Documentary evidence in support of the claim

•      Any other relevant information

8

 

 

 

 

 

2.4.9

 

QnM

Average number of students attached to each school for internship during the last completed academic year

 

2.4.9.1 :Number of final year students during the last completed academic year

2.4.9.2 : Number of schools selected for internship during the last completed academic year

 

Formula:

 

Number of final year students: Number of schools selected

 

5

 

 

Upload

•      Data as per Data Template

•      Internship certificates for students from different host schools

•      Copy of the schedule of work of internees in each school

•      Plan of teacher engagement in school internship

•      Any other relevant information

 

 

2.4.10

 

QnM

Nature of internee engagement during internship consists of

 

1.                Classroom teaching

2.                Mentoring 

3.                Time-table preparation 

4.                Student counseling

5.                PTA meetings

6.                Assessment of student learning – home assignments & tests

7.                Organizing academic and cultural events

8.                Maintaining documents

9.                Administrative responsibilities- experience/exposure   

10.            Preparation of progress reports

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Sample copies for each of selected activities claimed

•      School-wise internship reports showing student engagement in activities claimed

•      Wherever the documents are in regional language, provide English translated version

•      Any other relevant information

 

8

2.4.11

 

QlM

 

 

Institution adopts effective monitoring mechanisms during internship programme.

 

Describe in not more than 500 words, the monitoring mechanisms adopted to ensure optimal impact of internship in schools with specific reference to the role of teacher educators, school principal, school teachers and peers.

 

Upload

Documentary evidence in support of the response Any other relevant information

 

8

2.4.12

 

QnM

Performance of students during internship is assessed by the institution in terms of observations of different persons such as

 

1.      Self 

2.      Peers(fellow interns)

3.      Teachers / School* Teachers 

4.      Principal / School* Principal 

5.      B.Ed Students / School*Students

(* ‘Schools’ to be read as “TEIs” for PG programmes)

 

Indicate the one/s applicable

 

Upload

•      Assessment criteria adopted by each of the selected persons(For

Bachelor and PG Programmes as applicable)

•      Two filled in sample observation formats for each of the claimed assessors

•      Any other relevant information

7

2.4.13

 

QnM

 

 

 

 

 

 

 

 

 

 

 

 

 

Comprehensive appraisal of interns’ performance is in place.The criteria used for assessment include

 

1.        Effectiveness in class room teaching

2.        Competency acquired in evaluation process in schools

3.        Involvement in various activities of schools

4.        Regularity, initiative and commitment

5.        Extent of job readiness

 

Indicate the one/s applicable

 

Upload

•      Format for criteria and weightagesfor interns’ performance appraisal used

•      Five filled in formats for each of the aspects claimed

•      Any other relevant information

8

 

 

 

 

 

 

 

 

Key Indicator- 2.5 Teacher Profile and Quality (30)

 

Metric No.

Metric

Weightage

2.5.1

 

QnM

Percentage of fulltime teachers against sanctioned posts during the last five years

 

 

Formula:

𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑢𝑙𝑙−𝑡𝑖𝑚𝑒

 X 100

𝑝𝑜𝑠𝑡𝑠 𝑜𝑓 𝑡𝑒𝑎𝑐ℎ𝑒𝑟𝑠 𝑑𝑢𝑟𝑖𝑛𝑔 𝑡ℎ𝑒 𝑙𝑎𝑠𝑡 𝑓𝑖𝑣𝑒 𝑦𝑒𝑎𝑟𝑠

 

Upload

•      Data as per Data Template 

•      Sanction letters indicating number of posts (including management sanctioned posts) with seal and signature of the principal

•      English translation of sanction letter if it is in regional language Any other relevant information

9

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2.5.2

 

QnM

Percentage of fulltime teachers with Ph. D. degree during the last five years

 

2.5.2.1:Number of full time teachers in the institution with Ph.D. degree during the last five years

 

Year(Block)

Total

Number of full-time teachers with Ph.D. Degree 

(n)

Number of full-time teachers during the last five year

(N)

 

Formula:

 

 X 100

 

Upload

•      Data as per Data Template

•      Certificates of Doctoral Degree (Ph.D)of the faculty  

•      Any other relevant information

 

 

8

2.5.3

 

QnM

Average teaching experience of full time teachers for the last completed academic year

 

2.5.3.1:Total number of years of teaching experience of full-time teachers for the last completed academic year

 

Total number of years of teaching experience of full-time teachersfor the last completed academic year

 

 

Formula: 

 

𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑦𝑒𝑎𝑟𝑠 𝑜𝑓 𝑡𝑒𝑎𝑐ℎ𝑖𝑛𝑔 𝑒𝑥𝑝𝑒𝑟𝑖𝑒𝑛𝑐𝑒

𝑜𝑓 𝑓𝑢𝑙𝑙−𝑡𝑖𝑚𝑒 𝑡𝑒𝑎𝑐ℎ𝑒𝑟𝑠

Average teaching experience =                                                                   

 

Upload

Copy of the appointment letters of the fulltime teachers Any other relevant information

 

7

2.5.4

 

QlM

Teachers put-forth efforts to keep themselves updated professionally

 

Describe the nature of efforts by teachers to keep themselves updated professionally in not more than 500 words

 

1.      In house discussions on current developments and issues in education

2.      Share information with colleagues and with other institutions on policies and regulations 

Upload

•      Documentary evidence to support the claim

•      Any other relevant information

 

6

 

Key Indicator- 2.6Evaluation Process (25)

 

Metric No.

Metric

Weightage

2.6.1

 

QlM

Continuous Internal Evaluation(CIE) of student learning is in place in the institution

 

Describe details of the Continuous Internal Evaluation in the institution highlighting its major components in not more than 500 words

 

5

 

 

Upload

•      Relevant documents related to Internal Evaluation System at the institution level with seal and signature of the Principal

•      Any other relevant information

 

 

2.6.2

 

QnM

Mechanism of internal evaluation is transparent and robust and time bound; Institution adopts the following in internal evaluation

 

1.      Display of internal assessment marks before the term end examination 

2.      Timely feedback on individual/group performance

3.      Provision of improvement opportunities

4.      Access to tutorial/remedial support

5.      Provision of answering bilingually

Indicate the one/s applicable

 

Upload

•      Copy of university regulation on internal evaluation for teacher education

•      Annual Institutional  plan of action for internal evaluation

•      Details of provisions for improvement and bi-lingual answering

•      Documentary evidence for remedial support provided

•      Any other relevant information

8

 

 

 

2.6.3

 

QlM

Mechanism for grievance redressal related to examination is operationally effective 

             

Describe the mechanism and procedure for grievance redressal related to examination in not more than 500 words.

 

Upload

•      Relevant documents reflecting the transparency and efficiency related to examination grievanceswith seal and signature of the Principal

•      Any other relevant information

7

 

 

2.6.4

 

QlM

The institution adheres to academic calendar for the conduct of Internal Evaluation

 

 

Describe the mechanism of adhering to academic calendar for the conduct of Internal Evaluation in the institution in not more than 500 words.

 

 

5

 

Upload

•      Academic calendar of the Institution with seal and signature ofthe Principal

•      Any other relevant information

 

 

Key Indicator- 2.7 Student Performance and Learning Outcomes (40)

 

Metric No.

Metric

Weightage

2.7.1

 

QlM

The teaching learningprocess of the institution is aligned with the stated PLOs and CLOs.

 

Describe the way in which institution ensures alignment of stated PLOs and CLOs with the teaching learning process in not more than 500 words.

 

 

Upload                                                

•      Documentary evidence in support of the claim

•      Any other relevant information           

10

2.7.2

 

QnM

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Average pass percentage of students during the last five years 

 

2.7.2.1:Total number of students who passed the university examination during the last five years

 

 

Year

 

 

 

 

 

Total

Number of students passed

 

 

 

 

 

 

Total Number of final year students appeared

 

 

 

 

 

 

 

Formula: 

 

X 100

 

Upload

•      Data as per Data Template 

•      Result sheet for each year received from the Affiliating University

•      Certified report from the Head of the Institution indicating pass

8

 

 

percentage of students program-wise Any other relevant information

 

2.7.3

 

QlM

The progressive performance of students and attainment of professional and personal attributes in line with the PLOs and CLOs is monitored and used for further improvements 

 

 

Describe the manner in which progress in student performance on learning tasks is recorded in the transcript in respect of both cognitive and professional attributes in not more than 500 words

  

Upload

Documentary evidence showing the performance of students on various internal assessment tasks and the LOs achieved.   Any other relevant information

 

9

 

2.7.4

 

QnM

Performance of outgoing students in internal assessment 

 

2.7.4.1:Number of students achieving on an average 70% or more in internal assessment activities during the last completed academic year

 

Number of students achieving on an average 70% or more on internal

assessment activities 

 

 

 

Formula:

Upload

•      Data as per Data template

•      Record of student-wise/programme-wise/ semester-wise internal assessment of students during the last completed academic year

•      Any other relevant information

 

7

2.7.5

 

QlM

Performance of students on various assessment tasks reflects how far their initially identified learning needs are catered to.

 

Describe with examples the extent to which the assessment task and the performance of students reflect their initially identified learning needs in not more than 500 words.

6

 

 

Upload

•      Documentary evidence in respect to claim

•      Any other relevant information

 

 

Key Indicator- 2.8 Students’ Satisfaction Survey (50)  

 

Metric No.

Metric

Weightage

2.8.1

 

QnM

Online students’ satisfaction survey regarding Teaching - Learning Process 

 

Fill in student details for survey in the Student Satisfaction Survey Tab

(Database of all students on-roll need to be kept ready which will help you to fill the Student Satisfaction Survey format online)

50

 

 

Criterion III- Research and Outreach Activities (100)

 

Key Indicator 3.1- Resource Mobilisation for Research (30)

 

Metric No.

Metric

Weightage

3.1.1

 

QnM

 

Average number of research projects funded by government and/ or non-government agencies during the last five years

 

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

 

Year

 

 

 

 

 

Total 

Total number of funded research projects 

 

 

 

 

 

 

 

Formula:

Upload

Data as per Data Template

8

 

 

 

•      Sanction letter from the funding agency 

•      Any other relevant information

 

 

3.1.2

QnM

Average grants received for research projects from government and/ or non-government agencies during the last five years (INR in Lakhs)

 

3.1.2.1:Total grants received for research projects from government and / or non-government agencies during the last five years (INR in Lakhs)

 

Year

 

 

 

 

 

Total

Total grants received

 

 

 

 

 

 

 

Formula:

 

 

Upload

•      Sanction letter from the funding agency 

•      Income Expenditure statements highlighting the research grants received certified by the auditor

•      Any other relevant information

 

 

8

 

3.1.3

 

QnM

In-house support is provided by the institution to teachers for research purposes during the last five years in the form of

 

1.Seed money for doctoral studies/research projects

2.                  Granting study leave for research field work

3.                  Undertaking appraisals of institutional functioning and documentation

4.                  Facilitating research by providing organizational supports

5.                  Organizing research circle/internal seminar/interactive session on research

 

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Institutional Policy document detailing scheme of incentives

•      Sanction letters of award of  incentives 

•      Income Expenditure statements highlighting the relevant expenditure with seal and signature of the Principal

9

 

 

Documentary evidence for each of the claims Any other relevant information

 

 

3.1.4

 

QnM

Institution has created an eco-system for innovation and other initiatives for creation and transfer of knowledge that include

 

1.      Participative efforts (brain storming, think tank etc.) to identify possible and needed innovations

2.      Encouragement to novel ideas

3.      Official approval and support for innovative try-outs

4.      Material and procedural supports

Indicate the one/s applicable

 

Upload

•      Documentary evidences in support of the claims 

•      Details of reports highlighting the claims made by the institution 

•      Reports of innovations tried out and ideas incubated

•      Copyrights or patents filed

•      Any other relevant information

5

 

Key Indicator 3.2- Research Publications(15)

 

Metric No.

Metric

Weightage

3.2.1

 

QnM

 

 

 

Average number of research papers / articles per teacher published in Journals notified on UGC website during the last five years

 

3.2.1.1: Number of research papers / articles per teacher published in the Journals notified on UGC website during the last five years

 

Year

 

 

 

 

 

Total

Number of research papers / articles published

 

 

 

 

 

 

 

 

 

Upload

Data as per Data Template

7

 

 

•      First page of the article/journals with seal and signature of the Principal

•      E-copies of outer jacket/contents page of the journals in which articles are published

•      Any other relevant information

 

3.2.2

 

QnM

 

 

 

 

 

Average number of books and / or chapters in edited books published and papers in National / International conference-proceedings per teacher during the last five years

 

3.2.2.1:Total number of books and / or chapters in edited books, papers in National / International conference proceedings published during the last five years

 

Year

 

 

 

 

 

Total

Number of books and / or chapters in edited books,  papers in National / International conference proceedingspublished

 

 

 

 

 

 

 

Upload

•      Data as per Data Template

•      First page of the published book/chapter with seal and signature of the Principal

•      E-copies of outer jacket/contents page of the books, chapters and papers published along with ISBN number in national / international conference-proceedings per teacher year-wise Any other relevant information

8

 

 

 

 

 

 

Key Indicators 3.3 –Outreach Activities (30)

 

Metric No.

Metric

Weightage

3.3.1

 

QnM

Average number of outreach activities organized by the institution during the last five years 

 

3.3.1.1: Total number of outreach activities organized by the institution during the last five years.

 

Year

 

 

 

 

 

Total

Number of  outreach activities

 

 

 

 

 

 

 

Formula:

 

 

Upload

•      Data as per Data Template 

•      Report of each outreach activity organized  along with video/ photographs with seal and signature of the Principal Any other relevant information

 

5

3.3.2

 

QnM

Percentage of students participating in outreach activities organized by the institution during the last five years  

3.3.2.1:Number of students participating in outreach activities organized by the institution during the last five years

 

Year 

 

 

 

 

 

Total

Number of students participatingin outreach activities

 

 

 

 

 

 

 

Formula: 

                      

Percentage  

 

Upload

Event-wise newspaper clippings / videos / photographs with captions and dates 

6

 

 

 

•      Report of each outreach activity with seal and signature of the Principal 

•      Any other relevant information  

 

 

3.3.3

 

QnM

Percentage of student participation in national priority programmes such as Swachh Bharat, AIDs awareness, Gender sensitivity, Yoga, Digital India, National Water Mission during the last five years

 

3.3.3.1:Number of students participated in activities as part of national priority programmes during the last five years

 

Year

 

 

 

 

 

Total

Number of students participated in  activitiesas part of

national priority programmes

 

 

 

 

 

 

 

Formula:

 

 X 100

 

 

Upload

•      Data as per Data Template

•      Documentary evidence in support of the claim along with photographs with caption and date

•      Any other relevant information

 

6

3.3.4

QlM

Outreach activities in the community in terms of influencing and

sensitizing students to social issues and contribute to communitydevelopment 

 

Describe the way in which outreach activities conducted sensitized students to social issues and community development in not more than500 words.

 

Upload

•      Relevant documentary evidence for the claim

•      Report of each outreach activity signed by the Principal 

•      Any other relevant information

 

8

 

3.3.5

 

QnM

Number of awards and honours received for outreach activities from government/recognized agency during the last five years

 

3.3.5.1: Total number of awards and honoursreceived for outreach activities from government/ recognized agency during the last five years.  

Year

 

 

 

 

 

Number

 

 

 

 

 

 

 

Upload

•      Data as per Data Template

•      Appropriate certificates from the awarding agency 

•      Any other relevant information

5

 

 

Key Indicator - 3.4 Collaboration and Linkages (25)

 

Metric No.

Metric

Weightage

3.4.1

QnM

Average number of linkages for Faculty exchange, Student exchange, research etc. during the last five years

 

3.4.1.1: Number of linkages for faculty exchange, student exchange, research etc. during the last five years

 

Year

 

 

 

 

 

Total 

Number of Linkages

 

 

 

 

 

 

 

Formula:

Upload

•      Data as per Data Template

•      List of teachers/students benefited by linkage – exchange and research

•      Report of each linkage along with videos/photographs

•      Any other relevant information

 

 

8

3.4.2

 

QnM

Functional MoUs with institutions of National and / or International importance, other universities, industries, corporate houses etc. during the last five years

 

3.4.2.1:Number of functional MoUs with institutions of National and / or International importance, other universities, industries, corporate houses etc. during the last five years

 

Number of Functional MoUs during last five years (Block Year)

 

 

 

Upload

•      Data as per Data Template

•      Copies of the MoU’s with institution / industry/ corporate houses

•      Any other relevant information

 

8

3.4.3

 

QnM

Institution has linkages with schools and other educational agencies for both academic and outreach activities and jointly organizes

 

1.      Local community based activities

2.      Practice teaching /internship in schools

3.      Organizes events of mutual interest- literary, cultural and open discussions on pertinent themes to school education

4.      Discern ways to strengthen school based practice through joint discussions and planning

5.      Join hands with schools in identifying areas for innovative practice

6.      Rehabilitation Clinics

7.      Linkages with general colleges

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Report of each activitieswith seal and signature of the Principal Any other relevant information

9

 

 

 

 

 

 

 

 

 

Criterion IV - Infrastructure and Learning Resources (100)

 

Key Indicator – 4.1 Physical Facilities (30) 

 

Metric No.

Metric

Weightage

4.1.1

QlM

 

 

The institution has adequate facilities for Teaching- Learning. viz., classrooms, laboratories, sports field, fitness center, equipment, computing facilities, sports complex, etc. for the various programme offered

 

Describe the adequacy of facilities for Teaching –Learning as per the minimum specified requirement by statutory bodies in not more than  500 words

 

Upload

•      List of physical facilities availablefor teaching learning

•      Geo-tagged photographs  

•      Any other relevant information

10

4.1.2

 

QnM

Percentage of classrooms and seminar hall(s) with ICT- enabled facilities such as smart classroom, LMS, video and sound systems etc. during the last completed academic year.

 

4.1.2.1:Number of classrooms and seminar hall(s) with ICT facilities

 

4.1.2.2:Number of Classrooms and seminar hall(s) in the institution

 

Number     of     classrooms      and

seminar hall(s) with ICT facilities

 

Total number of Classrooms and seminar hall(s) in the institution

 

 

Formula:

Upload

•     Data as per Data Template 

•     Geo-tagged photographs 

•     Link to relevant page on the Institutional website Any other relevant information

 

10

4.1.3

 

QnM

Percentage of expenditure excluding salary for infrastructure augmentation during the last five years(INR in lakhs)

 

4.1.3.1:Expenditure for infrastructure augmentation excluding salary during the last five years (INR in lakhs)

 

Year

 

 

 

 

 

Total

Total actual expenditure for infrastructure augmentation

 

 

 

 

 

 

 

Formula:

Upload

•      Data as per Data Template

•      Income Expenditure statements highlightingthe expenditure on infrastructure augmentation with seal andsignature of CA and the Principal

•      Any other relevant information

10

 

 

Key Indicator – 4.2 Library as a Learning Resource (30)

 

Metric No.

Metric

Weightage

4.2.1

QlM

Institution has adopted automation of library using Integrated Library Management System (ILMS) or any other software

 

Describe the features of Library Automation in not more than 500 words.

 

Upload

•      Bill for augmentation of library signed by the Principal

•      Web-link to library facilities, if possible

•      Any other relevant information

 

5

4.2.2

QlM

Institution has remote access to library resources which students and teachers use frequently

 

3

 

 

Give details of Gateway for remote access to library resources used by teachers and students in not more than 500 words

 

Upload

•      Landing page of the remote access webpage

•      Details of  users and details of visits/downloads 

•      Any other relevant information

 

 

4.2.3

 

QnM

Institution has subscription for e-resources and has membership/registration for the following

 

1.      e-journals

2.      e-Shodh Sindhu

3.      Shodhganga

4.      e-books

5.      Databases 

 

Indicate the one/s applicable

 

Upload

•      Data as per Data template

•      Receipts of subscription/membership to e-resources 

•      E-copy of the letter of subscription /member ship in the name of institution

•      Any other relevant information

 

3

4.2.4

 

QnM

Average annual expenditure for purchase of books, journals, and eresources during the last five years (INR in Lakhs) 

 

4.2.3.1: Annual expenditure for purchase of books, journals and eresources during the last five years (INR in Lakhs)

 

Year

 

 

 

 

 

Total

Annual expendituref or purchase of books, journals and e-resources

 

 

 

 

 

 

 

Formula:

6

 

 

Upload

•      Data as per Data Template

•      Income Expenditure statements highlighting the expenditure on purchase of books, journals, e- resources with seal and signature of both the Principal and Chartered Accountant

•      Any other relevant information

 

4.2.5

 

QnM

Percentage per day usage of library by teachers and students during the last completed academic year

 

4.2.5.1 : Number of teachers and students using library for Month one

(not less than 20 working days) during the last completed academic year 4.2.5.2 : Number of teachers and students using library for Month two(not less than 20 working days) during the last completed academic year

4.2.5.3 : Number of teachers and students using library for Month 3(not less than 20 working days) during the last completed academic year 4.2.5.4: Number of teachers and students using library for Month 4(not less than 20 working days) during the last completed academic year.

4.2.5.5: Number of teachers and students using library for Month 5(not less than 20 working days) during the last completed academic year.

 

Month1

             

Month 2

 

Month 3

 

Month 4

 

Month 5

 

 

Formula:

 

 

 

Upload

•      Document showing the number of teachers and students using library / e-library per working day/ logins in remote access for 10 days each for five months during the last completed academic year with seal and signature of both the librarian and principal

•      Link to certified copies of the ledger pages/screenshots of the data for 5 days each for 5 working months selected by the institution

•      Any other  relevant information

 

5

4.2.6

 

QnM

Efforts are made to make available National Policies and other documents on education in the library suitable to the three streams of teacher education –general teacher education, special education and physical education by the following ways

 

1.      Relevant educational documents are obtained on a regular basis

2.      Documents are made available from other libraries on loan

3.      Documents are obtained as and when teachers recommend

4.      Documents are obtained as gifts to College

 

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Any other relevant information

8

 

Key Indicator- 4.3 ICT Infrastructure (25)

 

Metric No.

Metric

Weightage

4.3.1

QlM

Institution updates its ICT facilities including Wi-Fi

 

Describe ICT facilities including Wi-Fi with date and nature of updation in not more than 500 words 

 

Upload

•      Document related to date of implementation and updation, receipt for updating the Wi-Fi

•      Any other relevant information

 

6

4.3.2

 

QnM

Student – Computer ratio during the last completed academic year

 

Ratio: Number of students : Number of Computers

 

Upload

•      Data as per data template

•      Purchase receipts and relevant pages of the Stock Register with seal and signature of the principal Any other relevant information

 

6

4.3.3

 

QnM

Internet bandwidth available in the institution

 

4.3.3.1:Available bandwidth of internet connection in the institution, in

MBPS 

6

 

 

Upload

•      Receipt for connection indicating bandwidth 

•      Bill for any one month during the last completed academic year  indicating internet connection plan, speed and bandwidth  Any other relevant Information

 

4.3.4

 

QnM

Facilities for e-content development are available in the institution such as

 

 

1.      Studio / Live studio

2.      Content distribution system

3.      Lecture Capturing System (LCS) 

4.      Teleprompter

5.      Editing and graphic unit

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Link to videos of the e-content development facilities 

•      List the equipment purchased for claimed facilities along with the relevant bills

•      Link to the e-content developed by the faculty of the institution Any other relevant information

7

 

 

Key Indicator – 4.4 Maintenance of Campus and Infrastructure (15)

 

Metric No.

Metric

Weightage

4.4.1

QnM

Percentage expenditure incurred exclusively on maintenance of physical and academic support facilities during the last five years (INR in Lakhs)

 

4.4.1.1:Expenditure incurred exclusively on maintenance of physical and academic support facilities during the last five years (INR in lakhs)

 

Year

 

 

 

 

 

Total 

Expenditure on maintenance of physical and academic

support facilities in

INR Lakhs

 

 

 

 

 

 

 

8

 

Formula:

Upload

•      Data as per Data Template 

•      Income Expenditure statements highlighting relevant items with seal and signature of the Principal and Chartered Accountant

•      Any other relevant information

 

 

4.4.2

 

QlM

Systems and procedures for maintaining and utilizing physical, academic and support facilities - laboratory, library, sports complex, computers, classrooms etc. are in place

 

Describe policy details of systems and procedures for maintaining and utilizing physical, academic and support facilities in not more than 500 words 

 

Upload

•      Appropriate link(s) on the institutional website 

•      Any other relevant information

 

7

 

Criterion V- Student Support and Progression (115)

 

Key Indicator- 5.1 Student Support (40)

 

Metric No.

Metric

Weightage

5.1.1

QnM

A range of capability building and skill enhancement initiatives are undertaken by the institution such as

 

1.      Career and Personal Counseling

2.      Skill enhancement in academic, technical and organizational aspects

3.      Communicating with persons of different disabilities: Braille, Sign language and Speech training

4.      Capability to develop a seminar paper and a research paper; understand/appreciate the difference between the two

5.      E-content development

6.      Online assessment of learning

 

10

 

 

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Report on each capability building and skill enhancement initiative adopted with seal and signature of the Principal

•      Sample feedback sheets from the students participating in each of the  initiative

•      Photographs with date and caption for each initiative

•      Any other relevant information

 

5.1.2

QnM

Availablestudent support facilities in institution are

 

 

1.      Vehicle Parking

2.      Common rooms separately for boys and girls

3.      Recreational facility

4.      First aid and medical aid

5.      Transport

6.      Book bank

7.      Safe drinking water

8.      Hostel

9.      Canteen

10.  Toilets for girls

Indicate the one/s applicable

 

Upload

•      Geo-tagged photographs

•      Any other relevant information

10

 

5.1.3

 

QnM

The institution has a transparent mechanism for timely redressal of student grievances including sexual harassment and ragging cases such as 

 

1.      Institution has guidelines regarding redressal mechanism approved by appropriate statutory/regulatory bodies 

2.      Details of members of grievance redressal committees are available on the institutional website

3.      Awareness programmes are conducted to communicate the guidelines for redressal of student grievances to teachers and students 

4.      Provision for students to submit grievances online/offline

5.      Grievance redressal committee meets on a regular basis

6.      Students’ grievances are addressed within 7 days of receiving the complaint 

10

 

 

Indicate the one/s applicable

 

Upload

•      Data as per Data Template for the applicable options 

•      Institutional guidelines for students’ grievance redressal 

•      Composition of the student grievance redressal committee including sexual harassment and ragging

•      Samples of grievance submitted offline

•      Any other relevant information

 

5.1.4

 

QnM

Institution provides additional support to needy students in several ways such as

 

1.  Monetary help from external sources such as banks

2.  Outside accommodation on reasonable rent on shared or individual basis

3.  Dean student welfare is appointed and takes care of student welfare 

4.  Placement Officer is appointed and takes care of the Placement Cell

5.  Concession in tuition fees/hostel fees

6.  Group insurance (Health/Accident)

 

Indicate the one/s applicable

 

Upload

•      Data as per Data template

•      Income Expenditure statement highlighting the relevant expenditure towards student concession along with approval / sanction letter 

•      Report of the Placement Cell

•      Any other relevant information

10

 

Key Indicator- 5.2 Student Progression (25)

 

Metric No.

Metric

 

Weightage

5.2.1

QnM

Percentage of placement of students as teachers/teacher educators

 

5.2.1.1:Number  of students of the institution placed as teachers/teacher educators during the last five years

 

           Year                                                                                                Total

10

 

 

Number  of students placed as teachers/ teacher educators

 

 

 

 

 

 

 

 

 

 

 

   Total      number     of

graduating students 

 

 

 

 

 

 

 

 

Formula:

 

Upload

•      Data as per Data Template

•      Annual reports of Placement Cell for five years

•      Appointment letters of 10% graduates for each year

•      Any other relevant information

5.2.2

 

QnM

Percentage of student progression to higher education during the last completed academic year

 

5.2.2.1:Numberof outgoing students progressing to Higher Education

 

 

Formula:

 

Upload

•      Data as per Data Template 

•      Details of graduating students and their progression to higher education with seal and signature of the principal

•      Documentary evidence in support of the claim

•      Any other relevant information

 

8

5.2.3

 

QnM

Percentage of students qualifying state/national level examinations during the last five years (eg: NET/SLET/ TET/ CTET)

 

5.2.3.1:Number of students qualifying in state/ national level examinations (eg: NET/SLET/ TET/ CTET) during the last five years

 

Year 

 

 

 

 

 

Total 

Number ofStudents qualified

(NET/SLET/ TET/

CTET)

 

 

 

 

 

 

Number of graduating students 

 

 

 

 

 

 

 

 

7

 

 

Formula:

  

Upload

•      Data as per Data Template 

•      Copy of certificates for qualifying in the state/national examination

•      Any other relevant information

 

 

Key Indicator- 5.3 Student Participation in Activities (20)

 

Metric No.

Metric

Weightage

5.3.1

 

QlM

Student council is active and plays a proactive role in the institutional functioning

 

Describe the ways in which student council plays a proactive role in the institutional functioning and contribute for students welfare in not more than 500 words

 

Upload

•      Copy of constitution of student council signed by the Principal

•      List of students represented on different bodies of the Institution signed by the Principal

•      Documentary evidence for alumni role in institution functioning and for student welfare

•      Any other relevant information

 

8

5.3.2

 

QnM

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Average number of sports and cultural eventsorganized at the institution during the last five years

 

5.3.2.1:Number of sports and cultural events organized at the institution during the last five years

 

Year

 

 

 

 

 

Total 

Number of sports and cultural events organized

 

 

 

 

 

 

 

 

Formula:

𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓𝑠𝑝𝑜𝑟𝑡𝑠 𝑎𝑛𝑑

𝑐𝑢𝑙𝑡𝑢𝑟𝑎𝑙 𝑒𝑣𝑒𝑛𝑡𝑠 𝑜𝑟𝑔𝑎𝑛𝑖𝑠𝑒𝑑

𝑑𝑢𝑟𝑖𝑛𝑔 𝑙𝑎𝑠𝑡 𝑓𝑖𝑣𝑒 𝑦𝑒𝑎𝑟𝑠

                                 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 =     

                                                                                                                                                    5

Upload

•      Data  as per Data Template

•      Reports of the events along with the photographs with captions and dates  

•      Copy of circular / brochure indicating such kind of events Any other relevant information

12

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key Indicator- 5.4 Alumni Engagement (30)

 

Metric No.

Metric

Weightage

5.4.1

QlM

Alumni Association/Chapter (registered / non-registered but functional) contributes significantly for the development of the institution 

 

Describe the role of alumni association in the development of institution in not more than 500 words highlighting two significant contributions in any functional aspects 

 

Upload

•      Details of office bearers and members of alumni association

•      Certificate of registration of Alumni Association, if registered

•      Any other relevant information

 

8

 

 

5.4.2

 

QnM

Alumni has an active role in the regular institutional functioning such as

 

1.      Motivating the freshly enrolled students

2.      Involvement in the in-house curriculum development

3.      Organization of various activities other than class room activities

4.      Support to curriculum delivery 

5.      Student mentoring

6.      Financial contribution

7.      Placement advice and support

 

Indicate the one/s applicable

 

Upload

•      Documentary evidence for the selected claim

•      Income Expenditure statement highlighting the alumni contribution 

•      Report of alumni participation in institutional functioning for last completed academic year

•      Any other relevant information

8

5.4.3 

 

QnM

Number of meetings of Alumni Association held during the last five years

 

5.4.3.1:Number of meetings of Alumni Association held during the last five years

 

Year

 

 

 

 

 

Total

Number of

Meetings of

Alumni

Association 

 

 

 

 

 

 

 

 

Upload

•      Data as per Data Template

•      Agenda and minutes of the meeting of Alumni Association with seal and signature of the Principal and the Secretary of the Association

•      Any other relevant information

 

 

6

5.4.4

 

QlM

Alumni Association acts as an effective support system to the institution in motivating students as well as recognizing, nurturing and furthering any special talent/s in them.

 

Describe the mechanism through which Alumni Association acts as an effective support system to the institution in motivating, nurturing special talent in not more than 500 words

8

 

 

Upload

•      Documentary evidence in support of the claim

•      Any other relevant information

 

 

Criterion VI: Governance, Leadership and Management (120)

 

Key Indicator- 6.1 Institutional Vision and Leadership (15) 

 

Metric No.

Metric

Weightage

6.1.1

QlM

The governance of the institution is reflective of an effective leadership and participatory mechanism in tune with the vision and mission 

 

 

Describe the vision and mission statement of the institution on the nature of governance, perspective plans and participation of the teachers, students and non-teaching staffs in its decision making bodies of the institution in not more than 500 words.   

 

 

Upload

•      Vision and Mission statements of the institution

•      List of teachers, students and non-teaching staff on decision making bodies of the institution with seal and signatureof the Principal

•      Documentary evidence in support of the claim Any other relevant information

 

5

6.1.2

 

QlM

Institution practices decentralization and participative management 

 

Describe the process of decentralization and participative management practiced in the institution in not more than 500 words 

 

Upload 

•      Relevant documents to indicate decentralization and participative management

•      Any other relevant information

 

5

 

6.1.3

 

 

QlM

The institution maintains transparency in its financial, academic, administrative and other functions 

 

Describe the efforts of the institution towards maintenance of 

transparency in its financial, academic, administrative and other functions

5

 

 

in not more than 500 words.  

 

Upload

•      Reports indicating the efforts made by the institution towards maintenance of transparency

•      Any other relevant  information

 

 

Key Indicator- 6.2 Strategy Development and Deployment (25)

 

Metric No.

Metric

Weightage

6.2.1

QlM

The institutional Strategic plan is effectively deployed

 

Describe one activity successfully implemented based on the strategic plan with details of deployment strategy, during the last five years in not more than 500 words

 

Upload

•      Link to the page leading to Strategic Plan and deployment documents 

•      Documentary evidence in support of the claim Any other relevant information

 

8

6.2.2

 

QlM

The functioning of the institutional bodies is effective and efficient as visible from policies, administrative setup, appointment and service rules, procedures, etc. 

 

Describe the functioning of the institutional bodies in not more than500 words.

 

Upload

•      Link to organogram on the institutional  website

•      Documentary evidence in support of the claim Any other relevant information

 

5

 

6.2.3

 

QnM

Implementation of e-governance are in the following areas of operation 

 

 

1.      Planning and Development  

2.      Administration 

3.      Finance and Accounts 

4.      Student Admission and Support 

5.      Examination System

6.      Biometric / digital attendance for staff 

7.      Biometric / digital attendance for students

 

6

 

 

Indicate the one/s applicable

 

 

Upload

•      Data as per Data Template  

•      Screen shots of user interfaces of each module   

•      Annual e-governance report  

•      Geo-tagged photographs

•      Any other relevant information

 

6.2.4

 

QlM

Effectiveness of various bodies/cells/committees is evident through minutes of meetings and implementation of their resolutions /decisions

 

Describe one decision based on the minutes of the meetings of various Bodies / Cells / Committees which is successfully implemented in not more than 500 words.  

 

Upload                     

•      Minutes of the meeting with seal and signature of the Principal

•      Action taken report with seal and signature of the Principal

•      Any other relevant  information

 

6

 

Key Indicator- 6.3 Faculty Empowerment Strategies (30)

 

Metric No.

Metric

Weightage

6.3.1

QlM

Effective implementation of welfare measures for teaching and nonteaching staff is in place

 

Describe the existing welfare measurements for teaching and nonteaching staff and their implementationin not more than 500 words 

 

Upload

•      List of welfare measures provided by the institution with seal and signature of the Principal

•      List of beneficiaries of welfare measures provided by the institution with seal and signature of the Principal

•      Any other relevant information

 

7

6.3.2

 

QnM

Percentage of teachers provided with financial support to attend seminars /conferences/workshops and towards membership fees of professional bodiesduring the last five years

 

7

 

 

 

 

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

 

Year

 

 

 

 

 

Total 

Number of  teachers receiving financial 

 

 

 

 

 

 

 

Formula:

 

 

Upload

•      Data  as per Data Template 

•      Institutional Policy document on providing financial support to teachers  

•      E-copy of letter/s indicating financial assistance to teachers 

•      Certificate of participation for the claim

•      Certificate of membership

•      Income Expenditure statement highlighting the financial support to teachers 

•      Any other relevant information 

 

 

6.3.3

 

QnM

Number of professional development /administrative training programmes organized by the institution for teaching and non-teaching staff during the last five years.

 

6.3.3.1:Total number of professional development /administrative training programmes organized by the institution for teaching and non-teaching staff during the last five years

 

Year

 

 

 

 

 

Total

Number of professional development

/administrative training programmes 

 

 

 

 

 

 

 

Upload

•      Data as per Data Template 

•      Brochures / Reports along with Photographs with date and caption

5

 

 

•      List of participants of each programme

•      Any other relevant information

 

 

6.3.4

 

QnM

Percentage of teachers undergoing online / face to face Faculty

Development Programmes (FDPs) viz., Orientation Programme and  Refresher Course of the ASC / HRDC,  Short Term Course and  any other similar programmes

 

 

6.3.4.1: Total number of teachers undergoing online/face to face Faculty

Development Programmes (FDPs) viz., Orientation Programme and Refresher Course of the ASC / HRDC, Short Term Course and any other similar programmes during the last five years

 

Years

 

 

 

 

 

Total

Number of

participating teachers

 

 

 

 

 

 

 

Formula:

 

Upload

•      Data as perData Template 

•      Copy of Course completion certificates

•      Any other relevant information

6

 

6.3.5

 

QlM

 

The institution has a performance appraisal system for teaching and non-teaching staff

 

Describe the process of performance appraisal system for teaching and non-teaching staff in not more than 500 words.

 

Upload

•      Proforma used for performance appraisal for teaching and nonteaching staff with seal and signature of  the Principal

•      Performance Appraisal Report of any three teaching and three non-teaching staff with seal and signature of  the Principal Any other relevant information

5

 

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

 

Metric No.

Metric

Weightage

 

6.4.1

QlM

Institution conducts internal or/and external financial audit regularly

 

Describe the process of internal and external financial audits along with the mechanism for settling audit objections, if any, during the last five years in not more than 500 words 

 

Upload

•      Report of Auditors of last five years signed by the Principal.

•      List of audit objections and their compliance with seal and signature of the Principal

•      Any other relevant information    

 

6

6.4.2

 

QnM

Funds / Donations received from non-government bodies, individuals, philanthropists averaged over the last five years (not covered in Criterion III)(INR in Lakhs)

 

6.4.2.1: Totalfunds received from non-government bodies, individuals, philanthropists during the last five years (INR in Lakhs)

 

Year

 

 

 

 

 

Total

Funds/ Donations received from individuals, philanthropists, etc.

(INR in Lakhs)

 

 

 

 

 

 

 

Formula:

 

 

Upload

•      Data as per Data Template

•      Income Expenditure statements highlighting the relevant items with seal and signature of both the Chartered Accountant/ Principal

•      Copy of letter from the non-government bodies / Individual /

Philanthropists stating the Fund / Donation given Any other relevant information

7

6.4.3

 

QlM

Institutional strategies for mobilization of funds and the optimal utilization of resources are in place.

 

Describe the procedure of mobilization of funds and its optimal utilization in not more than 500 words. 

7

 

 

 

Upload

•      Documentary evidence regarding mobilization and utilization of funds with seal and signature of the Principal

•      Any other relevant information

 

 

 

Key Indicator- 6.5 Internal Quality Assurance System (30)

 

Metric No.

Metric

 

Weightage

6.5.1

QlM

Internal Quality Assurance Cell (IQAC) or any other mechanism has contributed significantly for institutionalizing the quality assurance strategies

 

Describe the process adopted by the institution for quality assurance through IQAC or any other mechanism in not more than  500 words 

 

Upload

•      List of activities responsible for ensuring quality culture in the

Institution with seal and signature of the principal

•      Any other relevant information

 

5

6.5.2

 

QlM

The institution reviews its teaching-learning process periodically through IQAC or any other mechanism 

 

Describe the process adopted by the institution for reviewing TeachingLearning Process periodically in not more than 500 words. 

 

Upload

•      Appropriate documents to show the visible improvement/s in Teaching-Learning Process with seal and signature of the Principal

•      Any other relevant information     

 

7

 

6.5.3

 

 

QnM

Average number of quality initiatives taken by IQAC or any other mechanism for promoting quality culture during the last five years

             

6.5.3.1: Number of quality initiatives taken by IQAC or any other mechanism for promoting quality culture during the last five years.

 

Year

 

 

 

 

 

Total

Number of

quality initiatives taken by IQAC / any other mechanism

 

 

 

 

 

 

 

Formula:

 

 

 

Upload

•      Data as per Data Template

•      Report of the work done by IQAC or other quality mechanisms

•      List of  quality initiatives undertaken by IQAC / other quality mechanism signed by the Principal

•      Any other relevant information

7

6.5.4

 

QnM

Institution engages in several quality initiatives such as

 

1.  Regular meeting of Internal Quality Assurance Cell (IQAC) or other mechanisms;  Feedback collected, analysed and used for improvements

2.  Timely submission of AQARs(only after 1st cycle)

3.  Academic Administrative Audit (AAA) and initiation of follow up action

4.  Collaborative quality initiatives with other institution(s)

5.  Participation in NIRF

 

Indicate the one/s applicable

 

Upload

•      Data as per Data Template

•      Link to the minutes of the meeting of IQAC

•      Link to Annual Quality Assurance Reports (AQAR)  of IQAC

•      Consolidated report of Academic Administrative Audit (AAA)

5

 

 

•      e-Copies of the accreditations and certifications

•      Supporting document of participation in NIRF 

•      Feedback analysis report

•      Any other relevant information

 

6.5.5

 

QlM

Institutions keeps track of the incremental improvements achieved in academic and administrative domains of its functioning through quality assurance initiatives

 

For first cycle:

Describe two examples to show incremental improvements achieved within the institution during the last five years in not more than 500 words each

 

For second and subsequent cycles:

Describe two examples to show incremental improvements achieved within the institution due to quality initiatives since the previous accreditation in not more than 500 words each

 

Upload

•      Relevant documentary evidence in support of the claim

•      Any other relevant information

6

 

 

 

Criterion VII- Institutional Values and Best Practices (100)

 

Key Indicator- 7.1 Institutional Values and Social Responsibilities (60)

 

Metric No.

Metric

Weightage

7.1.1

 

QlM

 

Institution has a stated energy policy streamlining ways of energy conservation, use of alternate sources of energy for meeting its power requirements

 

Describe the institution’s energy policy streamlining ways of energy conservation, use of alternate sources of energy for meeting its power requirements in not more than 500 words.

 

Upload

•      Institution’s energy policy document

•      Any other relevant information

 

8

 

7.1.2 

 

QlM

 

Institution has a stated policy and  procedure for implementation of waste management

 

Give a brief note on the institution policy for waste management along with its implementation procedurein not more than 500 words.

 

Upload

•      Documentary evidence in support of the claim

•      Any other relevant information

 

3

 

7.1.3

 

QnM

 

Institution waste management practices include

 

1.      Segregation of waste

2.      E-waste management

3.      Vermi-compost

4.      Bio gas plants

5.      Sewage Treatment Plant

 

Indicate the one/s applicable

 

Upload

•      Documentary evidence in support of each selected response

•      Geo-tagged photographs

•      Income Expenditure statement highlighting the specific components

•      Any other relevant information

 

4

7.1.4

 

QnM

Institution has water management and conservation initiatives in the form of 

 

1.  Rain water harvesting

2.  Waste water recycling

3.  Reservoirs/tanks/ bore wells

4.  Economical usage/ reduced wastage

Indicate the one/s applicable

 

Upload

•      Income Expenditure statement highlighting the specific components

•      Documentary evidence in support of the claim

•      Geo-tagged photographs

•      Any other relevant information

8

 

7.1.5

 

QlM

 

Institution is committed to maintenance of cleanliness, sanitation, green cover and providing a pollution free healthy environment

 

Describe the efforts of the institution towards maintenance of cleanliness, sanitation, green cover and providing a pollution free healthy environmentin not more than 500 words

 

Upload

•      Documents and/or photographs in support of the claim

•      Any other relevant information

 

6

7.1.6

 

QnM

Institution is committed to encourage green practices that include

 

1.  Encouraging use of bicycles / E-vehicles

2.  Create pedestrian friendly roads in the campus

3.  Develop plastic-free campus 

4.  Move towards paperless office

5.  Green landscaping with trees and plants

 

Indicate the one/s applicable

 

Upload

•      Videos/ Geotagged photographs related to Green Practices adopted by the institution 

•      Circulars and relevant policy papers for the claims made

•      Snap shots and documents related to exclusive software packages used for paperless office

•      Income Expenditure statement highlighting the specific components

•      Any other relevant information

 

 

 

8

7.1.7

 

QnM

Percentage of expenditure on green initiatives and waste management excluding salary component during the last five years (INR in Lakhs)

 

7.1.7.1:Totalexpenditure on green initiatives and waste management excluding salary component during the last five years (INR in Lakhs)

 

 

 

8

 

Year

 

 

 

 

 

Total

 

Expenditure on green initiatives  and waste

management(INR

in lakhs)

 

 

 

 

 

 

 

 

 

 

 

Formula:

Upload

•      Data as per Data Template

•      Income Expenditure statement on green initiatives, energy and waste management 

•      Any other relevant information

 

 

7.1.8

 

 

QlM

 

 

 

Institution puts forth efforts leveraging local environment, locational knowledge and resources, community practices and challenges.

 

Describe institution’s efforts showcasing the way it leverages local environment, locational knowledge and resources, community practices and challenges in not more than 500 words

 

Upload

•      Documentary evidence in support of the claim

•      Any other relevant information

 

7

7.1.9

 

QnM

 

 

 

Institution has a prescribed Code of Conduct for students, teachers, administrators and other staff, and conducts periodic programmes to appraise adherence to the Code through the following ways

 

1.      Code of Conduct is displayed on the institution’s website

2.      Students and teachers are oriented about the Code of Conduct

3.      There is a committee to monitor adherence to the Code of Conduct

4.      Professional ethics programmes for students, teachers, administrators and other staff are organized periodically

Indicate the one/s applicable

 

Upload

•      Copy of the Code ofConduct for students, teachers, administrators and other staff of Institution / Affiliating University 

•      Web-Link to the Code of Conduct displayed on the institution’s website            

•      Reports / minutes of the periodic programmes to appraise adherence to the Code of Conduct

•      Details of the Monitoring Committee, Professional ethics

8

 

 

programmes, if any

 

 

Any other relevant information

 

 

 

Key Indicator- 7.2 Best Practices (20)

 

Metric No.

Metric

Weightage

7.2.1

QlM

Describe at least two institutional best practices (as per NAAC format given on its website)

 

Describe any two best practices successfully implemented by the institution as per NAAC format

 

Upload

•      Photos related to two best practices of the Institution

•      Any other relevant information

20

 

Key Indicator- 7.3 Institutional Distinctiveness (20)

 

Metric No.

Metric

Weightage

7.3.1

QlM

Performance of the institution in one area of distinctiveness related to its vision, priority and thrust

 

Describe the institutional performance in one area of distinctiveness related to its vision, priority and thrust in not more than 500 words 

 

Upload

•      Photo and /or video of institutional performance related to the one area of its distinctiveness 

•      Any other relevant information

20

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Section C: Appendices

 

 

  1. Glossary        
  2. Abbreviations Appendix 1 : Glossary Student Satisfaction Survey  - Questionnaire

 

            

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 1: Glossary

 

Academic,

Administrative

Audit(AAA)

An exercise which serves to provide assurance that the delegated responsibilities for quality and standards of academic and administrative provisions are being appropriately discharged

Academic Flexibility

Choices offered to the students in the curriculum 

Accreditation

Certification of an academic institution with reference to quality provision that is valid for a fixed period. 

Benchmarks

An example of good performance that serves as a standard for comparison of one’s own performance. In the A&A process benchmarks are the standards set in respect of each Metric against which response of the HEIs are compared and scored accordingly.

Best practices

Practices in various aspects of the HEI’s functioning which have led to enhancement in the quality culture within the  institution 

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.

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 program. All UG and PG programs, as per UGC, have to implement CBCS

Collaboration

Formal agreement/ understanding between any two or more institutions for curricular aspects such as teaching and internship, as well as training, research, student/ faculty exchange or outreach support.

Community engagement

Participation of the HEI in one or more activities being carried out in the community and/or efforts put forth towards introducing newer elements into the community

 

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-Shodh Sindhu (https://www.inflibnet.ac.in/ess)  provides current as well as archival access to more than 15,000 core and peerreviewed 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.

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.

Functional MoUs

Memoranda of Understanding that are currently operational, signed by the Institution with national and international agencies

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

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.

INFLIBNET Database

Information and Library Network Centre maintains a database on books, theses and serials

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.

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

Levels of Learning Outcomes

Learning outcomes are ideally visualised at at- least two levels: Course level and Programme level. 

Programme LearningOutcomes: PLOs are statements that describe what the students graduating from any of the educational Programmes should be able to do.

Course Learning Outcomes: CLOs are statements that describe what students should be able to do at the end of a course.

Theoretically, the course level learning outcomes are further specifications of the broader Programme level outcomes. So, the CLOs are subsumed in the PLOs.

Organogram

Organogram is a diagram that shows the structure of an organization and the relationships between and among its parts. It is also known as Organisational Structure.

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 programme / activities

a systematic attempt to provide services beyond institutional limits, participating in activities and processesin the community. 

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 Plan

Is a blue print regarding the objectives and targets of long term growth

Situatedness

Situatedness refers to involvement within a context. It also refers to placement of learning experiences in authentic contexts or settings

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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 2: Abbreviations

 

A&A (A/A)  

Assessment and Accreditation

AC

Academic Council

AMC

Annual Maintenance Contract

ASC

Academic Staff College

AVRC

Audio-Visual Research Centre

AICTE

All India Council for Technical Education

AQAR

Annual Quality Assurance Report

BoS

Board of Studies

CBCS

Choice Based Credit System

COSIST

Committee for Strengthening of Infrastructure  Improvement Programme in Science and Technology

CLOs

Course Learning Outcomes

CSA

Centre for Social Action

CTE

College of Teacher Education

CSIR

Council of  Scientific and Industrial Research

CTET

Common Teachers Eligibility Test

CPE

Colleges with Potential for Excellence

D.El.Ed.

Diploma in Elementary Education

DELNET

Developing Library Network

DEP

Distance Education Programmes

DRS

Departmental Research Support of UGC

DSA

Departmental Special Assistance of UGC

DST

Department of Science and Technology

EMRC

Educational Multimedia Research Centre

FDPs

Faculty Development Programmes

FIST

Fund for the Improvement of Science and Technology Infrastructure

HRDC

Human Resource Development Centre

IAS

Indian Administrative Services

 

ICHR

Indian Council of Historical Research

ICPR

Indian Council of Philosophical Research

ICSSR

Indian Council of Social Science Research

ICT

Information and Communication Technology

IEEE

Institute of Electrical and Electronic Engineers

IIQA

Institutional Information for Quality Assessment

IQAC

Internal Quality Assurance Cell

IQAS

Internal Quality Assurance System

ILMS

Integrated Learning Management System

INFLIBNET

Information and Library Network

INSA

Indian National Science Academy

IPR

Intellectual Property Rights

ISR

Institutional Social Responsibility

IUC

Inter University Centre

KI-GP(s)

Key Indicator-wise Grade Point(s)

LCS

Lecture Capturing System

LMS

Learning Management Systems

Mbps

Megabits per second

MHRD

Ministry of Human Resource and Development

MoC

Memorandum of Contract

MoU

Memorandum of Understanding

MIR

Minimum Institutional Requirements

MIS

Management Information System

NAAC

National Assessment and Accreditation Council

NCTE

National Council for Teacher Education

NET

National Eligibility Test

NPE

National Policy Education

NPTEL

National Programmed Teaching Enhanced Learning

OMR

Optical Mark Recognition

OPAC

Online Public Access Catalogue

PG

Post Graduate

Ph.D

Doctor of Philosophy

PLOs

Programme Learning Outcomes

PTR

Peer Team Report

QAA

Quality Assurance Agency

SAP

Special Assistance Programme

SLET

State Level Eligibility Test

SJR

SCI magoJournal Rank

SLQACC

State Level Quality Assurance Co-ordination Committee

SNIP

Source Normalized Impact per Paper

SSR

Self-Study Report

SSS

Student Satisfactory Survey

SWOC

Strengths, Weaknesses, Opportunities and Challenges

TEI

Teacher Education Institution

TET

Teachers Eligibility Test

TOEFL

Test of English as a ForeignLanguage

UGC

University Grants Commission

UNESCO

United Nations Educational, Scientific and Cultural Organization

UNDP

United Nation Development Programme

USIC

University Science Instrumentation Centre

Wi-Fi

Wireless Fidelity

YRC

Youth Red Cross

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 3

 

National Assessment and Accreditation Council (NAAC)

Student Satisfaction Survey

Key Indicator - 2.8.1

Under Criterion II of Teaching Learning and Evaluation

 

 

Guidelines for Students

 

NAAC (National Assessment and accreditation council) is conducting a Student Satisfaction Survey regarding Teaching – Learning and Evaluation, in various Teacher Education which will help to upgrade the quality in Teacher Education. Kindly participate in the survey by responding to the questions given hereunder. Your responses will be utilized only for academic purpose. Your identity will be confidential.

 

 

  1. A) Age: B) Name of the College:

 

  1. Gender: a) Female b) Male                       c) Transgender

 

  1. Which degree program did you pursue in this College?

 

  1. a) B. Ed. b) M. Ed.           
  2. c) B. P. Ed d) M. P. Ed     
  3. e) B. Ed(Special Education). f) M. Ed(Special Education)   
  4. g) MPhil h) Ph.D.
  5. i) Other ( ) Please specify

 

  1. F) What subject area are you currently pursuing?

 

  1. a) Teacher Education b) Special Education         c) Physical Education

 

  1. d) Any Other ( )

 

Kindly note:

 

  • Ensure your response to all the questions/items given below.
  • Your responses must be given on line only
  • Each question has five responses, choose the most appropriate one according to you and indicate your answer with a tick mark.
  • There is a provision in questions/item numbers 14 and 15 for you to make any suggestions to improve teaching-learning and evaluation process in the college. You also can mention any weakness of the college.
  • There is a provision in question numbers 16 for you to rate the overall performance of the college.

 

Criterion II TeachingLearning and Evaluation Student Satisfaction Survey on Teaching- Learning Process.

 

  1. When you joined the College, you were oriented about expectations from you and the competencies you should develop on completion of the Programme?

 

  1. Both expectations and competencies were clearly stated
  2. Only one of the two was clearly stated
  3. Both were stated but not adequately
  4. Could not understand both clearly
  5. No such orientation was given

 

  1. The teaching of theory courses helped you to become aware about the working of school system in the country.

 

  1. Strongly agree
  2. Agree
  3. Not sure
  4. Disagree
  5. Strongly disagree

 

  1. Did the educational documents/reports available at the institution help you to understand the educational functioning?

 

  1. To a very great extent
  2. To a great extent
  3. To some extent
  4. Not very sure
  5. Not of any help

 

  1. You got an exposure to multiple modes of teaching learning in the college

 

  1. Strongly agree
  2. Agree
  3. Not sure
  4. Disagree
  5. Strongly disagree

 

  1. Did you get opportunity to learn through internet-based sources during your stay in the College?

 

  1. Regularly
  2. As and when teacher specified
  3. Occasionally
  4. Very rarely
  5. Not at all

 

  1. To what extent did the teaching-learning in the College enabled you to be capable of meaningfully adopting ICT based learning sequences for school teaching?

 

  1. Can use all ICT resources with ease
  2. Can use some ICT resources with ease
  3. Can use ICT resources in a limited way
  4. Not so confident in using any ICT resources
  5. Not at all capable in using ICT resources

 

  1. The learning activities provided in the college helped you to develop necessary competencies to become a teacher?

 

  1. Greater extent
  2. Some extent
  3. Occasionally
  4. Very rarely
  5. Not at all

 

  1. How well you were “prepared” for the practice of teaching in schools?

 

  1. Very well prepared
  2. Satisfactorily prepared
  3. Somewhat prepared
  4. Not well prepared
  5. Not at all prepared

 

  1. Did the orientation given for the school-based internship was useful and adequate?

 

  1. Very useful & adequate
  2. Useful & adequate
  3. Just barely adequate
  4. Useful and not adequate
  5. Not at all useful& adequate

 

  1. My experience in school during internship was very useful

 

  1. Strongly agree
  2. Agree
  3. Not sure
  4. Disagree
  5. Strongly disagree

 

  1. The internal evaluation in the college was relevant and impartial.

 

  1. Strongly agree
  2. Agree
  3. Not sure
  4. Disagree
  5. Strongly disagree

 

  1. Overall qualities of teaching learning and Evaluation processes in the College are good?

 

  1. Strongly agree
  2. Agree
  3. Not sure
  4. Disagree
  5. Strongly disagree

 

  1. Did the mentoring process in the college help you to resolve the difficulties in academic and personal matters?

 

  1. Greater extent
  2. Some extent
  3. occasionally
  4. very rarely
  5. Not at all

 

  1. Name any two significant attributes which you have learnt  helped you for effective classroom teaching:

 

  1.  
  2.  

 

  1. Mention any two of your expectations from Teacher Education Programme which are fulfilled

 

  1.  
  2.  

 

 

 

  1. Mention any two of your expectations from Teacher Education Programme which are not fulfilled

 

  1.  
  2.  

 

  1. Considering all your experiences with respect to teaching- learning and evaluation process in the College how do you rate the college  on a five point scale 

 

Excellent / Good / Satisfactory / Not Satisfactory / Very Poor

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

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Director’s Note

PREFACE

 

It is heartening that National Assessment and Accreditation Council (NAAC) has come out with renewed spirit to fine tune its process of assessment and accreditation. In sync with the local, regional and global dynamics of the higher education sector, the process, tools and methodology also need to be dynamic. Since July 2017, the NAAC has unfolded the new methodology and unveiled new process and instruments of assessment and accreditation.  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 is further heartening to note that the ICT enabled new process has cut down the duration of the accreditation process considerably.

 

     As always, the NAAC has to cater to the dynamic demands of all sectors including that of the Open Universities (OUs). Hence a new Manual, which would take care of the specific requirements of Open Universities, has been developed. 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 OUs have to take cognizance of the new methodology and the Manual for their efforts in seeking accreditation. It is hoped that the Manual of Open Universities will help them 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 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  Open Universities. 

 

July, 2023

Bengaluru                                                                                                      Sd/-                            

                                                                                

                                                                                          Director, NAAC

 

 

 

 

 

 

 

 

CONTENTS                                                        Page No.

PREFACE                                                                                                      

02

SECTION A: Guidelines for Assessment and Accreditation

       I.       Introduction                                                                                     

06

                     Vision and Mission

06

Core Values

07

                    II.      Assessment and Accreditation of Higher Education

                    Institutions

09

     Assessment and Accreditation (A&A) Framework

09

     Focus of Assessment

10

            III.    Open and Distance Learning (ODL) Institutions                                                                                                                                                                             

                   Open Universities (OUs)                                                

            IV.  Quality Indicator Framework (QIF) - Description    

11

 

12

            V.       Eligibility for Assessment and Accreditation by NAAC

25

            VI.     The Assessment Process                                                   

26

            VII.   Procedural Details                                                             

28

           VIII.   Assessment Outcome                                                       

31

      Calculation of Institutional CGPA                                

32

IX.     Mechanism for Institutional Appeals                          

32

X.          Re-Assessment                                                                    

33

XI.        Subsequent Cycles of Accreditation                            

33

           XII.     Fee Structure and other Financial Implications       

34

           XIII.    Submission of Self - Study Report (SSR)                   

35

XIV. Mandatory Disclosure on OU Website                      

37

SECTION B: Data Requirements for Self - Study Report (SSR)

38

              1.     Executive Summary                                                         

39

              2.     Profile of the Open University                                     

40

              3.     Extended Profile of the Open University                  

48

              4.     Quality Indicator Framework (QIF)                            

50

SECTION C: Appendices

Appendix I:  Glossary and Notes                                            

107

Appendix II:  Abbreviations                                                     

117

SECTION D:Annexure  

           Online Learner Satisfaction Survey Questionnaire         

119

 

 

 

 

 

 

 

 

 

 

 

 

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 for filling 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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EC

 

 

 

 

 

 

 

 

 

 

  1. 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 Learners

 

The spiraling developments at the global level also warrant that the NAAC includes in its scope of assessment skill development of Learners, 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 caliber 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 Learners to achieve core competencies, to face the global challenges successfully. This requires that the HEIs be innovative, creative and entrepreneurial 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 Learners

 

Although skill development is crucial to the success of Learners 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 Learners. In a country like India, with cultural pluralities and diversities, it is essential that Learners 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 Learners, 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 Learners. To keep pace with the developments in other spheres of human endeavor, HEIs have to enrich the learning experiences of their Learners 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 adopting ICT-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 Learner community.

 

(v)   Quest for Excellence

 

Contributing to nation-building and skills development of Learners, 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.

 

 

  1. 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.

 

Assessment and Accreditation (A&A)Framework

 

The Assessment and Accreditation Framework which was launched in July 2017 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 30% of system generated score
  • introducing System Generated Scores (SGS) with combination of online evaluation (about 70%) and peer judgement (about 30%)
  • in providing appropriate differences in the metrics, weightage and benchmarks to universities, open universities, autonomous colleges and affiliated/constituent colleges
  • to bring in enhanced participation of learners and alumni in the assessment process

 

This paradigm shift is evident in the present Manual.

 

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 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, learners, parents, employers, community and alumni. While the participation of internal stakeholders i.e. management, staff and learners 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. In order to maintain equivalence and credibility of programme offerings, it is generally agreed that while standards and benchmarks should be the same, the assessment framework should reflect the special features of ODL.

 

 

 

  • OPEN AND DISTANCE LEARNING (ODL) INSTITUTIONS

 

Open and Distance Learning (ODL) has become an integral part of teaching learning process in higher education. It is recognized as an important mode for providing higher education to diverse populations because of its inherent flexibility and affordability coupled with application of new information and communication technologies. The rapid growth in the number of ODL institutions has necessitated the need to assess and accredit them in accordance with their attainment of standards laid down for such systems. 

In accordance with the University Grants Commission (Open and Distance Learning) Regulations, 2020 notified vide Gazette Notification dated 4th  September, 2020 (https://www.ugc.ac.in/pdfnews/221580.pdf), 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 Open 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. This is not applicable for OUs till the Scheme of A&A for ODL Institutions is notified. The eligible OUs will have to apply within one year of the issuance of the notification by NAAC.

 

In fulfillment of the need for stakeholder participation, a National Consultative Group (NCG) was constituted by NAAC which decided that there should be two Units of assessment and accreditation, namely: Open Universities (OUs) which can be equated with conventional Universities; and Directorates of Distance Education (DDE), which may be equated with Affiliated/ Constituent Colleges of the conventional system. The seven criteria for A&A of conventional HEIs have been adopted for the ODL Institutions. The Key Indicators under each criterion focus on ODL system and its multifarious activities. The weightage for the seven criteria have been modified to represent the ODL system without changing the overall score in order to maintain parity with the conventional system.

 

 

 

 

 

Open Universities

 

Open Universities (OUs) are single mode HEIs offering academic programmes through ODL mode, leading to award of degrees, diplomas and certificates.  OUs have been established by Acts of the Central or State Legislature.             

 

 

  1. 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 an Open University. In the 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 OUs are:

 

  1. Curricular Aspects
  2. Teaching-Learning and Evaluation
  3. Research, Innovations and Extension
  4. Infrastructure and Learning Resources
  5. Learner Support and Progression
  6. Governance, Leadership and Management
  7. 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

Curricular Aspects are undoubtedly the most crucial aspect of any academic institution. The credibility of the institution depends on how it envisages and executes its curricula. The curricular aspects become all the more significant for an Open University (OU) due to its very character and the philosophy of ‘Openness’. The guiding principle of ‘reaching the unreached’ and the kind of its clientele mandates an OU to envision its curricula differently from its ‘conventional’ counterparts. An OU is recognized by the variety of programmes it offers and the use of multiple media like print, audio, video and e-resources/ digital resources, etc. for the delivery of instruction. The instructional design is an important component of curricular planning. It is pertinent that the curricula of an OU is in tune with its mandate and with the emerging national and global trends and are also relevant to the local needs. Academic flexibility is intrinsic to the ODL system that makes it unique. This criterion attempts to gauge the quality of the OU in terms of the relevance of its curricula and its richness; effectiveness of the processes for their planning, design, development, evaluation and revision; besides flexibility.

 

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

 

 

 

 

KEY INDICATORS

 

  • Curriculum Planning, Design and Development
  • Academic Flexibility
  • Curriculum Enrichment
  • Feedback System

 

 

1.1       Curriculum Planning, Design and Development

 

Curriculum planning, design and development in an OU is an intricate process that envisages curricula to meet the local, regional, national and global needs of the society in conformity to its vision and mission.  There is a systematically planned instructional design that determines the media components to be selected for the delivery of instruction and development of self learning materials (SLMs) as per the expected target group of learners. Therefore, it is required to have processes in place to execute this responsibility. The Key Indicator (KI) considers the diversity of the programmes being offered by the University that are relevant to the local needs and are in tune with the emerging national and global trends. The indicator also captures the integration of modern teaching learning methodologies, by integrating latest developments in technology, in curricular planning, design and development. Also the periodic revision of the curricula based on the feedback from different stakeholders is necessary to remain relevant. 

 

1.2 Academic Flexibility

 

Academic flexibility refers to the freedom given to the learner in terms of entry and exit, lateral and vertical mobility. Therefore, the enabling provisions like modular programmes permitting flexible exit options and lateral entry are desirable. The indicator also captures the enabling provisions of adoption/ adaptation of the programmes and courses by/ from the Open University for optimum utilization of the existing resources and preventing reinventing the wheel. The OU follows the Choice Based Credit System (CBCS) for providing greater flexibility to the learners.

 

1.3 Curriculum Enrichment

 

All round development of learners is the main purpose of curriculum realized by prescribing dynamic and updated curricular inputs. In addition, the OU 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 learners to cross-cutting issues relevant to the current pressing concerns both nationally and internationally such as gender; environment and sustainability; inclusiveness; and creative and divergent competencies. The indicator also captures initiatives taken by the OU for creating social and human capital in these cross cutting domains. A progressive institution would provide a wide range of courses having focus on employability/ entrepreneurship/ skill development, etc. for learners to choose from according to their interests and inclinations. The availability of courses to create awareness amongst the learners and also for imparting life skills and soft skills to them are also desirable.

 

1.4 Feedback System

 

The relevance and acceptability of any curriculum depends a great deal on how often and effectively it is revised. The process of revision and redesign of curricula entails incorporating the recent developments in the domain of knowledge, skills and competencies; and integration of recent technologies. Feedback from all stakeholders in terms of its relevance and appropriateness in catering to the needs of the society, economy and environment, is paramount in improving and keeping the curriculum alive and the ease of its access to dispersed learners. Mere collection of feedback from different stakeholders does not serve any purpose if it is not duly analyzed and integrated with the revision process to enhance the effectiveness of the curriculum.  The OU is expected to have a robust feedback system in place.

 

Criterion II: - Teaching Learning and Evaluation

 

In line with the philosophy of ODL, Criterion II pertains to the efforts of an OU to reach out to large segments of the society and serve the learners of different backgrounds and abilities, through effective teaching-learning experiences. In today’s world where ICT has penetrated into every aspect of teaching learning, the instructional design adopted by the institution for transaction of curricula, is a suitable mix of interactive media components. Further, learners need to be engaged in activities such as discussions and interaction through face to face tutorial/counselling sessions, seminars, project work, presentations, experiments, practicum, internship, webinars, etc. that develop their knowledge and skills in cognitive, affective and psychomotor domains. The criterion also probes into the adequacy, competence as well as the continuous professional development of the human resource that handles the programmes of study, i.e. the teachers and other academics. The efficiency of the techniques used to continuously evaluate the performance of teachers, other academics and learners is also a major concern of this Criterion.

 

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

 

KEY INDICATORS

 

2.1 Learner Enrolment

2.2 Catering to Learner Diversity

2.3 Teaching-Learning Process

2.4 Teachers and other Academics- Profile and Quality

2.5 Evaluation Process and Reforms

2.6 Learner Performance and Learning Outcomes

2.7 Learner Satisfaction Survey

 

2.1 Learner Enrolment

 

OUs have a mandate to reach out to large segments of society and promote educational opportunity and social justice, by providing access to higher education to persons who might otherwise have never had the opportunity to study. Thus they are supposed to cater to heterogeneous learners. The OUs can certainly claim success in terms of increasing access to higher education. This key indicator will probe the efforts undertaken by the institution to reach out to the hitherto unreached and whether these institutional efforts have resulted in increase in the enrollment.

 

2.2 Catering to Learner Diversity

 

The institutional efforts in ensuring equity and access to higher education to persons of diverse backgrounds, namely: different geographical areas and socio-economic, cultural and educational backgrounds, particularly from socially backward communities, persons with disabilities, jail inmates, persons from Defence and Security Forces background, etc. These are reflected in the learner profile of the OU.

 

2.3 Teaching-Learning Process

 

The learner-centered education promoted by OUs, is imparted through appropriate media mix comprising specially designed Self-Learning Materials (SLMs) in print, audio, video and e-resources/ digital resources, to promote individualized, creative and dynamic learning; and methodologies such as counselling sessions to facilitate participative learning, experiential learning and collaborative learning; and practical sessions for transmission of required skills and competencies. The teaching-learning modalities of the OUs are rendered to be relevant to the ODL system. Technologies are meaningfully incorporated to develop such learning resources to enrich the teaching-learning process and making them easily accessible to the learners.

 

2.4 Teachers and other Academics- Profile and Quality

 

There is a lot of truth in the cliché that the backbone of any university is its academic staff. In the case of OUs the academic staff comprises teachers who design and develop the curricula in the form of SLMs and other academics who are involved in the delivery of the programmes and supporting the learners in their learning endeavours.“Academic quality” is a composite term to indicate the quality of teachers and other academics in terms of their qualifications; recruitment procedures; availability; experience; professional development, contribution in the development of SLMs and learner support; and recognition of their performance and abilities. Teachers and other academics take initiatives to learn and keep abreast with the latest developments, to innovate, continuously seek improvement in their work and strive for individual and institutional excellence. Another set of academics who support the learning endeavours of learners at the local level are the academic counsellors, whose qualifications and experience as teachers working in the conventional system,  is vital for the quality of  the ODL system

 

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 through formative assessment followed by summative assessment. The qualitative dimension of evaluation is in its use for enhancing the competence of learners. In the ODL system, there are standard operating procedures for both formative and summative assessments, which reflect the quality of the assessment and evaluation process. In addition to this, since the ODL system caters to such huge numbers, the involvement of the internal academic staff; the automation of the examination system related processes; as well as timely redressal of learner grievances, is essential for maintaining the quality in the system.

 

2.6 Learner Performance and Learning Outcomes

 

The programmes on offer should clearly state the expected learning outcomes. The real test of the extent to which teaching learning has been effective in an OU is reflected in the learner performance in the continuous assessment and term end examinations. Learner performance is seen as the realization of learning outcomes, which are specifications of what a learner should be capable of doing on successful completion of a course and/or a programme.

 

2.7 Learner Satisfaction Survey

 

All the efforts of teachers and other academics of the institution to make learning a meaningful process can be considered impactful only to the extent learners 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. Learner 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 learner; however, every OU can resort to a sample survey on a formalized basis to capture this significant feature, i.e. survey of learner satisfaction and ploughing the feedback into the system.

 

Criterion III: - Research, Innovations and Extension

 

Research is an integral part of any University and contributes to its quality and recognition. In an OU the learners, teachers and other academic staff engage with the systemic research to contribute to the development of the ODL system and also in their disciplines and contribute new knowledge. It is therefore pertinent that the OU gives due consideration to the research activities and provides necessary support in terms of infrastructure, human resource, finance etc. to different stakeholders. The research needs to be facilitated by suitable policy framework.  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

  • Collaboration

 

 

3.1 Promotion of Research and Facilities

 

The promotion of research is an essential responsibility of an OU and it needs to be actively engaged in this by evolving appropriate policies and practices; making adequate resources available; encouraging active research involvement of teachers and academics; as well as recognizing any achievement of theirs through research. 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.

  • Resource Mobilization for Research

 

The OU provides support in terms of financial, academic and human resources required and timely administrative decisions to enable teachers and other academics 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 academic staff is empowered to take up research activities utilizing the existing facilities. The institution also encourages its staff to engage in interdisciplinary and interdepartmental research activities and resource sharing.

 

3.3 Innovation Ecosystem

 

The OU has created an ecosystem for innovation including incubation centre and other initiatives for creation and transfer of knowledge. The OU conducts workshops/seminars on Intellectual Property Rights (IPR) and Industry-Academia Innovative practices. The OU has taken initiatives through integration of recent technologies or other innovative practices/ methods for providing access to diverse groups of learners and for the betterment of its functioning. These need to be probed to see what its impact has been and on whom. Further, awards for innovation won by institution/teachers/research scholars/learners are explicitly commended by the institution.

 

3.4 Research Publications and Awards

 

Exploration and reflection are crucial for any teacher / other academic 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, patents, number of Phil’s and PhDs awarded and number of research publications.

 

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. OU 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 OU has a formalized policy on consultancy with clear specification of revenue sharing between the teacher / other academic and the institution.

 

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 learners 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 is a major 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 OU can maintain a closer contact with the work field. It helps keep the academic activities in the OU in a more realistic perspective and also expand the scope of learning experiences to learners. Collaboration can be sought with academic institutions or industry or other agencies of professional and social relevance. The range of activities could include training, Learner 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 OU and other HEIs or agencies for such activities.

 

Criterion IV: - Infrastructure and Learning Resources

 

The effectiveness of all the aspects of the functioning of an OU depends significantly; on the available physical and IT infrastructure. In addition, the learning resources are crucial for the learners to facilitate them in their learning Endeavour to successfully complete the programme of study. The adequacy and optimal use of the infrastructural facilities and learning resources available in an OU, are essential to maintain the quality of academic programmes on offer. The criterion IV attempts to gauge how every constituent of the institution- learners, teachers, other academics and non- academic staff - benefit from these facilities. In addition, the criterion is also concerned about the outlook and commitment of the OU for maintenance and expansion of the available resources to meet the current and future requirements of the institution.

 

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

 

KEY INDICATORS

 

4.1 Physical Facilities

4.2 IT Infrastructure

4.3 Learning Resources

 

4.1 Physical Facilities

 

Adequate infrastructure facilities are key to the effective and efficient design, development and delivery of educational programmes. The growth of infrastructure thus has to keep pace with the academic developments in the OU. It is desired that adequate facilities namely: academic and administrative units, media and print production, multimedia laboratories, library, storage and dispatch units etc.at the OU Headquarters are available. Further, the decentralized support units of the OU i.e. its Regional Centres (RCs) and Learner Support Centers (LSCs) are also equally developed, to contribute to the effective ambience for academic and administrative support activities.

 

Having adequate infrastructure is not enough for effective institutional functioning, but regular maintenance and periodic replenishment of existing infrastructure is essential. It is necessary that the University has sufficient resources allocated for regular augmentation and upkeep of the infrastructure and effective mechanisms to promote optimum use of the same.

 

4.2  IT Infrastructure

 

It is essential that the OU deploys and employs ICT for a range of its activities and processes. Regular updation of the IT facilities including the website and online systems set up at its HQs and RCs with adequate bandwidth is also equally important. The staff and learners should have access to technology and information retrieval on current and relevant issues. For an OU, facilities such as Media Production Centre; audio and video Studios, Direct Reception System (DRS), radio and TV broadcasts, and office automation systems/ ERP/ MIS are essential.

 

4.3 Learning Resources

 

In tune with its learner centric philosophy, the OU must have provisions of a proper learner support system at HQs, RCs and LSCs for the learners.  Learner support services are critical for the success of the ODL system and consist of various components, academic counseling being the most significant one, as it facilitates synchronous two way communication, interaction and feedback so as to facilitate the learning process.  

 

The library holdings in terms of books, journals and other learning materials and technology-aided learning mechanisms which enable learners to access information and knowledge resources and skills required for their programmes of study, indicates the quality of the OU. Recent developments in the digital age have led to drastic change in the functioning of the library. Automation of library using the ILMS, use of e-journals and e-books, providing remote access to e-resources in the library has become a matter of necessity. Provisions for these and such other developments as well as utilizing them well are important indicators of the quality of an academic institution.

 

Criterion V: Learner Support and Progression

 

Good infrastructure, competent human resource, desirable processes and well designed curricula are all essential components for an institution. However, the learners transform these components into an academic institution. It is the experiences of the learner that contribute to the success and recognition of the academic institution. The highlights of the Criterion V are the efforts of the OU to provide necessary support to the learners, to enable them to acquire meaningful experiences for learning and to facilitate their holistic development and progression. It also looks into learners’ performance and the enrollment of passed out learners in an alumni association and how an alumni association benefits both the institution and the learner.

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

 

KEY INDICATORS

 

5.1 Learner Support

5.2 Learner Progression

5.3 Alumni Engagement

 

5.1 Learner Support

 

The OU is expected to provide the necessary support to its prospective learners and after admission to the learners on its rolls- all through during the period of their study as well on completing the programme of study. The promotional activities conducted by an OU provide an opportunity to the prospective learners to know about the possible programmes / courses of her/ his interest. Pre admission counselling facilitates the learner in decision making and the online admission processes make the admission process more transparent and less cumbersome. The dispatch of study materials to her/ his doorstep and induction of the learner into the system familiarizes the freshly enrolled learner with the ODL system as well as the programme being pursued. Facilitating mechanisms offered through multiple channels: like academic counselling, attending to queries, grievance redressal and welfare measures like fee waivers, etc. provided to the learners, add to the quality of the experiences of the learners. The OU is expected to have a structured guidance and counselling system in place.

 

5.2 Learner Progression

 

Learner attainment during the course of her/his study at an OU is a pertinent issue that reflects that institutional provisions are in place to facilitate the learner to qualify and move towards achieving the goal of successful completion at every step: internal assessment and term end evaluation, which will  ultimately lead to the completion of  the programme of study.

 

5.3 Alumni Engagement

 

The Alumni are a strong support to any academic institution. An active Alumni Association can contribute in academic matters, learner support as well as mobilization of resources – both financial and non-financial for the institution. The OU is expected to nurture an alumni association to facilitate them to contribute significantly to the development of the institution through financial and non-financial means. An active participation of the alumni in the OU is a reflection of the bond between the learner and the institution.

 

Criterion VI: - Governance, Leadership and Management

 

The quality of an institution is a reflection of the quality of its leadership, management and the efforts of its stakeholders. Criterion VI pertains to effective functioning of an OU that can be gauged by the policies and practices it has evolved in the areas of planning human resources, recruitment, training, incentives, avenues and mechanisms for promotion, financial management, resource mobilization and overall efforts to establish quality assurance mechanisms within the institution.

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 Development / Empowerment Strategies

6.4       Financial Management and Resource Mobilization

6.5       Internal Quality Assurance System

 

6.1 Institutional Vision and Leadership

 

ODL institutions have to develop effective leadership by setting values and participative decision- making processes for not only to achieve the vision, mission and goals of the institution but also in building the organizational culture. The arrangements made by the OU in order to implement its academic and administrative goals, reflects upon the institution’s efforts in achieving its vision.

 

6.2 Strategy Development and Deployment

 

The functions of the OU 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. Under this key indicator the emphasis is to probe about perspective and strategic planning, organizational structure, implementation of e-governance and to assess effectiveness of various bodies vis-a-vis implementation of their resolutions. 

 

6.3 Faculty Development /Empowerment Strategies

 

For OUs the process of planning human resources include recruitment, designing professional development programmes and creating a robust mechanism for promotion of the faculty and other academics. Empowerment strategies include upgrading the professional competence of the staff both within the ODL system and in the outside world of academia. There are mechanisms evolved for career advancement of the teachers and other academics.

 

This key indicator looks into following aspects of faculty development and empowerment strategies adopted by the OU, namely: welfare measures for all sections of the institution; financial support provided to teachers and other academics for professional development; professional development programmes organized by the OU and percentage of faculty/other academics/non-academic staff attending such programmes, and lastly, the mechanism of promotion adopted by the OU.

 

6.4 Financial Management and Resource Mobilization

 

ODL institutions have established procedures and processes for planning, allocation and utilization of financial resources. This key indicator probes whether the OU has developed strategies for mobilizing resources and ensures transparency in financial management of the institution. Also, whether the income and expenditure of the institution is subjected to regular internal/ external audits and how the revenue generated by the institution is utilized in strengthening learner support services.

 

6.5 Internal Quality Assurance System

 

Internal Quality Assurance Systems are self-regulated responsibility of the ODL institution aimed at continuous improvement of quality by achieving academic excellence. The OU should have mechanisms for academic and administrative auditing and should adopt a participatory approach in managing its provisions. This key indicator inquires about the establishment of Centre for Internal Quality Assurance (CIQA) and efforts made by it in reforming institutional processes and infusing quality in the institution.

 

 

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 University 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 empowerment and inclusion, environmental consciousness and sustainability, and professional ethics. However, the mechanisms adopted to address these and practices evolved will always be unique to the OU. Some meaningful practices are evolved internally by the institution leading to improvements in any one aspect of its functioning – academic, administrative or organizational, which are recognized as “Best Practices”. Over a period of time, due to such unique ways of functioning each institution develops distinct characteristics which become its recognizable attribute or distinction.

 

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 sensitivity of the OU to issues like empowerment and inclusion of marginalized and weaker sections, the disadvantaged, women, SC, ST, OBC, transgender, jail inmates, defence personnel, persons residing in rural and remote areas, backward and tribal areas, etc. reflects the institutional values and its social responsibility. All institutions must display gender sensitivity in providing facilities to different stakeholders. The adoption of environment friendly practices such as – energy conservation, rain water harvesting, waste management, carbon neutral green practices etc. are the need of the hour. Social responsiveness also demands that the OU demonstrates Divyangjan friendliness by facilitating the PwDs, in effective dealing of locational advantages and disadvantages (situatedness); explicit concern for human values and professional ethics. Transparency in financial, academic and administrative functioning is a value that all institutions must emulate.

 

Core values are the ethos of any institution and it is displayed on its website. The OU plans and organizes activities to increase awareness about the fundamental duties and rights of Indian citizens, universal and national values, human values, national integration and communal harmony. Efforts are made for organizing national festivals and birth and death anniversaries of great Indian personalities. 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 OU has internally evolved and used during the last few years leading to positive impact on its regular functioning can be identified as “best practice/s”. The ‘Best Practices’ are relevant within the institutional context and may pertain to either academic or administrative or organizational aspects of institutional functioning. The institution should provide evidence of the best practices that are unique to the ODL system such as responsiveness towards learners, accountability and transparency among others.

 

7.3 Institutional Distinctiveness

 

Every OU would like to be recognized for its attributes such as e- governance, technology enabled learner support, content in regional languages, national/ international recognitions, etc. which make it ‘distinct’, Such attributes are reflected in its activities in focus and practice.

  1. ELIGIBILITY FOR ASSESSMENT AND ACCREDITATION BY NAAC

 

  1. Open Universities (OUs), that offer education through ODL mode and are approved by the Distance Education Bureau (DEB) of the University Grants Commission and have been operational for a minimum period of five years or have at least two batches of learners completing a terminal examination, are eligible to apply for the process of Assessment and Accreditation (A&A) of NAAC.
  2. Accredited OUs applying for Re-assessment or Subsequent Cycles (Cycle 2, Cycle 3, Cycle 4….) of Accreditation
  3. 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.
  4. Institutions opting for Subsequent Cycles (Cycle 2, Cycle 3, Cycle 4….) of Accreditation can submit the Institutional Information for Quality Assessment (IIQA), beginning of the last quarter of the validity period subject to the fulfillment of other conditions specified by NAAC from time to time for the purpose.

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.

 

  1. THE ASSESSMENT PROCESS

 

The assessment process will be carried out in three stages comprising three main components, viz., Self Study Report (SSR), Learner Satisfaction Survey (LSS) and the Peer Team Report.

 

In case of Open Universities the SSR has a total of 130 Metrics, covering seven Criteria as described below. There are two kinds of Metrics in the SSR: one, those requiring quantifiable facts and figures as data which have been indicated as ‘quantitative metrics’ (QnM); and the second, the metrics requiring descriptive responses and are accordingly named ‘qualitative metrics’ (QlM). Table 1 depicts the distribution of Key Indicators (KIs) and Metrics across them for OUs.

 

Table 1: Distribution of Metrics and KIs across Criteria for Open Universities

 

Type of HEIs

                                          

                                             Open Universities

 

Total

Criteria

                   I.             

                II.             

             III.             

             IV.             

                V.             

             VI.             

          VII.             

7

Key Indicators (KIs)

4

7

7

3

3

5

3

32

Qualitative Metrics (QlM)

5

7

3

4

3

7

8

37

Quantitative Metrics (QnM)

6

13

14

7

11

5

4

60

Total Metrics (QlM + QnM)

11

20

17

11

14

12

12

97

 

 

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 conventional Universities and OUs, weightage have been appropriately demarcated.

 

 

 

 

Table 2: Distribution of weightage across Key Indicators (KIs)

 

CRITERIA

 

Key Indicators (KIs)

Weightage

1.

CURRICULAR

ASPECTS

 

 

1.1 Curriculum Planning, Design and Development

60

1.2 Academic Flexibility

35

1.3 Curriculum Enrichment

35

1.4 Feedback System

20

Total

150

2.

TEACHING – LEARNING AND EVALUATION

 

2.1 Learner Enrolment

25

2.2 Catering to Learner Diversity

30

2.3 Teaching-Learning Process

60

2.4 Teachers and other Academics- Profile and Quality

45

2.5 Evaluation Process and Reforms

40

2.6 Learner Performance and Learning Outcomes

20

2.7 Learner Satisfaction Survey (LSS)

30

Total

250

3.

RESEARCH, INNOVATIONS

AND EXTENSION

3.1 Promotion of Research and Facilities

          15

3.2 Resource Mobilization for Research

20

3.3 Innovation Ecosystem

35

3.4 Research Publications and Awards

65

3.5 Revenue Generation from  Consultancy  and training

10

3.6 Extension Activities

35

3.7 Collaboration

20

                  Total

200

4. INFRASTRUCTURE AND LEARNING RESOURCES

4.1  Physical Facilities

35

4.2  IT Infrastructure

45

4.3 Learning Resources

20

Total

100

5.

LEARNER SUPPORT AND PROGRESSION

5.1 Learner Support

65

5.2 Learner Progression

25

5.3 Alumni Engagement

10

Total

100

6. GOVERNANCE,

LEADERSHIP AND

MANAGEMENT

6.1 Institutional Vision and Leadership

10

6.2 Strategy Development and Deployment

10

6.3 Faculty Empowerment Strategies

30

6.4 Financial Management and Resource Mobilization

20

6.5 Internal Quality Assurance System (IQAS)

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

 

Total Score

1000

 

 

 

 

  • PROCEDURAL DETAILS

 

Open Universities (OU) are expected to read the details given below carefully and note the specifications of the process of A&A.

  1. Eligible OU 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 OU will be accepted by NAAC for further processing and others will be rejected.
  2. In case of rejection of IIQA applications specific suggestions would be given to OU to facilitate them to resubmit IIQA. An institution can reapply twice after the first attempt resulted in rejection. That is, each OU is permitted three attempts in a year, with a single fee. After this, it will be considered a fresh application with required fees.
  3. 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 30 days. The SSR of the OU will then be subjected to further process. As preparation of SSR is a systematic process, so it is suggested that the OU 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 30 days will have to apply afresh starting from IIQA & its fees. In any case fees for IIQA will not be refundable.
  4. The SSR has to be uploaded as per the format in portal of NAAC. After submission of SSR on NAAC portal OU 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.
  5. The SSR has to be submitted only online. OU 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.
  6. As indicated earlier, the SSR comprises both Qualitative and Quantitative metrics. The Quantitative Metrics (QnM) add up to about 70% and the remaining about 30% are Qualitative Metrics (QlM).
  7. The data submitted on Quantitative Metrics (QnM) will be subjected to validation exercise with the help of Data Validation and Verification (DVV) process done by NAAC. The responses to Qualitative Metrics (QlM) will be reviewed by the Peer Team on site only after the institution clears the Pre-qualifier stage. The peer team will visit the Head Quarters of the Open University; one or two Regional Centres and one or two Learner Support Centres.
  8. Any Open University 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 in not more than 30 days.
  9. Pre-qualifier: The Quantitative Metrics (QnM) 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:
  10. OU 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 names of such OU will be sent to statutory authorities for further actions.
  11. OU that clears the DVV process will proceed for Peer Team Visit with a condition of a Pre-qualifier, that the OU should score at least 30% in Quantitative Metrics (QnM) as per the final score after the DVV Process. If the OU does not clear the Pre-qualifier stage then they will have to apply afresh by submitting the IIQA and its fees. Such OU are eligible to apply again only after six months from the day of declaration of Pre-qualification status.
  12. After the DVV process, NAAC will intimate the OU, within 10 days stating whether they have successfully cleared the Pre-qualifier. This indicates that the institution has entered the next round of assessment to be done by the Peer Team during their on-site visit. The focus of Peer Team visit will be on the 30% Qualitative Metrics (QlM).
  13. Learner Satisfaction Survey (LSS): It will be conducted as per the following conditions:
  14. LSS will be conducted simultaneously with DVV process.
  15. Institutions will have to submit the entire database of learners with e-mail/mobile numbers, at the time of filling of online SSR itself.
  16. The LSS questionnaire will be e-mailed to all learners.
  17. The following rule shall be applied for processing the responses– 10% of the learner population or 5000, whichever is lesser. If the response rate is lower than the limits mentioned, the metric will not be taken up for evaluation.
  18. LSS must be completed within one month after its initiation.
  19. Peer Team visit of the institution may normally not exceed three months after clearance of Pre-qualifier stage.
  20. Based on the size and scope of academic offerings at the OU, the number of days and experts for onsite visit and expert reviewers may vary. The visiting teams’ role would be limited to Qualitative Metrics (QlM). The teams would play an important role in reviewing the intangible aspects.
  21. NAAC will not pre-disclose the details of the visiting teams and OU will not be responsible for logistics for the Visiting Teams. All payment towards TA, DA, Honorarium, etc., will be directly made by NAAC to the nominated members. There would be no financial transactions between the institution and the visiting NAAC team.
  22. 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.
  23. 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 a limit for the documents to be uploaded for various Metrics. If the size of the document exceeds that limit, Institution may upload the same in their own website with password protection, if required. The link of the said uploaded document should be given in the portal.
  • The data of the learners for Learner Satisfaction Survey (LSS) has to be submitted concurrently during online submission of SSR.
  • ‘Asterisk Red mark’ in the portal indicates a mandatory requirement.

 

  1. Policy to withdraw Application by Open Universities (OU):

If an OU which has submitted Self Study Reports (SSR), does not complete the A&A process for any reason: -

  • It will be allowed to apply for A&A only after a period of one year from the date of submission of SSR.
  • It will host the information that it has withdrawn / not completed the process on the OU website and the information will be hosted on NAAC website too.
  • The fees submitted by OU for Assessment and Accreditation process so far will be forfeited.
  1. Non-compliance of DVV Process: In usual circumstances, 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. If even beyond the extension, the institution does not comply with the DVV clarification process, the assessment and accreditation of such institutions can be terminated at the level of DVV clarification.  The institution will forfeit the fees paid for IIQA and SSR 1st installment.  Such institutions shall reapply for accreditation after one year of cooling period by submission of IIQA and filling SSR afresh.
  • 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 ofOU 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 (QnM)

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

 

PART III -University Grade Sheet

Contains the University Grade Sheet which is based on qualitative indicators, quantitative indicators and Learner 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 OU 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 an onsite visitand the scores obtained on the Learner 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 on a 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

 

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

 

 

 

 

 

 

 

 

1.51-2.00

C

Accredited

 

 

 

 

 

 

 

 

≤ 1.50

D

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”.

 

 

  1. 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 outcome of A & A, if the institution is not satisfied with the accreditation status, it may submit:

 

  1. The letter of intent for appeal along with a request to provide the Criterion wise scores so as to reach NAAC within 30 days from the receipt of the letter intimating the accreditation status from NAAC.

 

  1. The application for Appeal in the format prescribed by NAAC (refer Grievance Redressal Guidelines) should reach NAAC within 30 days from the date of receipt of the criterion wise scores from NAAC. The application for appeal should be submitted along with the requisite non-refundable fee of Rs. 100,000/- + 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. For details, refer to the NAAC website: www.naac.gov.in

 

  1. 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. However, the institution shall make specific responses based on the recommendations made by the peer team in the previous assessment and accreditation report, as well as the specific quality improvements made by the institution in the intervening period. 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.

 

 

  1. 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 Centre for Internal Quality Assurance (CIQA) and timely submission of Annual Quality Assurance Reports (AQARs), are the Minimum Institutional Requirements (MIR) to volunteer for subsequent cycles of accreditation.

 

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 period for condonation 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) *

* 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.

 

2. Assessment and Accreditation Fees:

1

2

3

Type

Total amount of A&A Fee

Amount to be paid by the Institution

 

 

Rs.3,00,000/-** + GST18% =

For Universities and Professional

 

Rs.3,54,000/-

Institutions *

Rs. 6,00,000/-**+

(50% of Total fee along with the

 

GST18%

SSR) (Non-refundable)

For Colleges (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:

 

  1. 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.)
  2. Higher Education Institutions (HEIs) in which all the programs offered are recognised by the Statutory Regulatory Authority(s) (SRA) (Excluding Teacher Education Institutions) or HEIs in which 50   % or more of the programmes offered are recognised by the Statutory Regulatory Authority (s), similar to the Universities A&A fee for Professional Institutions is

3.    Balance amount of 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.

 

  1. Logistics Fee: 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):-
    1. All General colleges, Professional colleges and Teacher education institutions will have a Two (2) day visit for which the fee structure will be 2,00,000 +GST 18%.
    2. 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 5,00,000 +GST18%.
    3. For University the Fee structure of logistics will be 5,00,000 + GST 18% for Three (3) days of visit.
    4. 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 off- shore campus to be visited.
    5. 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

 

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

For Appeals (grievance) mechanism a fees of 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:

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.

 

7.    Mode of Payment: Online:

 

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

  • SUBMISSION OF SELF - STUDY REPORT (SSR)

 

The OU have to submit SSR online only through the 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 carefully and gets ready with all kinds of details required to be filled up in online format. Use this Manual for understanding the process of A&A and preparing for the submission of SSR in the 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 pre-declared timeline.
  • Read instructions 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.
  • 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 provide 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. 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 5 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 through out. Incorrect data or false detailscould lead to disqualification or penalty.
  • Strictly adhere to the time specifications given by NAAC.
  • Keep a brief Executive Summary for upload 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 and Notes. This will help in clear understanding of the terms used in the Quality Indicator Framework (QIF).
  • For Metric related to finance, the preceding financial year (1st April to 31st March) may be used to consolidate data, for publication related data preceding calendar year (1st January to 31st 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 preceding year data is mentioned, use the data of latest completed academic year. 

 

 

  • MANDATORY DISCLOSURE ON WEBSITE

 

To ensure the transparency in the process of Assessment and Accreditation, it is necessary for the OU to upload the SSR along with other relevant documents on Institutional website. Thus it is suggested to create a separate NAAC tab/link on the website and upload the following documents till the validity period of Accreditation is over:

  • SSR submitted online, to be uploaded after DVV process only (.pdf format).
  • Data templates which are uploaded along with SSR (in password protected mode, if needed).
  • Annual Quality Assurance Report (AQAR – Year wise)
  • Accreditation outcome document viz., Certificate, Grade sheet, etc.

 

The OU may suitably design their NAAC tab/link to accommodate all relevant documents.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION-B

 

Data Requirements for Self - Study Report (SSR)

 

 

 

 

 

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

 

  1. Executive Summary
  2. Profile of the University
  3. Extended Profile of the University
  4. Quality Indicator Framework (QIF)
  5. Data Templates / Documents (Quantitative Metrics)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Executive Summary

 

Every OU 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 Strength Weaknesses Opportunities and Challenges (SWOC) in respect of the Institution.
  • Any additional information about the Institution other than ones already stated.
  • Over all conclusive explication about the institution’s functioning.

 

The Executive summary shall not be more than 5000 words.

 

 

 


 

  1. Profile of the University

 

  1. Basic Information

Name and Address of the University:

Name

 

Address :

City :

Pin :

State :

Website:

 

 

 

 

  1. For Communication:

 

Designation

Name

Telephone

with STD code

Mobile

Fax

Email

Vice Chancellor

 

 

 

 

 

Registrar

 

 

 

 

 

Director CIQA

 

 

 

 

 

 

 

 

 

  1. Nature of University:

Created by an Act of Parliament

 (Specify Act no.)

 

Created by an Act of  State Legislature

(Specify Act no.)

 

Date, Month and Year of Establishment 

 

(Enclose copy of the Act and Notifications)

 

 

 

 

  1. Territorial Jurisdiction of the Open University ________________________________________________________________________________________________________________________________________

 

 

  1. Income and Expenditure over the last five years

Sources of income

Year

Grants from Government

Grants from UGC

Learner Fees and other charges

Self Financing

Others

Total

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Expenditure

Year

Salary

 

Construction of Building

Infrastructure

Development

Development of programmes and courses

Learner Support Services

Staff Training and Development

Others

Total

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Details of Recognition

Details of recognition/approval by UGC and other statutory/regulatory bodies

 

Statutory/Regulatory

Authority

Recognition/Approval Status

of Institution

Day, Month

and Year

(dd-mm-yyyy)

 

Period of Validity

Remarks

 

 

 

 

 

 

 

 

 

 

 

  1. Does the University have graded autonomy (as recognized by the UGC)?

Yes  / No . If yes, enclose copy of Notification

 

  1. Location of the Open University and Area

Location

 

Campus Area in sqmts

 

Built up Area in sqmts

 

 

  1. Total number of Regional Centres:

Total number of Learner Support Centres:

 

  1. Details of programmes offered by the Open University (Give data for preceding academic year)

SI.

No

Programme

Level

Name of the

Programme

Duration

Entry

Qualification

Medium of

instruction

Learner strength

 

No. of

Learners

admitted

1

Awareness

 

 

 

 

 

 

2

Certificate

 

 

 

 

 

 

3

Diploma

 

 

 

 

 

 

4

PG Diploma

 

 

 

 

 

 

5

Under Graduate

 

 

 

 

 

 

6

Post-Graduate

 

 

 

 

 

 

7

MPhil

 

 

 

 

 

 

8

PhD

 

 

 

 

 

 

9

Any Other

 

 

 

 

 

 

 

 

TOTAL

 

 

 

 

 

 

 

11.  Details of Sponsored programmes (if any)

 

Sponsored programmes offered

Name of the Sponsoring Agency

Learner Strength

 

 

 

 

 

  1. List of the Departments/ Schools and levels of programmes being offered: (respond if applicable only and do not list facilities like Library, Physical Education as departments, unless they are also offering academic degree awarding programmes. Similarly, do not list the departments offering common compulsory subjects for all the programmes like English, regional languages etc.)

Faculty

Departments

(eg. Physics, Botany, History etc.)

UG

PG

Research

Science

 

 

 

 

 

Arts/ Social Sciences &Humanities

 

 

 

 

Commerce

 

 

 

 

 

Management Studies

 

 

 

 

Any Other

 

 

 

 

 

 

  1. Number of teaching and non-teaching positions in the Open University

Positions

Teaching

Other Academics

Non-teaching

Technical

Professor

Associate Professor

Assistant Professor

Director/

Sr. Regional Director

Dy. Director

/Regional Director

Assistant Director/

Assistant Regional Director

 

 

Sanctioned

 

 

 

 

 

 

 

 

In position

 

 

 

 

 

 

 

 

 

  1. Qualifications of the Academic Staff

 

Highest Qualification

Professor

Associate

Professor

Assistant

Professor

Total

 

 

Male

Female

Transgender

Male

Female

Transgender

Male

Female

Transgender

 

 

 

 

 

Permanent Teachers

 

 

 

 

 

 

 

 

D.Sc./D.Litt.

 

 

 

 

 

 

 

 

 

 

 

Ph.D.

 

 

 

 

 

 

 

 

 

 

 

Other Qualification

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PG

 

 

 

 

 

 

 

 

 

 

 

Teachers on contract

(Full-time Consultants)

 

 

 

 

 

 

 

Ph.D.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

M.Phil

 

 

 

 

 

 

 

 

 

 

 

PG

 

 

 

 

 

 

 

 

 

 

 

Other Academics

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ph.D.

 

 

 

 

 

 

 

 

 

 

 

M.Phil

 

 

 

 

 

 

 

 

 

 

 

PG

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Number of Visiting Faculty /Full-time Guest Faculty (Academic Consultants) engaged with the University

Highest Educational qualifications

Male

Female

Transgender

 

 

 

 

 

 

 

 

 

  1. Number of Part–time Academic Counsellors engaged / empanelled with the University over the last five years

Total Number of Academic Counsellors

Current Year

Current Year minus 1

Current Year minus 2

Current Year minus 3

Current Year minus 4

 

 

 

 

 

 

 

  1. Furnish the number of the Learners admitted to the Open University over the last five years (M- Male, F-Female, TG-Transgender)

 

Categories

Current Year

Year 2

Year 3

Year 4

Year 5

 

 

M

F

TG

M

F

TG

M

F

TG

M

F

TG

M

F

TG

 

 

 

SC

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ST

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

OBC

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

General

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Others

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Number of Learners awarded Certificates, Diplomas and Degrees over the last five years

 

Program

Level

Current

Year

Year 2

Year 3

Year 4

Year 5

Certificate

 

 

 

 

 

Diploma

 

 

 

 

 

Under Graduate Degree

 

 

 

 

 

Post-Graduate Degree

 

 

 

 

 

M. Phil

 

 

 

 

 

PhD

 

 

 

 

 

Any Other

 

 

 

 

 

Total

 

 

 

 

 

19.  Unit Cost of Education:

 

Unit Cost of Education*

Including Salary Component

Excluding Salary Component

 

 

 

* (Unit cost = total annual recurring expenditure (actual) divided by total number of Learners enrolled)

 

  1. Date of establishment of Centre for Internal Quality Assurance (CIQA) …………………… (dd/mm/yyyy)
  2. Applicable only after first cycle of Accreditation
  3. Details regarding submission of Annual Quality Assurance Reports (AQAR) to

NAAC

AQAR (i) ……………… (dd/mm/yyyy)

 

AQAR (ii) ……………… (dd/mm/yyyy)

 

AQAR (iii) ……………… (dd/mm/yyyy)

 

AQAR (iv) ……………… (dd/mm/yyyy)

  1. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment only)

 

Cycle  1:  ………………  (dd/mm/yyyy)Accreditation  Outcome/Result….…....

 

Cycle 2: ……………… (dd/mm/yyyy)  Accreditation Outcome/Result….…....

 

Cycle3: ……………… (dd/mm/yyyy)  Accreditation Outcome/Result…….....

 

Cycle 4:………………. (dd/mm/yyyy)  Accreditation Outcome/Result…….....

 

2(a) : Institutional preparedness for NEP:

(Description wherever applicable in maximum 500 words)

  1. Multidisciplinary / interdisciplinary:
  2. Delineate the vision/plan of institution to transform itself into a holistic multidisciplinary institution.
  3. Delineate the Institutional approach towards the integration of humanities and science with STEM and provide the detail of programs with combinations.
  4. 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
  5. 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.
  6. What are the institutional plans to engage in more multidisciplinary research endeavours to find solutions to society's most pressing issues and challenges?
  7. Describe any good practice/s of the institution to promote Multidisciplinary / interdisciplinary approach in view of NEP 2020.
  8. Academic bank of credits (ABC):
  9. Describe the initiatives taken by the institution to fulfil the requirement of Academic bank of credits as proposed in NEP 2020.
  10. 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.
  11. Describe the efforts of the institution for seamless collaboration, internationalization of education, joint degrees between Indian and foreign institutions, and to enable credit transfer.
  12. 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.
  13. 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.
  14. Skill development:
  15. Describe the efforts made by the institution to strengthen the vocational education and soft skills of students in alignment with National Skills Qualifications Framework
  16. Provide the details of the programmes offered to promote vocational education and its integration into mainstream education.
  17. 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.
  18. Enlist the institution’s efforts to:
  19. Design a credit structure to ensure that all students take at least one vocational course before graduating.
  20. 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.
  1. NSDC association to facilitate all this by creating a unified platform to manage learner enrolment (students and workers), skill mapping, and certification.
  2. Skilling courses are planned to be offered to students through online and/or distance mode.
  3. Describe any good practice/s of the institution pertaining to the Skill development in view of NEP 2020.
  4. 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:
  5. Indian languages (Sanskrit, Pali, Prakrit and classical, tribal and endangered etc.)
  6. Indian ancient traditional knowledge
  • Indian Arts
  1. 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.
  • Describe any good practice/s of the institution pertaining to the Outcome based education (OBE) in view of NEP 2020.
  1. Distance education/online education:
  1. Delineate the possibilities of offering vocational courses through ODL mode in the institution.
  2. Describe about the development and use of technological tools for teaching learning activities. Provide the details about the institutional efforts towards the blended learning.

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)

 

  1. Whether Electoral Literacy Club (ELC) has been set up in the University?
  2. Whether students’ co-ordinator and co-ordinating faculty members are appointed by the University and whether the ELCs are functional? Whether the ELCs are representative in character?
  3. 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.
  4. 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.
  5. 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.

 

 

 

  1. Extended Profile
  2. Curricular Aspects

1.1 Number of Programmes offered by the institution during the last five years

 

Year

Year 1

(Latest)

Year 2

Year 3

Year 4

Year 5

Number of  programmes

 

 

 

 

 

 

1.2 Number of programmes offered during the last five years, Please provide consolidated number of Programs offered across five years without repeat count, including the programmes that are dropped)

Assessment  period for five years

Number of  programmes

 

 

1.3 Number of learners admitted afresh in first-year during the last five years

 

Year

Year 1

Year 2

Year 3

Year 4

Year 5

Number of learners enrolled in first year

 

 

 

 

 

 

 

 

1.4 Number of learners during the last five years

Year

Year 1

Year 2

Year 3

Year 4

Year 5

Number of learners enrolled

 

 

 

 

 

 

1.5 Number of courses offered by the institution over the last five years

 

Year

Year 1

Year 2

Year 3

Year 4

Year 5

Number of Courses

 

 

 

 

 

 

1.6  Total Number of Courses offered by the institution (without repeat count and include courses that are dropped)

 

 

  1. Teaching-Learning and Evaluation

    2.1 Number of sanctioned posts of full time teachers and other academics

 

Year

Year 1

Year 2

Year 3

Year 4

Year 5

Sanctioned posts

 

 

 

 

 

 

2.2 Number of full time teachers appointed against the sanctioned posts

 

Year

Year 1

Year 2

Year 3

Year 4

Year 5

Teachers in position

 

 

 

 

 

 

 

2.3 Number of other academics in position against the sanctioned posts

 

Year

Year 1

Year 2

Year 3

Year 4

Year 5

Other Academic staff in position

 

 

 

 

 

 

 

 

2.4 Number of Full time Academic consultants employed

 

Year

Year 1

Year 2

Year 3

Year 4

Year 5

Full time Academic Consultants in position

 

 

 

 

 

 

 

2.5 Total number of full time teachers worked in the institution during the last five years (Please include the teachers who left / joined the institution during the assessment period without repeat counts:

 

2.6  Total number of other academics worked in the institution during the last five years (Please include the other academics who left / joined the institution during the assessment period without repeat counts: 

 

 

 

  1. Infrastructure and learning resources

 

4.1 Total expenditure excluding salary

 

Year

 

Year 1

Year 2

Year 3

Year 4

Year 5

Total expenditure of the university (excluding salary)

INR in lakhs)

 

 

 

 

 

 

 

  1. Learner support and progression

 

 

5.1 Number of graduated learners

 

Year

Year 1

Year 2

Year 3

Year 4

Year 5

Number of graduated learners

 

 

 

 

 

 

 

5.2 Number of enrolled learners in the preceding academic year registered for term end examination

5.3 Number of registered learners in the preceding academic year appeared for term end examination

5.4 Number of learners in the preceding academic year passed in the term end examination 

 

 

 

Quality Indicator Framework

 

Extended profile

(used as Denominators for calculation of metrics)

 

Ext. Pf. No.

 

Used in calculation of metric

1.1

 

Number of programmes offered by the institution  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

·         List of programmes offered along with links to curriculum

Apart from the above:

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

 

1.2.2

2.3.2

1.2

Number of programmes offered during the last five years, Please provide consolidated number of Programmes offered across five years without repeat count, including the programmes that are dropped)

 

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

·         If the list being different from 1.1, please provide the competent committee approval for dropping/closing of programmes

·         List of programmes offered along with links to curriculum

Apart from the above:

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

1.2.1

1.3.2

2.3.3

1.3

Total Number of Courses offered by the institution (without repeat count and include courses that are dropped)

 

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 courses across all programmes offered along with links to curriculum framework

Apart from the above:

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

1.1.4

1.4

Number of learners admitted afresh in first-year during the last five years

Year

 

 

 

 

 

Number

 

 

 

 

 

 

 

 

 

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Report of fresh admission (first year admission) duly approved by competent committee/authority (programme wise)

·         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)

 

2.1.1

2.2.1

2.2.2

2.2.3

2.6.2

5.2.1

1.5

Total number of learners 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)

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

·         Report of present learner –strength programme-wise  (duly approved by competent committee/authority

Apart from the above:

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

Note:  Include Learners of all years across all programmes here.

2.4.4

 

1.6

Number of graduated learners

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

·         Report of graduated learners programme-wise  (duly approved by competent committee/authority

Apart from the above:

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

 

5.3.1

2.1

Number of full time teachers appointed against the sanctioned posts

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

·         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 .

2.4.1

6.3.2

6.3.4

2.2

Number of other academics in position against the sanctioned posts

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Certified list of other academics along with the departmental affiliation

·         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 other academics will be sought during the DVV clarification.

Year

 

 

 

 

 

Number

 

 

 

 

 

2.4.1

2.3

Total number of full time teachers worked in the institution during the last five years (Please include the teachers who left / joined the institution during the assessment period without repeat counts:

 

 

 

 

2.4.2

3.2.2

3.4.2

3.4.3

2.4

Total number of other academics worked in the institution during the last five years (Please include the other academics who left / joined the institution during the assessment period without repeat counts:

 

 

2.4.2

 

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

4.1.3

4.3.1

5.1.6

 

 

 

  1. Quality Indicator Framework (QIF)

 

Essential Note:

 

The format of the SSR has to be filled up only online and the IT format will be made available 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

 

  • documents needed to be uploaded, from which data could be compiled.

 

These will help Institutions in the preparation of their SSR.

For Qualitative Metrics (QlM) which seek descriptive data, word limits as specified should be adhered to. It is advisable to compile the data accordingly before uploading the same.

For Quantitative Metrics (QnM) provide the data as desired. The formula given is merely to inform the Institutions about the manner in which data submitted will be assessed.  It is necessary to fill in details as per the instructions.

 

 

 

 

 

 

 

 

 

 

 

 

 

CRITERION I- CURRICULAR ASPECTS (150)

Key Indicator- 1.1 Curriculum Planning, Design and Development (60)

Metric No.

 

Weightage

1.1.1

QlM

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, as per the norms of the Regulatory Bodies and in the conformity of the University’s Mission and Goals

 

Write description in a maximum of 500 words

 

Provide web-link to

·         Curricula implemented by the University

·         Mapping of curricula to  Programme  Outcomes

·         Outcome analysis of   Programme Outcomes and Course Outcomes

·         Minutes of the relevant BoS/ School Board / Academic Council

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

·         Any other relevant information

20

 

1.1.2

 

QlM

 

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

 

Write description in a maximum of 500 words

File Description

  • Upload  Additional information
  • Provide Link for Additional information

 

10

 

1.1.3

 

QnM

Number of Certificate / value-added courses / Diploma Programmes offered by the institutions and online courses of MOOCs, SWAYAM / ePathshala/ NPTEL and other recognized platforms  where the students of the institution have enrolled and successfully completed during the last five years

 

1.1.3.1: Number of Certificate/value added courses/Diploma Programme offered by the institutions and online courses of MOOCs, SWAYAM/ ePathshala/ 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 programmes with course modules and outcomes

·         List of students for the above mentioned  programmes

·         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:  Repeat count of courses will not be considered

1.1.3 Benchmark

0

1

2

3

4

<25

25-35

35-45

45-60

>=60

 

10

 

1.1.4

QnM

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

 

1.1.4.1   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

 

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

·         Programme 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)

1.1.4 Benchmark

0

1

2

3

4

<20

20-30

30-50

50-60

>=60

Note:  Repeat count of courses will not be considered

 

 

 

 

20

 

 

Key Indicator – 1.2: Academic Flexibility (35)

Metric No.

 

Weightage

1.2.1

QnM

New Programmes introduced -  Percentage of programmes newly introduced by the institution over the last five years

 

1.2.1.1 Number of new programmes introduced 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, Approval of DEB, UGC for the new programme (as applicable)

·         Minutes of BOS and consequent Academic Council, clearly specifying the approval of new programme and academic year of introduction

Apart from the above:

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

 

1.2.1 Benchmark

0

1

2

3

4

0

>0-3

3-6

6-8

>=8

10

1.2.2

QnM

Enabling provision for multiple entry / multiple exit for programmes - Percentage of programmes enabled with multiple entry / multiple exit as per provisions as on latest completed academic year 

 

1.2.2.1  Number of  programmes provisioned with multiple entry/multiple  exit  as on latest completed academic year 

 

 


×100

 

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 BOS and consequent Academic Council, clearly specifying the approval for provision of  multiple entry/exit

·         Programme Brochure with specification of multiple entry/exit

·         Institutional policy on multiple/entry exit for programmes

·         Link of institutional website where such policy is hosted, if any.

 

Apart from the above:

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

Note:  Programmes where Multiple entry/exit been introduced any time during last five years can be considered

 

1.2.2 Benchmark

0

1

2

3

4

<5

5-10

10-15

15-20

>=20

15

1.2.3

QlM

Progress regarding Academic Bank of Credit and credit transfer mechanism

 

Write the initiatives of the Institution for enrolling in Academic Bank of Credits and its status of achievement in a maximum of 500 words

 

Provide web-link to

·         Certificate of enrollment in ABC

·         Link of notification in the institutional website on the status of ABC

10

 

 

 

Key Indicator – 1.3: Curriculum Enrichment (35)

 

Metric No.

 

Weightages

 

1.3.1

 

QlM

 

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 policies into the Curriculum

 

Write description in a maximum of 500 words

File Description

  • Upload  Additional information
  • Provide Link for Additional information

15

1.3.2

QnM

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

 

1.3.2.1: Total Number of programmes   that have  components of field projects/research  projects/internships (without repeat count) during 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

·         Programme and course contents having element of field 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

 

1.3.2 Benchmark

0

1

2

3

4

<20

20-30

30-40

40-50

>=50

 

 

 

 

 

10

1.3.3

QlM

Institution develops curriculum to incorporate / focus on Indian Knowledge system.

Write description in a maximum of 500 words

File Description

  • Copy of curriculum with highlighted portions of IKS in curriculum
  • List of courses focusing on  India Centric Learning

10

 

 

Key Indicator – 1.4  Feedback System (20)

 

Metric No.

 

Weightage

1.4.1

QnM

Structured feedback for curriculum and its transactions is regularly obtained from stakeholders like Learners, Teachers and other Academics, Academic Counsellors, External Subject Experts, Employers, Alumni  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.    

   Opt anyone

Feedback collected

E.      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 Learners, 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 Benchmark

0

1

2

3

4

E

D

C

B

A

 

 

20

 

 

 

 

 

 

 

 

 

 

 

 

CRITERION II – TEACHING-LEARNING AND EVALUATION (250)

 

Key Indicator - 2.1: Learner Enrolment (25)

 

 

Metric No.

 

Weightage

2.1.1

 

QnM

Average variation in enrolment of learners in the Institution during the last five years

 

Formula: (Input will be auto populated from Extended profile(1.4))

 

 

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.

 

2.1.1 Benchmark

0

1

2

3

4

<100

100-102

102-105

105-110

>=110

 

15

2.1.2

 

QlM

 

Efforts towards inclusive education

 

Efforts undertaken by the Institution for reaching out to the Socially and Economically Disadvantaged Groups (SEDG) who have sparse access to higher education.

 

Write description in maximum of 500 words

 

Provide web-link to:

·         Documents on efforts taken for reaching the unreached

·         Any other relevant information

 

10

 

Key Indicator - 2.2 Catering to Learner Diversity (30)

 

2.2.1

 

QnM

Reaching out to learners from socially backward categories - Percentage of learners enrolled across different socially backward categories during last five years.

 

2.2.1.1 Number of learners admitted against SC/ST/OBC and other reserved categories as per GOI norms year wise over the last five years

 

Year

 

 

 

 

 

Number of learners admitted against SC/ST/OBC and other reserved categories as per GOI norms

 

 

 

 

 

 

Formula:

 

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         List of programme-wise fresh enrolled learners from socially backward categories like SC/ST and OBC authenticated by the Registrar of the institution.

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

·         The DVV may seek for selected enrollment form for verification during DVV process

Apart from the above:

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

 

2.2.1 Benchmark

0

1

2

3

4

<10

10-20

20-30

30-40

>=40

 

 

 

10

 

2.2.2

 

QnM

Reaching out to Persons with Disabilities (PwD) - Percentage of PwD learners enrolled year wise over the last five years

 

2.2.2.1 Number of learners enrolled from Divyangjans categories year wise over the last five years

 

Year

 

 

 

 

 

Total number of PwD learners enrolled

 

 

 

 

 

 

Formula:

Percentage =  X 100

 

                     

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

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

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

·         The DVV may seek for selected enrollment form for verification during DVV process

Apart from the above:

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

 

2.2.2 Benchmark

0

1

2

3

4

<0.01

0.01-0.05

0.05-0.15

0.15-0.25

>=0.25

 

5

2.2.3

 

QnM

Reaching out to women learners  -Percentage of Women learners enrolled year wise over the last five years

 

2.2.3.1 Total number of Women learners enrolled from year wise over the last five years

 

Year

 

 

 

 

 

 

Number of women learners

 

 

 

 

 

 

 

Formula:

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

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

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

·         The DVV may seek for selected enrollment form for verification during DVV process

Apart from the above:

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

 

 

2.2.3 Benchmark

0

1

2

3

4

<25

25-30

30-35

35-40

>=40

 

 

 

10

2.2.4

 

QnM

Learners from Defense and Security Forces  - Average number of persons from defense and Security Forces background namely: Defense / Security Personnel, Ex Service men/ War widows enrolled as learners over the last five years

 

2.2.4.1 Number of persons from Defense and Security Forces background namely: Defense / Security Personnel, Ex Service men/ War widows enrolled as learners year wise over the last five years

 

Year

 

 

 

 

 

Number of  learners from Defense/ Security Personnel/

Ex-servicemen/ War widows enrolled

 

 

 

 

 

 

Formula:

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

  • List of programme-wise fresh enrolled learners from defense and Security Forces background namely: Defense / Security Personnel, Ex Service men/ War widows year-wise authenticated by the Registrar of the institution.

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

·         The DVV may seek for selected enrollment form for verification during DVV process

Apart from the above:

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

 

2.2.4 Benchmark

0

1

2

3

4

<50

50-100

100-150

150-250

>=250

5

 

Key Indicator - 2.3 Teaching-Learning Process (60)

 

Metric No.

 

Weightage

 

2.3.1

 

QlM

Development of Self-Learning Material (SLM) in Print

 

Process followed for development of Self-Learning Material along with the list of Study materials

Write description in maximum of 500 words.

 

Provide web-link to

·         Policy document on SLM

·         Any other relevant information

 

 

 

 

 

15

 

 

 

 

 

2.3.2

QnM

Use of Radio / telecast / webcast for providing instruction - Percentage of programmes where radio / telecast / webcast has been used for providing instruction in the latest completed academic year

2.3.2.1 Number of programmes where radio / telecast / webcast has been used for providing instruction in the latest completed academic year

 

Formula

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Proof of radio / telecast / webcast broadcasting with schedules of the programmes

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

·         The DVV may seek for selected programme of radio / telecast / webcast which need to be shared during clarification

Apart from the above:

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

 

2.3.2 Benchmark

0

1

2

3

4

<10

10-20

20-30

30-40

>=40

 

15

2.3.3

QnM

Availability of digitized SLMs for the learners  - Percentage of programmes having access to online SLMs

 

2.3.3.1 Number of learning material of the Institution 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

 

 

Formula:

Percentage =

 

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         List of digitized SLM programme 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 (if any)

 

2.3.3 Benchmark

0

1

2

3

4

<30

30-40

40-60

60-80

>=80

10

 

2.3.4

 

QlM

 

Institutional Mechanism to provide academic counselling support and

academic counselling sessions conducted

 

An Institutional mechanism is in place to provide academic counselling support to learners enrolled in different programmes 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 Learner Support Centres

·         Payment vouchers to be produced  by Learner Support Centres under each Regional Centre year wise.

 

 

20

 

Key Indicator - 2.4: Teachers and other Academics - Profile and Quality (45)

 

Metric No.

 

 

Weightage

 

2.4.1

 

QnM

 

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

 

2.4.1.1: Number of sanctioned posts of full time teachers and other academics

 

Year

 

 

 

 

 

Number of women learners

 

 

 

 

 

 

 

Formula:

 

 

Geometric Mean =

 

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 Registrar 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 (if any)

 

2.4.1 Benchmark

0

1

2

3

4

<50

50-55

55-60

60-70

>=70

 

15

 

2.4.2

QnM

 

Full-time teachers and other academics with Ph.D. - Percentage of full-time teachers and other academics with Ph.D. degree during the last five years

 

2.4.2.1 Number of full-time teachers and other academics with Ph.D. degree

 

 

 

Formula:

 

 

Upload:

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         List of full-time teachers and other academics with PhD authenticated by the Registrar of the institution

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

·         The DVV may seek for PhD certificate of selected full-time teacher and other academics which need to be shared during clarification

Apart from the above:

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

 

2.4.2 Benchmark

0

1

2

3

4

<50

50-60

60-70

70-80

>=80

10

2.4.3

 

QlM

 

Recognition earned by institution, full time teachers and other academics

 

Describe the recognitions bestowed on the institution, full time teachers and other academics for academic activities in maximum of 500 words

 

Upload:

·         Provide the certificates and proof of recognitions earned

5

2.4.4

 

QnM

 

Learner : Academic Counsellor ratio

 

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

 

Formula:

 

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         List of academic counsellors

·         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 (if any)

 

2.4.4 Benchmark

0

1

2

3

4

>=60:1

50-60 :1

40-50 :1

30-40 :1

<30:1

 

 

15

 

Key Indicator - 2.5 Evaluation Process and Reforms (40)

 

Metric No.

 

 

Weightage

2.5.1

QlM

Process of conduct of Term-end examination and related Grievances

 

Process of conduct of Term End Examination and efforts done for fair and smooth conduct of the examination and mechanism of the Institution to deal with examination related grievances in a transparent manner

 

Write description in maximum of 500 words

 

Provide web-link to

 

·         Schedule of Term End Examination of preceding academic year

·         Manual/ Handbook for conduct of Term End Examination

·         Standard Operating Procedures related to Term End Examination related Grievances 

·         Any other relevant information

15

 

2.5.2

QlM

Formative Assessment

 

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

 

Write description in maximum of 500 words

 

Provide web-link to

  • Policy documents on Evaluation Methodology
  • Any other relevant information

 

 

10

2.5.3

QnM

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

A.     100% automation of entire division & implementation of Examination Management  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 Benchmark

0

1

2

3

4

E

D

C

B

A

15

 

 

 

Key Indicator -2.6 Learner Performance and Learning Outcomes (20)

 

Metric No.

 

Weightage

2.6.1

QlM

 

 

Programme Outcomes 

 

The Institution has stated Graduate Attributes / Programme Outcomes, Programme Specific Outcomes and Course Outcomes which are integrated into the assessment process

 

Write description in maximum of 500 words

 

Provide web-link to

  • Graduate Attributes / Programme Outcomes, Programme Specific Outcomes and Course Outcomes
  • Any other relevant information

10

2.6.2

QnM

Percentage of completion status of UG and PG degree programmes with in specified period

 

2.6.2.1. Number of UG/PG learners completed the degree programme within 3 to 5 years for UG & 2 to 4 years for PG.

 

Formula:

 

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         List of such students with date of enrollment and date of completion of programmes

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

·         Proof of admission and proof of completion of programme for selected students will besought during DVV process

Apart from the above:

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

 

2.6.2 Benchmark

0

1

2

3

4

<15

15-20

20-25

25-30

>=30

 

10

 

 

 

Key Indicator – 2.7 Learner Satisfaction Survey (30)

Metric No.

 

Weightage 

2.7.1

 

QnM

 

Online Learner Satisfaction Survey regarding teaching-learning process

 

Furnish data regarding learner satisfaction with respect to teaching-learning process.

 

The online survey would be conducted by NAAC;

Survey link will be sent to 30 % of the enrolled learners.  It requires minimum 1000 or 10% of the learner response (whichever is smaller) in order to consider the survey as complete.

 

Upload:

  • Database of all currently enrolled learners 
  • As per Data Template
  • Any other relevant information

 

30

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CRITERION III – RESEARCH, INNOVATIONS AND EXTENSION (200)

 

Key Indicator – 3.1 Promotion of Research and Facilities (15)

 

Metric No.

 

Weightage

3.1.1

 

QlM

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

 

Write description in maximum of 500 words

 

Provide web-link to

 

  • Minutes of the Governing Council/ Syndicate/Board of Management / Academic Council/ Research Council related to research promotion policy adoption
  • Policy document on promotion of research
  • Any other relevant information

 

 

 

5

 

3.1.2

QnM

 

Research facilities for teachers, other academics and learners

 

Research facilities available to the teachers, other academics and learners of the Institution for pursuing research

 

1.      Reference Library

2.      Online subscription to research journals

3.      Research/Statistical Databases

4.      Media Laboratory / studios

5.      Science laboratories

6.      Computing Laboratory and support for both qualitative and quantitative data analysis including softwares

7.      Data Centre

8.      Language laboratory

 

Options (Choose any one of the below)

A.     Any 6 or more of  the above

B.     Any 4 or 5of the  above

C.     Any 2 or 3of the above                              

D.     Any 1 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)

·         Geotagged photos of facilities claimed in the metric with captions of options chosen

·         E copies of invoices of e journals and 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)

 

3.1.2 Benchmark

0

1

2

3

4

E

D

C

B

A

10

 

Key Indicator – 3.2 Resource Mobilization for Research (20)

 

Metric No.

 

Weightage

3.2.1

QnM

 

 

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 Benchmark

0

1

2

3

4

<15

15-50

50-80

80-100

>=100

 

 

 

10

3.2.2

 

QnM

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 Benchmark

0

1

2

3

4

<0.5

0.5-1.0

1.0-1.5

1.5-2.0

>=2.0

 

10

 

 

 

 

 

 

 

 

Key Indicator – 3.3: Innovation Ecosystem (35)

 

Metric No.

 

Weightage

3.3.1

 

QlM

Innovative initiatives of the Institution

 

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. The institution has also taken innovative initiatives by providing access to diversified learner groups

 

Write description in maximum of 500 words

 

Provide web-link to

 

  • The Innovation Centre/ Cell
  • Initiatives taken by the institution
  • Any other relevant information

 

 

 

10

3.3.2

QnM

Workshops / seminars conducted on innovative initiatives and practices

 

3.3.2.1 Total number of workshops/seminars conducted year wise over the last five years on:

Intellectual Property Rights (IPR); Open Educational Resources (OERs); Massive Open Online Courses (MOOCs); Technology-Enabled Learning; Learning Management System; Development of e-content and any other relevant area

 

Year

 

 

 

 

 

Number of workshops / seminars

 

 

 

 

 

 

Upload:

  • Report of the event/ link to the material developed

·         List of workshops/seminars over the last five years

  • As per Data Template
  • Any other relevant information

 

3.3.2 Benchmark

0

1

2

3

4

<6

6-10

10-15

15-20

>=20

5

3.3.3

QnM

Audio / video / e-content developed by teachers :

 

1.      For e-PG-Pathshala

2.      For CEC (Undergraduate)

3.      For SWAYAM / SWAYAMPRABHA

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)

 

3.3.3 Benchmark

0

1

2

3

4

E

D

C

B

A

10

3.3.4

 

QnM

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

3.3.4.1: Total number of awards received for research/innovations  by institution/teachers/research scholars/learners 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)

Awards for research  / innovation only will be considered. 

 

3.3.4 Benchmark

0

1

2

3

4

0

1

2

3

>=4

10

 

 

Key Indicators – 3.4 Research Publications and Awards (65)

 

Metric No.

                                  

Weightage

3.4.1

 

QnM

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

 


3.4.1.1: How many Ph.D s were awarded during last five years

3.4.1.2 : 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)

3.4.1 Benchmark

0

1

2

3

4

<0.05

0.05-0.5

0.5-1

1-2

>=2

 

10

 

3.4.2

 

QnM

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

 

3.4.2.1: 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 with CARE journal ID

 

3.4.2 Benchmark

0

1

2

3

4

<1

1-2

2-3

3-4

>=4

 

 

20


3.4.3

 

QnM

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

 

3.4.3.1: 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)

 

 

3.4.3 Benchmark

0

1

2

3

4

<0.5

0.5-1

1-1.5

1.5-2

>=2

 

15


3.4.4

QnM

 

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 calendar years counting backward as per the assessment period

3.4.4 Benchmark

0

1

2

3

4

<0.5

0.5-2

2-5

5-10

>=10

 

10

3.4.5

QnM

 

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.

3.4.5 Benchmark

0

1

2

3

4

<5

5-15

15-25

25-35

>=35

10

 

Key Indicators - 3.5 Revenue Generation from Consultancy and training (10)

Metric No.

 

Weightage

3.5.1

QnM

Revenue generated from consultancy / training / seminars/ conferences etc. during the last five years

 

3.5.1.1: Total amount generated from consultancy / training / seminars/ conferences etc. 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 monetized training/consultancy. 

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

·          Letter from the beneficiary of the training/ 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)

 

3.5.1 Benchmark

0

1

2

3

4

<10

10-20

20-40

40-50

>=50

 

 

 

 

10

 

Key Indicators - 3.6 Extension Activities (35)

 

Metric No.

 

Weightage

3.6.1

 

QlM

 

Outcomes of extension activities in the neighborhood 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 learners and other stakeholders 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

 

15

 

3.6.2

 

QnM

 

Number of extension and outreach programmes conducted by the institution  through organized  forums with involvement of community and other stakeholders year wise during the last five years

 

3.6.2.1: Number of extension and outreach programmes conducted by the institution through organized forums with involvement of community and other stakeholders 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 programmes to be made available, with specific mention of number of learners and other stakeholders 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 Benchmark

0

1

2

3

4

<20

20-30

30-40

40-50

>=50

 

20

 

Key Indicator - 3.7 Collaboration (20)

 

Metric No.

 

Weightage

3.7.1

 

QnM

Number of  functional MoUs /linkage with institutions/ industries  in India and abroad for internship, curricula design and development, 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, curricula design and development, 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 functional MoUs/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 Benchmark

0

1

2

3

4

<5

5-15

15-20

20-25

>=25

 

20

 

 

 

 

 

CRITERION IV – INFRASTRUCTURE AND LEARNING RESOURCES (100)

 

Key Indicator - 4.1 Physical Facilities (35)

 

Metric No

 

Weightage

4.1.1

QlM

Facilities available at Institution Headquarters and Regional Centres

Infrastructural facilities viz., academic units, administrative units, storage and dispatch units, library, Laboratories, Multimedia Laboratories, Seminar Rooms, Auditorium, warehouses, Media Production, Print Production, etc.

 

Write description in maximum of 500 words

Provide web-link to

  • Annual report of the Institution
  • Geo-tagged photographs of campus and all other infrastructural facilities
  • Any other relevant information

15

4.1.2

QnM

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 augmentation should be clearly highlighted)

Apart from the above:

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

 

4.1.2 Benchmark

0

1

2

3

4

<2

2-6

6-8

8-15

>=15

10

4.1.3

QnM

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

4.1.3.1: 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 to be signed by CA and counter signed by the competent authority (relevant expenditure claimed for maintenance of infrastructure should be clearly highlighted)

Apart from the above:

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

 

4.1.3 Benchmark

0

1

2

3

4

<1

1-2

2-3

3-5

>=5

10

 

Key Indicator – 4.2:  IT Infrastructure (45)

 

Metric No

 

Weightage

4.2.1

QnM

ICT enabled facilities at HQs – Percentage of IT enabled rooms and seminar halls of the Institution for academic support at Headquarters.

 

4.2.1.1 Number of rooms and seminar halls for academic support with ICT facilities/Wi-Fi/LAN at the Institution HQs (Data for the latest completed academic year) :

 

4.2.1.2 Total number of room and seminar halls for academic support at the Institution HQ (Data for the latest completed academic year)

 

Formula:


X100

 

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Geo- tagged Photographs of IT  infrastructure facilities at HQs

Apart from the above:

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

 

4.2.1 Benchmark

0

1

2

3

4

<5

5-20

20-40

40-60

>=60

10

4.2.2

QnM

ICT enabled facilities at RCs– Percentage of IT enabled rooms and seminar halls of the Institution for academic support in Regional Centres (RCs)

 

4.2.2.1 Number of rooms and seminar halls for academic support with ICT facilities/Wi-Fi/LAN at Regional Centres (RCs) (Data for the latest completed academic year)

 

4.2.2.2 Total number of room and seminar halls for academic support at Regional Centres (RCs) (Data for the latest completed academic year)

 

Formula:


X100

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Geo- tagged photographs of IT  infrastructure facilities at RCs

Apart from the above:

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

 

4.2.2 Benchmark

0

1

2

3

4

<5

5-20

20-40

40-60

>=60

5

4.2.3

QnM

ICT enabled facilities at LSCs – Percentage of IT enabled rooms and seminar Halls of the Institution for academic support in learner support centres (LSCs)

 

4.2.3.1 Number of  rooms and seminar halls for academic support with ICT facilities/Wi-Fi/LAN at Learner Support Centres (LSCs) (Data for the latest completed academic year)

 


4.2.3.2 Total number of room and seminar halls for academic support at learner Support Centres (LSCs) (Data for the latest completed academic year)

 

                                             

 

Formula:

 

X100

 

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Complete list and location of LSC

·         Geo- tagged photographs of IT  infrastructure facilities at few LSCs

·         DVV will ask related information for selected LSC which need to be shared by the institution during DVV clarification

Apart from the above:

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

 

4.2.3 Benchmark

0

1

2

3

4

<10

10-20

20-30

30-40

>=40

5

4.2.4

QlM

Institution frequently updates its IT facilities and 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

 

10

4.2.5

QnM

Facilities for media production and e-Content development - Facilities for audio, video and e-content development are available and are in use at the Institution

 

Audio- video and e-Content production facilities:

 

  1. Audio / video studios
  2. Outdoor shooting equipment /Outdoor audio recording
  3. Post production unit / Editing unit
  4. Duplication unit
  5. Graphics workstation
  6. Direct Reception Sets (DRS)
  7. Set Scenic unit
  8. Make-up unit
  9. e-Platform
  10. Workstations with broadband connectivity
  11. Cloud space
  12. Licensed software
  13. IT security system

 

Options: (Choose any one of the below)

 

A.     10 or more of  the above

B.     Any 8 – 9 of the  above

C.     Any 4 – 7 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)

·         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 purchase of Cloud space

·         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)

 

4.2.5 Benchmark

0

1

2

3

4

E

D

C

B

A

5

4.2.6

QlM

Quality and access of transmission facilities of the institution for the learners

 

The institution ensures quality access to transmission facilities which are provisioned in various mode and keeps track of the no of viewers of each mode of transmission.

Write description in maximum of 500 words

 

Upload:

  • Details of modes of transmission with viewer details

 

10

 

Key Indicator - 4.3 Learning Resources (20)

 

Metric No

 

Weightage

4.3.1

QnM

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

 

4.3.1.1: 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 and 4.1.3)

·         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 and subscription 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)

 

 

 

 

 

4.3.1 Benchmark

0

1

2

3

4

<0.01

0.01-0.25

0.25-0.5

0.5-1

>=1

 

 

10

4.3.2

QlM

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 learners

 

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

10

 

CRITERION V - LEARNER SUPPORT AND PROGRESSION (100)

 

Key Indicator - 5.1 Learner Support (65)

 

Metric No.

 

Weightage

 

5.1.1

 

QlM

Promotional, Pre-admission Counselling Activities and Induction and orientation

 

 

The Institution promotes its programmes for the prospective learners through various activities and activities undertaken by the Institution for providing pre-admission counselling services to prospective learners and induction of newly enrolled learners at Institution Headquarters, Regional Centers and Learner Support Centers

 

 

Write description in maximum of 500 words

 

Provide web-link to

·         Activities undertaken

·         Any other relevant information

 

 

 

 

10

5.1.2

QlM

Distribution of Study Material and related grievance handling mechanisms

 

Strategy followed by the Institution for dispatch of study material to learners and mechanisms to resolve grievances related to Dispatch of Study Material

 

Write description in maximum of 500 words

 

Provide web-link to

 

·         Material dispatch related activities

·         Any other relevant information

 

20

5.1.3

QnM

 

Attending to learners’ queries

 

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

 

1.      Automated interactive voice response system

2.      Call centre

3.      Online Help Desk

4.      Social media

5.      App based support

6.      Chat Box

7.      E-mail Support

8.      Interactive radio counselling

9.      Teleconferencing

10.  Web-conferencing

11.  Learner Services Centre/ Inquiry Counter

12.  Postal communication

 

Options: (Choose any one of the below)

A.     Any 9 or more of  the above

B.     Any 6-8of 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)

·         Web-link to Online Help Desk, App based support,  Chat Box, Interactive radio counselling, Web-conferencing, Learner Services Centre, any other details hosted in institutional website

·         Few sample conversations for each selected option to be provided

Apart from the above:

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

 

5.1.3 Benchmark

0

1

2

3

4

E

D

C

B

A

 

 

5

5.1.4

QnM

 

Academic counselling services

 

Modes employed by the Institution to provide academic counseling services to its learners include:

 

1.      Face to face counselling sessions

2.      Interactive radio counselling

3.      Online LMS based counselling

4.      Teleconferencing

5.      Web-conferencing

6.      Laboratory based counselling

7.      Internship

8.      Workshops

9.      Field study

10.  Seminar

11.  Extended Contact Programme (ECP)

12.  Enhancement of Professional Competency (EPC)

 

 

Options: (Choose any one of the below)

A.     Any 8 or more of  the above

B.     Any 6-7 of 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)

·         Web-link to selected options by the institutions to be hosted in institutional website

·         Few sample counseling sessions for each selected option to be provided

Apart from the above:

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

5.1.4 Benchmark

0

1

2

3

4

E

D

C

B

A

 

 

5

5.1.5

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

 

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

 

 

Year

 

 

 

 

 

Number of grievances received at HQ

 

 

 

 

 

 

 

5.1.7.2 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)

 

5.1.5  Benchmark

0

1

2

3

4

<10

10-25

25-50

50-75

>=75

10

5.1.6

 

QnM

Percentage of Expenditure on Learner Support Services

 

5.1.6.1 Expenditure by the Institution on learner support services (excluding salary and capital expenditure) year wise over the last five years (INR in Lakhs)

 

Year

 

 

 

 

 

Expenditure on learner support services (INR in lakhs)

 

 

 

 

 

Data requirement (as per data template):

·         Total expenditure on learner support services per year by the institution over the last five years

·         Total expenditure of the institution excluding salary per year over the last five years

 

Formula

Percentage = X 100

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Audited statement of expenditure highlighting the relevant item of expenditure

Apart from the above:

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

 

5.1.6  Benchmark

0

1

2

3

4

<5

5-10

10-30

30-40

>=40

 

 

15

 

 

 

 

 

 

 

 

Key Indicator - 5.2 Learner Progression (25)


Metric No.

 

 

5.2.1

 

QnM

 

Submission of assignments - Percentage of learners submitting assignments

 

5.2.1.1 Number of  learners  enrolled in the preceding academic year (only newly enrolled) who have submitted assignments as per the academic calendar

 

 

Formula:

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Report of status of assignment submission submitted to Controller of Examination or to the competent authority/committee

Apart from the above:

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

 

5.2.1 Benchmark

0

1

2

3

4

<30

30-50

50-60

60-75

>=75

5

      5.2.2

QnM

 

Percentage of Newly enrolled learners registered for term end examination

 

5.2.2.1: Number of newly-enrolled learners in the latest completed academic year who have registered for term-end examination

 

Formula:

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Report of status of student registration to Examination submitted to the competent authority/committee

Apart from the above:

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

 

5.2.2 Benchmark

0

1

2

3

4

<30

30-40

40-50

50-60

>=60

 

5

5.2.3

QnM

 

Percentage of  learners appeared for term end exam

 

5.2.3.1:  Number of newly-enrolled learners appeared in the term-end examination for the latest completed academic year:

Formula:

 

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Report of status of student appearing to term-end examination, submitted to the competent authority/committee

Apart from the above:

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

 

5.2.3 Benchmark

0

1

2

3

4

<20

20-30

30-40

40-50

>=50

 

5

5.2.4

 

QnM

Percentage of learners passed out term end examination

 

5.2.4.1:  Number of newly enrolled learners passed in term end examination for the  latest completed academic year

Formula:

 

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Report of status of student passed in  term-end examination, submitted to the competent authority/committee

·         Extract of learner pass details in term-end examination program-wise

Apart from the above:

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

 

5.2.4 Benchmark

0

1

2

3

4

<10

10-20

20-25

25-30

>=30

 

5

 

 

5.2.5

 

QnM

 

Placement services provided to the learners 

 

5.2.5.1 Number of placement drives conducted by the institution for the learners year wise over the last five years

 

Year

 

 

 

 

 

Number of  placement drives conducted by the institution

 

 

 

 

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Circular/announcement of placement drive organized by the institution

·         Report of placement drive with relevant photos

·         Details of  learners placed through each of these placement drives

Apart from the above:

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

Note:  Without placement details of  learners in the placement drive, the drives would not be considered valid

 

5.2.5 Benchmark

0

1

2

3

4

<2

2-4

4-7

7-10

>=10

 

5

 

 

Key Indicator - 5.3 Alumni Connect and Contribution (10)

 

Metric No.

 

Weightage

5.3.1

 

QnM

Alumni Involvement -Percentage of graduated learners enrolled in Alumni Association

 

5.3.1.1 Number of graduated learners enrolled in Alumni Association (in latest completed academic year)

 

 

Formula

  

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Registration document of alumni association

·         Annual report of alumni association clearly specifying the year-wise registration of alumni

Apart from the above:

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

 

5.3.1 Benchmark

0

1

2

3

4

<10

10-20

20-30

30-40

>=40

 

4

 

5.3.2

QnM

Enabling  Alumni  Contribution

 

The Alumni Association facilitates its members by the following

1.      Online enrolment for its membership

2.      Online networking amongst its Alumni members

3.      Online Mentoring of the Learners through Alumni Meets

4.      Online participation of Alumni in different events of the University such as webinars etc

5.      Donation by Alumni

 

Options: (Choose any one of the below)

      A.  Any 4 or more of  the above

A.     Any 3 of the  above

B.     Any 2 of the above                              

C.     Any 1 of the above

D.     None of the above

 

Upload the specific document as per description given below

·         Institutional data in the prescribed format (data template)

·         Links to online-registration to  alumni association

·         Links to social media of alumni network

·         Reports of alumni meet and its activities

·         Reports of Alumni participation in application institutional events

·         Audited expenditure of through registered Alumni association to the applicant institution highlighting  the contribution

 

Apart from the above:

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

 

5.3.2 Benchmark

0

1

2

3

4

E

D

C

B

A

 

3

5.3.3

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

3

 

CRITERION VI – GOVERNANCE, LEADERSHIP AND MANAGEMENT (100)

 

Key Indicator - 6.1 Institutional Vision and Leadership (10)

 

Metric No.

 

Weightage

6.1.1

 

QlM

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 their Short 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

10

 

Key Indicator - 6.2 Strategy Development and Deployment (10)

 

Metric No.

 

Weightage

6.2.1

 

QlM

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.

Write description in a maximum of 500 words

 

File Description

  • Strategic Plan and deployment documents on the website
  • Provide the link for additional information
  • Upload any additional information

5

6.2.2

 

QnM

Institution Implements e-governance in its operations

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

  1. Administration including complaint management
  2. Finance and Accounts
  3. Student Admission and Support
  4. 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 Benchmark

0

1

2

3

4

E

D

C

B

A

5

 

Key Indicator - 6.3 Faculty Empowerment Strategies (30)

Metric No.

 

Weightage

6.3.1

 

QlM

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

 

10

6.3.2

 

QnM

 

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)

 

6.3.2 Benchmark

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