IQAC

The UGC’s mandate includes Promoting and coordinating university education; determining and maintaining standards of teaching, examination and research in Universities; Framing regulations on minimum standards of education; monitoring developments in the field of collegiate and university education; disbursing grants to the Universities and Colleges; Serving as a vital link between the Union and State Governments and institutions of higher learning; advising the Central and State Governments on the measures necessary for improvement of University education. To monitor standards of the higher educational institutions it has established the National Assessment and Accreditation Council (NAAC) as an autonomous body, under section 12 (ccc) of its Act in September 1994. NAAC is entrusted with the task of performance evaluation, assessment and accreditation of Universities and Colleges in the Country. The philosophy of NAAC is ameliorative and enabling rather than punitive or judgmental, so that all constituencies of institutions of higher learning are empowered to maximize their resources, opportunities and capabilities.

NAAC has been instilling a momentum of quality consciousness amongst Higher Educational Institutions (HEIs or ‘Institutions’), aiming for continuous improvement. NAAC is triggering a ‘Quality Culture’ among the various constituents of the HEI, as well as enhancing the awareness of Institutional Quality Assurance with all stakeholders. The prime agenda of NAAC is to Assess and Accredit Institutions of higher learning with an objective of helping them to work continuously to improve the quality of education. Assessment is a performance evaluation of an HEI and /or its units and is accomplished through a process based on self-study and peer review using defined criteria. Accreditation refers to the certification given by NAAC which is valid for a period of five years. NAAC accredits UGC 2(f) & 12B as well as non 2(f) & 12B HEIs.

In pursuance of action planfor performance evaluation, assessment and accreditation and quality up-gradation of institutions of higher education, the National Assessment and Accreditation Council (NAAC), Bangalore proposes that every accredited institution should establish an Internal Quality Assurance Cell (IQAC) as a quality sustenance measure. The prime task of the IQAC is to develop a system for conscious, consistent and catalytic improvement in the overall performance of institutions.

Vision, objectives and Mission

The vision of IQAC is to ensure quality culture as the prime concern for the Higher Education Institutions (HEIs) through institutionalizing and internalizing all the initiatives taken with internal and external support. NAAC aims 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 primary objectives of IQAC is to develop a system for conscious, consistent and catalytic action to improve the academic and administrative performance of the institution, and to promote measures for institutional functioning towards quality enhancement through internalization of quality culture and institutionalization of best practices.

The mission statements of NAAC are:

1. To arrange for periodic assessment and accreditation of institutions of higher education or units thereof, or specific academic programmes or projects
2. To stimulate the academic environment for promotion of quality in teaching-learning and research in higher education institutions
3. To encourage self-evaluation, accountability, autonomy and innovations in higher education
4. To undertake quality-related research studies, consultancy and training programmes.
5. To collaborate with other stakeholders of higher education for quality evaluation, promotion and sustenance

These mission statements aim at translating the NAAC’s vision into focused action plans, and define NAAC’s engagement with Higher Education Institutions for ushering a quality culture in them.  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 specifically designed taking into account the good practices of Quality Assurance (QA) agencies across the world and consists of an initial self-assessment by the institution and a subsequent external peer assessment organized by NAAC.

Core Values of NAAC

Throughout the world, Higher Education Institutions (HEIs) function in a dynamic environment. Considering the need to expand the system of higher education in the country, the impact of modern 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), NAAC envisages 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 its Core Values. Accordingly, to ensure external and internal probity, 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 based on FIVE CORE VALUES as 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 academic, technical and technological 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 implicit. 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 neighbourhood NAAC for Quality and Excellence in Higher Education 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 appropriate values commensurate with the 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 such as 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 level also, through appropriate learning experiences and opportunities. The NAAC assessment therefore examines how these essential and desirable values are being inculcated in the students, by the HEIs.

(iv) Promoting the Use of Technology

Most of the significant developments that one can observe today can be attributed to the impact of Science and Technology. While the advantages of using modern tools and technological innovations in the day-to-day-life are well recognized, the corresponding changes in the use of new technologies, for teaching-learning and governance of HEIs, leaves much to be desired. Technological advancement and innovations in educational transactions have to be undertaken by all HEIs, to make a visible impact on the 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 the 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 assessment would look at how the HEIs have put in place their electronic data management NAAC for Quality and Excellence in Higher Education systems, electronic resources and their access to internal and external stakeholders, particularly the student community.

(v) Quest for Excellence

In contributing to nation-building and skill development of students, HEIs should demonstrate a drive to develop themselves into centres of excellence. Excellence in all that they do 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 and establishing an Internal Quality Assurance Cell (IQAC), to direct and oversee the quality-related activities of the HEI. 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 through a Quality Gap analysis and SWOC analysis of the institution.

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

Functions of IQAC include:

a) Development and application of quality benchmarks

b) Parameters for various academic and administrative activities of the institution;

c) Facilitating the creation of a learner-centric environment conducive to quality education and faculty maturation to adopt the required knowledge and technology for participatory teaching and learning process;

d) Collection and analysis of feedback from all stakeholders on quality-related institutional processes;

d) Dissemination of information on various quality parameters to all stakeholders;

e) Organization of inter and intra institutional workshops, seminars on quality related themes and promotion of quality circles;

f) Documentation of the various programmes/activities leading to quality improvement;

g) Acting as a nodal agency of the Institution for coordinating quality-related activities, including adoption and dissemination of best practices;

h) Development and maintenance of institutional database through MIS for the purpose of maintaining /enhancing the institutional quality;

i) Periodical conduct of Academic and Administrative Audit and its follow-up

j) Preparation and submission of the Annual Quality Assurance Report (AQAR) as per guidelines and parameters of NAAC.

Follow up 

1. The AQAR shall be approved by the statutory bodies of the HEIs (such as Syndicate, Governing Council/Board) for the follow up action for necessary quality enhancement measures.
2. The Universities shall regularly submit the AQARs to the NAAC/other accreditation bodies. The Colleges shall regularly submit their AQARs to the affiliating University, state level quality assurance bodies, NAAC/other accreditation bodies.
3. All HEIs shall submit AQARs and/or Quality Radars (QRs) and follow up reports of AQARs to the UGC as and when called for.
4. The IQAC must create its exclusive window on its institutional website, to regularly report on its activities, as well as for hosting the AQAR.

Benefits of IQAC include:

a) Ensure clarity and focus in institutional functioning towards quality enhancement;

b) Ensure internalization of the quality culture;

b) Ensure enhancement and coordination among various activities of the institution and institutionalize all good practices;

c) Provide a sound basis for decision-making to improve institutional functioning;

d) Act as a dynamic system for quality changes in HEIs;

e) Build an organised methodology of documentation and internal communication.

In this connection, composition and constitution of the IQAC is proposed in the University under the Chairmanship of the Head of the institution with heads of important academic and administrative units and a few teachers and a few distinguished educationists and representatives of local management and stakeholders.