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I. INTRODUCTION India has one of the largest and diverse education systems, in the world. Privatization, widespread expansion, increased autonomy and introduction of programs in new and emerging areas has improved access to higher education. At the same time it also led to widespread concern on the quality and relevance of the higher education. To address these concerns, the National Policy on ducation !NP , "#$%& and the Programme of Action !PoA, "##'& that spelt out strategic plans for the policies, advocated the esta(lishment of an independent National accreditation agency. )onsequently, the NATI*NA+ A,, ,,- NT AN. A))/ .ITATI*N )*0N)I+ !NAA)& was esta(lished in "##1 as an autonomous institution of the 0niversity 2rants )ommission !02)&. The mandate of NAA) as reflected in its vision statement is in ma3ing quality assurance an integral part of the functioning of 4igher ducation Institutions !4 Is&. The NAA) functions through its 2eneral )ouncil !2)& and xecutive )ommittee ! )& where educational administrators, policy ma3ers and senior academicians from a cross5section of Indian higher education system are represented. The )hairperson of the 02) is the President of the 2) of the NAA), the )hairperson of the ) is an eminent academician nominated (y the President of 2) !NAA)&. The .irector is the academic and administrative head of NAA), and is the mem(er5secretary of (oth the 2) and the ). In addition to the statutory (odies that steer its policies and core staff to support its activities, NAA) is advised (y the advisory and consultative committees constituted from time to time. Vision and Mission The vision of NAA) is6 To make quality the defining element of higher education in India through a combination of self and external quality evaluation, promotion and sustenance initiatives. The mission statements of the NAA) aim at translating the NAA)7s vision into action plans and define specific tas3s of NAA) engagement and endeavor as given (elow6 To arrange for periodic assessment and accreditation of institutions of higher education or units thereof, or specific academic programmes or projects; -anual for ,elf5,tudy 5 Affiliated )olleges Page 1 of 81

To stimulate the academic environment for promotion of quality in teaching-learning and research in higher education institutions; To encourage self-evaluation, accountability, autonomy and innovations in higher education; To undertake quality-related research studies, consultancy and training programmes, and To collaborate ith other stakeholders of higher education for quality evaluation, promotion and sustenance. ,triving to achieve its goals as guided (y its vision and mission statements, NAA) primarily focuses on assessment of the quality of higher education institutions in the country. The NAA) methodology for Assessment and Accreditation is very much similar to that followed (y 8uality Assurance !8A& agencies across the world and consists of self5assessment (y the institution and external peer assessment (y NAA).

II. CORE VALUES Throughout the world, 4igher ducation Institutions !4 Is& function in a dynamic environment. The need to expand the system of higher education, the impact of technology on the educational delivery, the increasing private participation in higher education and the impact of glo(alization !including li(eral cross5(order and trans5national educational imperatives&, have necessitated mar3ed changes in the Indian higher education system. These changes and the consequent shift in values have (een ta3en into cognizance (y NAA) while formulating the core values. 9urther to ensure external and internal validity and credi(ility, it is important to ground the 8A process within a value framewor3 which is suita(le and appropriate to the National context.

The accreditation framewor3 of NAA) is thus (ased on five core values detailed (elow6 (i) Contrib tin! to Nationa" D#$#"o%&#nt -ost of the 4 Is have a remar3a(le capacity to adapt to changes, and at the same time pursue the goals and o(:ectives that they have set forth for themselves. )ontri(uting to National .evelopment has always (een an implicit goal of Indian 4 Is. The 4 Is have a significant role in human resource development and capacity (uilding of individuals, to cater to the needs of the economy, society and the country as a whole, there(y contri(uting to the development of the Nation. ,erving the cause of social :ustice, ensuring equity, and -anual for ,elf5,tudy 5 Affiliated )olleges Page ' of 81

increasing access to higher education are a few ways (y which 4 Is can contri(ute to the National .evelopment. It is therefore appropriate that the Assessment and Accreditation !A;A& process of the NAA) loo3s into the ways 4 Is have (een responding to and contri(uting towards National .evelopment. (ii) Fost#rin! G"oba" Co&%#t#n(i#s a&on! St d#nts The spiraling developments at the glo(al level also warrant that the NAA) includes in its scope of assessment, s3ill development of students, on par with their counterparts elsewhere. <ith li(eralization and glo(alization of economic activities, the need to develop s3illed human resources of a high cali(er is imperative. )onsequently, the demand for internationally accepta(le standards in higher education is evident. Therefore, the accreditation process of NAA) needs to examine the role of 4 Is in preparing the students to achieve core competencies, to face the glo(al requirements successfully. This requires that the 4 Is (e innovative, creative and entrepreneurial in their approach, to ensure s3ill development amongst the students. Towards achieving this, 4 Is may esta(lish colla(orations with industries, networ3 with the neigh(orhood agencies=(odies and foster a closer relationship (etween the >world of s3illed wor3? and the >world of competent5learning?. (iii) In( "(atin! a Va" # S)st#& a&on! St d#nts Although s3ill development is crucial to the success of students in the :o( mar3et, s3ills are of less value in the a(sence of appropriate value systems. 4 Is have to shoulder the responsi(ility of inculcating the desira(le value systems amongst the students. In a country li3e India, with cultural pluralities and diversities, it is essential that students im(i(e the appropriate values commensurate with social, cultural, economic and environmental realities, at the local, national and universal levels. <hatever (e the pluralities and diversities that exist in the country, there is ample scope for de(ate a(out inculcating the core universal values li3e truth and righteousness apart from other values emphasised in the various policy documents of the country. The seeds of values sown in the early stages of education, mostly aimed at cooperation and mutual understanding, have to (e reiterated and re5emphasized at the higher educational institutions, through appropriate learning experiences and opportunities. The NAA) assessment therefore examines how these essential and desira(le values are (eing inculcated in the students, (y the 4 Is. (i$) *ro&otin! t+# Us# o, T#(+no"o!) -ost of the significant developments that one can o(serve today can (e attri(uted to the impact of ,cience and Technology. <hile the advantages of using modern tools and -anual for ,elf5,tudy 5 Affiliated )olleges Page - of 81

technological innovations in the day5to5day5life are well recognized, the corresponding changes in the use of new technologies, for teaching @ learning and governance of 4 Is, leaves much to (e desired. Technological advancement and innovations in educational transactions have to (e underta3en (y all 4 Is, to ma3e a visi(le impact on academic development as well as administration. At a time when our educational institutions are expected to perform as good as their glo(al partners, significant technological innovations have to (e adopted. Traditional methods of delivering higher education have (ecome less motivating to the large num(er of students. To 3eep pace with the developments in other spheres of human endeavor, 4 Is have to enrich the learning experiences of their students (y providing them with ,tate5 of5 the5 Art educational technologies. The campus community must (e adequately prepared to ma3e use of Information and )ommunication Technology !I)T& optimally. )onscious effort is also needed to invest in hardware, and to orient the faculty suita(ly. In addition to using technology as learning resources, managing the activities of the institution in a technology5ena(led way will ensure effective institutional functioning. 9or example, documentation and data management in the 4 Is are areas where the process of assessment (y NAA) has made a significant impact. -oving towards electronic data management and having institutional we(site to provide ready and relevant information to sta3eholders, are desira(le steps in this direction. In other words, effective use of I)T in 4 Is will (e a(le to provide I)T literacy to the campus community, using I)T for resource sharing and networ3ing, as well as adopting I)T5ena(led administrative processes. Therefore, NAA) accreditation would loo3 at how the 4 Is have put in place their electronic data management systems and electronic resources and their access to internal and external sta3eholders particularly the student community. ($) . #st ,or E/(#""#n(# )ontri(uting to nation5(uilding and s3ills development of students, institutions should demonstrate a drive to develop themselves into centre7s of excellence. xcellence in all that they do, will contri(ute to the overall development of the system of higher education of the country as a whole. This A8uest for xcellence7 could start with the assessment or even earlier, (y the esta(lishment of the ,teering )ommittee for the preparation of the ,elf ,tudy /eport !,,/& of an institution. Another step in this direction could (e the identification of the strengths and wea3nesses in the teaching and learning processes as carried out (y the institution.

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The five core values as outlined a(ove form the foundation for assessment of institutions that volunteer for accreditation (y NAA). In conformity with the goals and mission of the institution, the 4 Is may also add to these their own core values. III. ASSESSMENT AND ACCREDITATION OF 1IG1ER EDUCATION INSTITUTIONS The forces of glo(alization and li(eralization influenced the Indian 4igher education in a (ig way. In a situation where 4igher education, similar to the goods and other services has to compete internationally, quality assurance (ecomes inevita(le. 9urther Indian 4 Is operate within a larger framewor3 comprising of several agencies, national contexts and societal expectations and each of these have a unique rendition of the goals. At the functional level, the effectiveness of the 4 I is reflected in the extent to which all these layers of goals mutually concur. In such contexts the A;A process is a (eginning to (ring in uniform quality and position 4 Is in such a way that they address more directly the quality provision and the expressed needs of the sta3eholders. (i) Fo( s o, Ass#ss&#nt NAA) assessment lays focus on the institutional developments with reference to three aspects6 !uality initiative, !uality sustenance and !uality enhancement. The overall quality assurance framewor3 of NAA) thus focuses on the values and desira(le practices of 4 Is and incorporates the core elements of quality assurance i.e. internal and external assessment for continuous improvement. The value framewor3 of NAA) starts with its choice of unit of evaluation i.e. the Institution as a whole. The A;A process of NAA) which involves a com(ination of self evaluation and external peer evaluation implicitly or explicitly is concerned with loo3ing at the developmental aspects of the 4 Is in the context of quality. Self-evaluation is crucial in the process of A;A and has a tremendous contri(ution in promoting o(:ectivity, self5analysis, reflection and professionalism on the part of 4 Is. The self5evaluation proforma of NAA) provided as >manuals for self study? maps out different inputs, processes and o t% ts and ,a(i"itat#s 1EIs to #$a" at# t+#ir str#n!t+s2 3#a4n#ss#s and ar#as for improvement. The self5evaluation process and the su(sequent preparation of the ,elf5,tudy /eport !,,/& to (e su(mitted to NAA) involves the participation of all the sta3eholders @ management, faculty mem(ers, administrative staff, students, parents, employers, community and alumni. <hile the participation of internal sta3eholders i.e. management, staff and students provide credi(ility and ownership to the activity and could lead to newer initiatives, interaction with the external sta3eholders -anual for ,elf5,tudy 5 Affiliated )olleges Page 5 of 81

facilitate the development process of the institution and their educational services. *verall it is expected to serve as a catalyst for institutional self5improvement, promote innovation and strengthen the urge to excel. NAA)7s role in steering assessment does not stop with the coordinating function (ut extends to the post-accreditation activities especially in facilitating esta(lishment of strategic quality management systems for ensuring continuous improvement. *ne of the ma:or contri(utions of NAA) towards this is the promotion of Internal Quality Assurance Cell (IQAC) resulting in (uilding a quality culture. The I8A)s are not only expected to facilitate the internalization and institutionalization of quality, (ut also to activate the system and raise the institutional capa(ilities to higher levels ensuring continuous quality improvement. (ii) Crit#ria and 6#) As%#(ts ,or Ass#ss&#nt The criteria5(ased assessment of NAA) forms the (ac3(one of the A;A. The seven criteria represent the core functions and activities of an institution and (roadly focus on the issues which have a direct impact on teaching5learning, research, community development and the holistic development of the students. The NAA) has identified the following seven criteria to serve as the (asis for assessment of 4 Is6 ". )urricular Aspects '. Teaching5+earning and valuation B. /esearch, )onsultancy and xtension 1. Infrastructure and +earning /esources C. ,tudent ,upport and Progression %. 2overnance, +eadership and -anagement D. Innovations and Eest Practices The )riteria5(ased assessment promotes :udgment (ased on values. 9or example the )riterion on >2overnance, +eadership and -anagement? promotes the values such as participation, transparency, team wor3, systems view, :ustice, self5reliance and pro(ity in pu(lic finance. The Fey Aspects identified under each of the seven criteria reflect the processes and values of the 4 I on which assessment is made. The questions under each of the Fey Aspects focus in particular on the outcomes, the institutional provisions which contri(ute to these and their impact on student learning and development.

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The strengths or wea3nesses in one area may have an effect on quality in another area. Thus the issues addressed within the )riteria and Fey Aspects are closely inter5related and may appear to (e overlapping. The criteria and the Fey Aspects are not a set of standards or measurement tools (y themselves and do not cover everything which happens in every 4 I. They are the levers for transformational change and provide an external point of reference for evaluating the quality of the institution under assessment. NAA) uses the same framewor3 across the country. 0sing the same framewor3 across the country provides a common language a(out quality and ma3es it much easier for everyone to go in one direction and in evidence (ased policy ma3ing. 1. Crit#rion I 8 C rri( "ar As%#(ts9 .epending on the responsi(ilities of various Institutions, this criterion deals with curriculum development and implementation process. The criterion loo3s into how the curriculum either assigned (y a 0niversity or marginally supplemented or enriched (y an institution, or totally remade, depending on the freedom allowed in curricular design, aligns with the institutional mission. It also considers the practices of an institution in initiating a wide range of programme options and courses that are in tune with the emerging national and glo(al trends and relevant to the local needs. Apart from issues of diversity and academic flexi(ility, aspects on career orientation, multi5s3ill development and involvement of sta3eholders in curriculum updation, are also gauged under this criterion. The focus of this criterion is captured in the following Fey Aspects6

1.1(U)< C rri( " & D#si!n and D#$#"o%&#nt (!or Uni$#rsiti#s and Autonomous Colle es) 1.1(A)< C rri( " & *"annin! and I&%"#&#ntation
(!or Affiliated"Constituent Colle es)

1.' A(ad#&i( ,"#/ibi"it) 1.- C rri( " & Enri(+&#nt 1.0 F##dba(4 S)st#&
G !0&5 applicable only for "niversities and #utonomous $olleges !A&5 applicable only for the #ffiliated%$onstituent $olleges

1.1(U) C rri( " & D#si!n and D#$#"o%&#nt (This key aspect is applicable only for Universities and Autonomous Colle es)

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0niversities and Autonomous colleges play a ma:or role in the )urriculum .esign and .evelopment and thus are expected to have processes, systems and structures in place to shoulder this responsi(ility. )urriculum .esign and .evelopment is a complex process involving several steps and experts. It is a process of developing appropriate need5 (ased curricula in consultation with expert groups, (ased on the feed(ac3 from sta3eholders, resulting in the development of relevant programmes with flexi(ility, to suit the professional and personal needs of the students and realization of core values. The 3ey aspect also considers the good practices of the institution in initiating a range of programme options and courses that are relevant to the local needs and in tune with the emerging national and glo(al trends. 1.1(A) C rri( " & *"annin! and I&%"#&#ntation &This key aspect is applicable only for the #ffiliated%$onstituent $olleges' The affiliated=constituent colleges7 curriculum is given (y the affiliating 0niversity or other regulatory agencies. 4owever, the colleges have to wor3 out details for effectively operationalising the given curricula. The process involves orientation of the teachers who would handle the curriculum and proper planning of the transaction. It also requires an understanding on the various teaching5learning practices and their appropriate use. ,ince acquisition of competencies occurs at different paces for different learners it is required that the institutions have specific implementation plans identifying the time to (e spent on specific components. In addition if the institution is providing specially designed courses it also has the responsi(ility to develop appropriate need (ased curricula in consultation with sta3eholders. 1.' A(ad#&i( F"#/ibi"it) Academic flexi(ility refers to freedom in the use of the time5frame of the courses, horizontal mo(ility, inter5disciplinary options and others facilitated (y curricular transactions. ,upplementary enrichment programmes introduced as an initiative of the college, credit system and choice offered in the curriculum, in terms of programme, curricular transactions and time5frame options are also considered in this 3ey aspect. 1.- C rri( " & Enri(+&#nt very academic institution translates the curriculum framewor3 and the specified sylla(us (y rendering them into practical forms, in which the main focus is on the student attri(utes and on holistic development of the students so that he=she can display multiple s3ills and -anual for ,elf5,tudy 5 Affiliated )olleges Page 8 of 81

qualities. 9or effective transaction of the curriculum it is required it is up5to date. 9or 3eeping the curriculum up5to5date and introduce appropriate changes within the given curriculum, several inputs are provided parallelly or sequentially. All these would (e possi(le through introduction and use of quality materials which would enrich the curriculum and provide concrete referents for organizing the curriculum. 1.0 F##dba(4 S)st#& The process of revision and redesign of curricula is (ased on recent developments and feed(ac3 from the sta3eholders. The feed(ac3 from all sta3eholders in terms of its relevance and appropriateness in catering to the needs of the society= economy= environment are also considered in this 3ey aspect. '. Crit#rion II 8 T#a(+in!8L#arnin! and E$a" ation9 This criterion deals with the efforts of an institution to serve students of different (ac3grounds and a(ilities, through effective teaching5learning experiences. Interactive instructional techniques that engage students in higher order Athin3ing7 and investigation, through the use of interviews, focused group discussions, de(ates, pro:ects, presentations, experiments, practicum, internship and application of I)T resources, are important considerations. It also pro(es into the adequacy, competence as well as the continuous professional development of the faculty who handle the programmes of study. The efficiency of the techniques used to continuously evaluate the performance of teachers and students is also a ma:or concern of this criterion. The focus of this criterion is captured in the following Fey Aspects6

'.1 St d#nt Enro"&#nt and *ro,i"# '.' Cat#rin! to Di$#rs# N##ds o, St d#nts '.- T#a(+in!8L#arnin! *ro(#ss '.0 T#a(+#r . a"it) '.5 E$a" ation *ro(#ss and R#,or&s '.7 St d#nt *#r,or&an(# and L#arnin! O t(o&#s '.1 St d#nt Enro"&#nt and *ro,i"# The process of admitting students to the programmes is (y a transparent, well5 administered mechanism, complying with all the norms of the concerned regulatory=governing agencies including state and central governments. Apart from the compliance to the various regulations the 3ey aspect also considers the institutions efforts in ensuring equity and wide access as reflected from the student profile having -anual for ,elf5,tudy 5 Affiliated )olleges Page = of 81

representation of student community from different geographical area and socio5economic, cultural and educational (ac3grounds. '.' Cat#rin! to Di$#rs# N##ds o, St d#nts The programmes and strategies adopted (y institutions to satisfy the needs of the students from diverse (ac3grounds including (ac3ward community as well as from different locales. 2ender equity and admission opportunity for differently5a(led students are also considered. '.- T#a(+in!8L#arnin! *ro(#ss .iversity of +earners in respect of their (ac3ground, a(ilities and other personal attri(utes will influence the extent of their learning. The teaching5learning modalities of the institution are rendered to (e relevant for the learner group. The learner5centered education through appropriate methodologies facilitates effective learning. Teachers provide a variety of learning experiences, including individual and colla(orative learning. The teachers employ interactive and participatory approach creating a feeling of responsi(ility in learning and ma3es learning a process of construction of 3nowledge. '.0 T#a(+#r . a"it) ATeacher quality7 is a composite term to indicate the quality of teachers in terms of qualification of the faculty, teacher characteristics, the adequacy of recruitment procedures, faculty availa(ility, professional development and recognition of teaching a(ilities. Teachers ta3e initiative to learn and 3eep a(reast of the latest developments, to innovate, continuously see3 improvement in their wor3 and strive for individual and institutional excellence. '.5 E$a" ation *ro(#ss and R#,or&s This Fey Aspect loo3s at issues related to assessment of teaching, learning and evaluative processes and reforms, to increase the efficiency and effectiveness of the system. *ne of the purposes of evaluation is to provide development5inducing feed(ac3. 9urther it should also help the teacher to plan appropriate activities for enhancing student performance. The qualitative dimension of evaluation is in its use for enhancing the competence of students. Innovative evaluation process is to gauge the 3nowledge and s3ills acquired at various levels of the programmes. '.7 St d#nt *#r,or&an(# and L#arnin! O t(o&#s

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+earning outcomes are the specifications of what a student should learn and demonstrate on successful completion of the cource or the programme. It can also (e seen as the desired outcome of the learning process in terms of acquisition of the s3ills and 3nowledge. They are em(edded in the curriculum. Achieving +earning *utcomes needs specific experiences to (e provided to the students and evaluation of their attainment. A programme that states +earning *utcomes that are not evaluated or assessed gets neglected in implementation. 4ence all the stated +earning *utcomes must (e part of the evaluation protocol of the programme. ,tudent assessment provides an indication of the areas where learning has happened and where it has to (e improved upon. -. Crit#rion III 8 R#s#ar(+2 Cons "tan() and E/t#nsion9 This criterion see3s information on the policies, practices and outcomes of the institution, with reference to research, consultancy and extension. It deals with the facilities provided and efforts made (y the institution to promote a Aresearch culture7. The institution has the responsi(ility to ena(le faculty to underta3e research pro:ects useful to the society. ,erving the community through extension, which is a social responsi(ility and a core value to (e demonstrated (y institutions, is also a ma:or aspect of this criterion. The focus of this criterion is captured in the following Fey Aspects6

-.1 *ro&otion o, R#s#ar(+ -.' R#so r(# Mobi"i?ation ,or R#s#ar(+ -.- R#s#ar(+ Fa(i"iti#s -.0 R#s#ar(+ * b"i(ations and A3ards -.5 Cons "tan() -.7 E/t#nsion A(ti$iti#s and Instit tiona" So(ia" R#s%onsibi"it) -.: Co""aborations


*ro&otion o, R#s#ar(+ The process of promoting research culture among faculty and students is ensured (y facilitating participation in research and related activities, providing resources and other facilities -.' R#so r(# Mobi"i?ation ,or R#s#ar(+ The institution provides support in terms of financial, academic and human resources required and timely administrative decisions to ena(le faculty to su(mit pro:ect proposals and=approach funding agencies for mo(ilizing resources for /esearch. The institutional support to its faculty for su(mitting /esearch pro:ects and securing external funding -anual for ,elf5,tudy 5 Affiliated )olleges Page 11 of 81

through flexi(ility in administrative processes and infrastructure and academic support are crucial for any institution to excel in /esearch. The faculty are empowered to ta3e up research activities utilizing the existing facilities. The institution encourages its staff to engage in interdisciplinary and interdepartmental research activities and resource sharing. -.- R#s#ar(+ Fa(i"iti#s /equired infrastructure in terms of space and equipment and support facilities are availa(le on the campus for underta3ing research. The institution colla(orates with other agencies= institutions=research (odies for sharing research facilities and underta3ing colla(orative research. -.0 R#s#ar(+ * b"i(ations and A3ards xploration and reflection are crucial for any teacher to (e effective in his=her :o(. 8uality research outcome is (eneficial for the discipline= society= industry= region and the nation. ,haring of 3nowledge especially theoretical and practical findings of research, through various media enhances quality of teaching and learning. -.5 Cons "tan() Activity organized or managed (y the 9aculty for an external agency for which the expertise and the specific 3nowledge (ase of the faculty (ecomes the ma:or input. The finances generated through consultancy are fairly utilized (y the institution. The faculty ta3ing up the consultancy is properly rewarded. -.7 E/t#nsion A(ti$iti#s and Instit tiona" So(ia" R#s%onsibi"it) (ISR) +earning activities have a visi(le element for developing sensitivities towards community issues, gender disparities, social inequity etc. and in inculcating values and commitment to society. -utual (enefit from affiliation and interaction with groups or individuals who have an interest in the activities of the institution and the a(ility to influence the actions, decisions, policies, practices or goals of the organization. Processes and strategies that relevantly sensitize students to the social issues and contexts. ,ustaina(le practices of the institution leading to superior performance resulting in successful outcome in terms of generating 3nowledge which will (e useful for the learner as well as the community. xtension also is the aspect of education, which emphasizes community services. These are often integrated with curricula as extended opportunities, intended to help, serve, -anual for ,elf5,tudy 5 Affiliated )olleges Page 1' of 81

reflect and learn. The curriculum5extension interface has an educational value, especially in rural India. -.: Co""aborations There are formal agreement= understanding (etween the institution and other 4 Is or agencies for training=student exchange=faculty exchange= research=resource sharing etc. 0. Crit#rion IV 8 In,rastr (t r# and L#arnin! R#so r(#s 6 This criterion see3s to elicit data on the adequacy and optimal use of the facilities availa(le in an institution to maintain the quality of academic and other programmes on the campus. It also requires information on how every constituent of the institution 5 students, teachers and staff 5 (enefit from these facilities. xpansion of facilities to meet future development is included among other concerns. The focus of this criterion is captured in the following Fey Aspects6

0.1 *+)si(a" Fa(i"iti#s 0.' Librar) as a L#arnin! R#so r(# 0.- IT In,rastr (t r# 0.0 Maint#nan(# o, Ca&% s Fa(i"iti#s 0.1 *+)si(a" Fa(i"iti#s Adequate infrastructure facilities are 3ey for effective and efficient conduct of the educational programmes. The growth of the infrastructure thus has to 3eep pace with the academic developments in the institution. The other supportive facilities on the campus are developed to contri(ute to the effective am(ience for curricular, extra5 curricular and administrative activities. 0.' Librar) as a L#arnin! R#so r(# The li(rary holdings in terms of (oo3s, :ournals and other learning materials and technology5aided learning mechanisms which ena(le students to acquire information, 3nowledge and s3ills required for their study programmes.

0.- IT In,rastr (t r#

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The institution adopts policies and strategies for adequate technology deployment and maintenance. The I)T facilities and other learning resources are adequately availa(le in the institution for academic and administrative purposes. The staff and students have access to technology and information retrieval on current and relevant issues. The institution deploys and employs I)Ts for a range of activities. 0.0 Maint#nan(# o, Ca&% s Fa(i"iti#s The institution has sufficient resources allocated for regular up3eep of the infrastructure. There are effective mechanisms for the up3eep of the infrastructure facilities and promote the optimum use of the same. 5. Crit#rion V 8 St d#nt S %%ort and *ro!r#ssion9 The highlights of this criterion are the efforts of an institution to provide necessary assistance to students, to acquire meaningful experiences for learning at the campus and to facilitate their holistic development and progression. It also loo3s into student performance and alumni profiles and the progression of students to higher education and gainful employment. The focus of this criterion is captured in the following Fey Aspects6

5.1 St d#nt M#ntorin! and S %%ort 5.' St d#nt *ro!r#ssion 5.- St d#nt *arti(i%ation and A(ti$iti#s

5.1 St d#nt M#ntorin! and S %%ort 9acilitating mechanisms li3e guidance cell, placement cell, grievance redressal cell and welfare measures to support students. ,pecially designed inputs are provided to the needy students with learning difficulties. Provision is made for (ridge and value added courses in relevant areas. Institution has a well structured, organized guidance and counseling system in place.

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5.' St d#nt *ro!r#ssion The Institutions7 concern for students7 progression to higher studies and=or to employment is dealt with under this Fey Aspect. Identify the reasons for poor attainment and plan and implement remedial measures. ,ustaina(le good practices which effectively support the students facilitate optimal progression. The institutional provisions facilitate vertical movement of students from one level of education to the next higher level or towards gainful employment. 5.- St d#nt *arti(i%ation and A(ti$iti#s The institution promotes inclusive practices for social :ustice and (etter sta3eholder relationships. The institution promotes value5(ased education for inculcating social responsi(ility and good citizenry amongst its student community. The institution has the required infrastructure and promotes active participation of the students in social, cultural and leisure activities. ncouraging students7 participation in activities facilitates developing various s3ills and competencies and foster holistic development. 7. Crit#rion VI 8 Go$#rnan(#2 L#ad#rs+i% and Mana!#&#nt 9 This criterion helps gather data on the policies and practices of an institution in the matter of planning human resources, recruitment, training, performance appraisal, financial management and the overall role of leadership in institution (uilding. The focus of this criterion is on the following Fey Aspects6

7.1 Instit tiona" Vision and L#ad#rs+i% 7.' Strat#!) D#$#"o%&#nt and D#%"o)&#nt 7.- Fa( "t) E&%o3#r&#nt Strat#!i#s 7.0 Finan(ia" Mana!#&#nt and R#so r(# Mobi"i?ation 7.5 Int#rna" . a"it) Ass ran(# S)st#& (I.AS)


Instit tiona" Vision and L#ad#rs+i% ffective leadership (y setting values and participative decision5ma3ing process is 3ey not only to achieve the vision, mission and goals of the institution (ut also in (uilding the -anual for ,elf5,tudy 5 Affiliated )olleges Page 15 of 81

organizational culture. The formal and informal arrangements in the institution to co5 ordinate the academic and administrative planning and implementation reflects the institutions efforts in achieving its vision. 7.' Strat#!) D#$#"o%&#nt and D#%"o)&#nt The leadership provides clear vision and mission to the institution. The functions of the institution and its academic and administrative units are governed (y the principles of participation and transparency. 9ormulation of development o(:ectives, directives and guidelines with specific plans for implementation (y aligning the academic and administrative aspects improves the overall quality of the Institutional provisions. 7.- Fa( "t) E&%o3#r&#nt Strat#!i#s The process of planning human resources including recruitment, performance appraisal and planning professional development programmes and see3ing appropriate feed(ac3, analysis of responses and ensure that they form the (asis for planning. fforts are made to upgrade the professional competence of the staff. There are mechanisms evolved for regular performance appraisal of staff. 7.0 Finan(ia" Mana!#&#nt and R#so r(# Mobi"i?ation Eudgeting and optimum utilization of finance, including mo(ilization of resources are the issues considered under this 3ey aspect. There are esta(lished procedures and processes for planning and allocation of financial resources. The institution has developed strategies for mo(ilizing resources and ensures transparency in financial management of the institution. The income and expenditure of the institution are su(:ected to regular internal and external audit. 7.5 Int#rna" . a"it) Ass ran(# S)st#& (I.AS) The internal quality assurance systems of 4 Is are ,elf5regulated responsi(ilities of the higher education institutions, aimed at continuous improvement of quality and achieving academic excellence. The institution has mechanisms for academic auditing. The institution adopts quality management strategies in all academic and administrative aspects. The institution has an I8A) and adopts a participatory approach in managing its provisions. :. Crit#rion VII 8 Inno$ations and @#st *ra(ti(#s 6 This criterion focuses on the innovative efforts of an institution that help in its academic excellence. An innovative practice could (e a pathway created to further the interest of the student and the institution, for internal quality assurance, inclusive practices and sta3eholder relationships. -anual for ,elf5,tudy 5 Affiliated )olleges Page 17 of 81


:.1 En$iron&#nt Cons(io sn#ss :.' Inno$ations :.- @#st *ra(ti(#s :.1 En$iron&#nt Cons(io sn#ss The institution displays sensitivity to issues li3e climate change and environmental issues. It adopts environment friendly practices and ta3es necessary actions such as @ energy conservation, rain water harvesting, waste recycling, car(on neutral etc. :.' Inno$ations The institution is geared to promote an am(ience of creativity innovation and improving quality. :.- @#st *ra(ti(#s Practices of the institution leading to improvement and having visi(le impact on the quality of the institutional provisions are considered in this Fey Aspect.

IV. T1E ASSESSMENT OUTCOME The assessment (y NAA) ta3es a holistic view of all the inputs, processes and outcomes of an institution and thus the 4 Is are expected to demonstrate how they achieve the o(:ectives of the core values through the data and information detailed in the self study reports !,,/&. The Assessment and Accreditation outcome includes a qualitative and quantitative component. The qualitative part of the outcome is the Peer Team /eport !PT/& and the quantitative part includes a )umulative 2rade Point Average !)2PA&, a letter grade and a performance descriptor. (i) A#i!+ta!#s Ta3ing cognizance of the diversity in institutional functioning, 4 Is have (een grouped under three ma:or categories i.e. 0niversities, Autonomous colleges and Affiliated colleges and differential weightages are assigned for each of the seven criteria as detailed in the ta(le (elow6 Crit#ria 1. C rri( "ar As%#(ts 6#) As%#(ts "." G!0&)urriculum .esign and .evelopment Uni$#rsiti#s CH A tono&o s Co""#!#s CH A,,i"iat#d Co""#!#s NA

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6#) As%#(ts ".". G!A& )urricular Planning and Implementation ".' Academic 9lexi(ility ".B )urriculum nrichment ".1 9eed(ac3 ,ystem Tota"

Uni$#rsiti#s NA

A tono&o s Co""#!#s NA

A,,i"iat#d Co""#!#s 'H

CH BH 'H 15> "H 'H CH CH 1H BH '>> 'H 'H BH "HH 'H 1H

CH BH 'H 15> BH 1H "HH %H BH 1H ->> 'H 'H 'H 'H "H CH

BH BH 'H 1>> BH CH "HH $H CH 1H -5> 'H "H "H 'H "H %H

'. T#a(+in!8 L#arnin! and E$a" ation

'." ,tudent nrolment and Profile '.' )atering to .iverse Needs of ,tudents '.B Teaching5+earning Process '.1 Teacher 8uality '.C valuation Process and /eforms '.% ,tudent Performance and +earning *utcomes Tota"

-. R#s#ar(+2 B." Promotion of /esearch Cons "tan() B.' /esource -o(ilization and E/t#nsion for /esearch B.B /esearch 9acilities B.1 /esearch Pu(lications and Awards B.C )onsultancy B.% xtension Activities and Institutional ,ocial /esponsi(ility B.D )olla(oration Tota" 0.In,rastr (t r# and L#arnin! R#so r(#s 1." Physical 9acilities 1.' +i(rary as a +earning /esource 1.B IT Infrastructure 1.1 -aintenance of )ampus 9acilities Tota"

'H '5> BH 'H BH 'H 1>>

"H 15> BH 'H BH 'H 1>>

'H 15> BH 'H BH 'H 1>>

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Crit#ria 5. St d#nt S %%ort and *ro!r#ssion

6#) As%#(ts C." ,tudent -entoring and ,upport C.' ,tudent Progression C.B ,tudent Participation and Activities Tota" %." Institutional Iision and +eadership %.' ,trategy .evelopment and .eployment %.B 9aculty mpowerment ,trategies %.1 9inancial -anagement and /esource -o(ilization %.C Internal 8uality Assurance ,ystem Tota" D." nvironment )onsciousness D.' Innovations D.B Eest Practices Tota" TOTAL SCORE

Uni$#rsiti#s 1H 1H 'H 1>> "H "H BH 'H BH 1>> BH BH 1H 1>> 1>>>

A tono&o s Co""#!#s 1H 1H 'H 1>> "H "H BH 'H BH 1>> BH BH 1H 1>> 1>>>

A,,i"iat#d Co""#!#s CH BH 'H 1>> "H "H BH 'H BH 1>> BH BH 1H 1>> 1>>>

7. Go$#rnan(# L#ad#rs+i% and Mana!#&#nt

:. Inno$ations and @#st *ra(ti(#s

G !0&5 applicable only for "niversities and #utonomous $olleges !A&5 applicable only for the #ffiliated%$onstituent $olleges (ii) Gradin! S)st#& The accreditation status of the assessed 4 Is is decided using the weightages detailed a(ove. Institutions will (e assessed and graded on a four point scale and qualifying institutions accredited and graded on a B5 letter grade as follows6 Ran!# o, instit tiona" C & "ati$# Grad# *oint A$#ra!# (CG*A) B.H"51.HH -anual for ,elf5,tudy 5 Affiliated )olleges L#tt#r Grad# A *#r,or&an(# D#s(ri%tor

Iery 2ood Page 1= of 81

'.H"5B.HH ".C"5'.HH J ".CH

E ) .

!Accredited& 2ood !Accredited& ,atisfactory !Accredited& 0nsatisfactory !Not Accredited&

Institutions which secure a )2PA equal to or less than ".CH and graded >.? does not qualify for accreditation. ,uch unqualified institutions will (e intimated and notified (y the NAA) as >assessed and found not qualified for accreditation?. (ii) Va"idit) *#riod o, A((r#ditation The accreditation status is valid for five years from the date of approval (y the xecutive )ommittee of the NAA). To continue the status of accreditation the institution has to record its intent for the next cycle accreditation (y su(mitting the +*I six months (efore the expiry of the accreditation status and the ,,/ within six months of acceptance of the +*I (y NAA). Instit tions t+at do not ad+#r# to t+#s# ti&#"in#s 3i"" "os# t+# a((r#ditation stat s.

V. ELIGI@ILIT; FOR ASSESSMENT AND ACCREDITATION @; NAAC "& The following types of 4igher ducation Institutions !4 Is& are eligi(le to apply for the process of Assessment and Accreditation !A;A& of NAA), if they have a record of offering degree programmes and atleast two (atches of students having graduated from them and fulfill the other conditions or are covered (y the other provisions, if any, mentioned (elow6 a& Uni$#rsiti#s (C#ntra"BStat#2 in(" din! *ri$at#) and Instit tions o, Nationa" I&%ortan(# Provided that in case of professional 0niversities = Institutions of National

Importance, their record of atleast two (atches of students having graduated. Provided further that the duly esta(lished campuses within the country or off5

shore campuses, if any, shall (e treated as part of the universities = Institutions of National Importance for the A;A process. (& Co""#!#s !i.e., colleges=institutions affiliated to or constituent of or recognized (y universities, including autonomous colleges& Provided Teacher ducation = Physical ducation colleges shall have a standing

of atleast three years. 4owever, colleges=institutions offering programmes recognized (y ,tatutory Professional /egulatory )ouncils concerned as equivalent to a degree programme Page '> of 81

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of a university shall also (e eligi(le for A;A even if such colleges=institutions are not affiliated to a university. '& D##&#d to b# Uni$#rsiti#s declared under ,ection B of the 02) Act are eligi(le for the A;A process of NAA), regardless of the num(er of years of esta(lishment. A deemed university needs to opt for A;A of all its duly approved constituent units, campuses at various locations within the country and off5shore campuses, if any. 4owever, if the deemed university has any unit=campus which is not approved (y -4/.=02), the deemed university itself shall not (e eligi(le for A;A. B& D#%art&#nts o, T#a(+#r Ed (ation B *+)si(a" Ed (ation Provided that the .epartments of Teacher ducation = Physical ducation, if any, may opt for A;A6 if such departments shall have a standing of atleast three years and have a record of

atleast two (atches of students having graduated from themK and either along with the 0niversity = )ollege or after the 0niversity = )ollege has already (een accredited.

1& An) ot+#r 1EIs at the discretion of NAA). Not#9 The NAA) accreditation does not cover distance education units of 4 Is. (or details on the process and the time schedules please refer )##$ http*%%


VI. T1E ASSESSMENT *ROCESS NAA) (elieves that an institution that really understands itself @ it7s strengths, it7s wea3nesses, it7s potentials and limitations 5 is li3ely to (e effective in carrying out it7s educational mission and ma3e continuous improvement. Thus the A;A of NAA) includes a self evaluation (y the institution that is expected to (e done with honest introspection followed (y an external Peer evaluation (y NAA). ,elf evaluation (y the institution and an external peer assessment are inevita(le for 8uality assurance.

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

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a) #n-line submission of $etter of Intent ($oI) and"or application for Institutional %li ibility for Quality Assessment (I%QA) All 4 Is fulfilling the eligi(ility criteria !as at section I a(ove& for undergoing A;A are expected to su(mit a +oI online to NAA). *n scrutiny of the +oI and confirming the fulfillment of the eligi(ility criteria (y NAA)6 Affiliated and )onstituent colleges need to su(mit the application for I 8A status on5line. These institutions (ecome eligi(le for su(mission of the ,,/ only after qualifying = acquiring the I 8A status. Affiliated=constituent colleges opting for second, third or fourth cycle of A;A, 0niversities, Autonomous colleges, colleges with Potential for xcellence !)P & and Professional Institutions !other than Teacher ducation and Physical ducation& need not undergo the I 8A stage and once found eligi(le can go ahead with su(mitting the ,,/. b) &reparation of the Self-Study 'eport (SS') The assessment process aims at providing an opportunity for the institution to measure its effectiveness and efficiency, identify its strengths and wea3nesses and ta3e necessary steps for improvement. Thus the most important step in the process of assessment and accreditation is the preparation of the ,,/ (y the institution. <hile preparing the ,,/, institutions should follow the guidelines provided (y NAA) and ensure that the ,,/ contains information on the following6 vidence of contri(uting to the core values vidence of (uilding on the strengths identified (y the institutions - Action ta3en to rectify the deficiencies noted (y the institutions - ,u(stantive efforts made (y the institution over a period of time, towards quality enhancement - ,pecific future plans of the institution for quality enhancement The institutional efforts to prepare the ,,/ will (e an intensive (ut self5rewarding exercise for institutions. To maximise the (enefits of such an effort, the self5evaluation must have the total commitment of the governing (ody, administration and every mem(er of the faculty of the institution. All the constituents of the institution should not only (e 3ept fully informed (ut also (e as closely involved in the self5study as possi(le. To achieve the o(:ectives of self5 evaluation, the 4ead of the institution has to play a positive and creative role. To assist him=her a ,teering )ommittee consisting of 1 to % mem(ers may (e constituted which will co5 ordinate the compilation and analysis of data related to the various aspects of the institution -anual for ,elf5,tudy 5 Affiliated )olleges Page '' of 81

and its functions. This committee could (e responsi(le for organizing the information and data and to prepare a comprehensive ,,/, to (e su(mitted to the NAA). As the ,teering )ommittee will have to play an active role in the preparation of the ,,/, it should (e ensured that the coordinator of the steering committee has considera(le communication s3ills and the a(ility to organize and direct a complex institutional endeavour. ,=he must (e a(le to motivate others. .uring the on5site visit of the peer team, the coordinator of the steering committee may also function as the institutional facilitator. The institution has to prepare the ,,/ following the structure given (elow and su(mit it to NAA) in five copies !in case of Affiliated=)onstituent=Autonomous colleges&=in eight copies !in case of 0niversities& and a digital=electronic version !).&. Structure of the SS' to be submitted to (AAC) A. Preface or cover letter from the 4ead of the Institution E. xecutive ,ummary5 The ,<*) analysis of the institution ). Profile of the Institution .. )riteria5wise analytical report @The institution should provide consolidated response for each of the Fey Aspects. It is not expected to respond question wise. The questions are only pointers and the responses should provide a holistic view descri(ing institutional inputs, processes and outcomes covering the Fey Aspect. . Inputs from each of the .epartment in the format provided. 4owever in smaller colleges where there are no specific departments in vogue, the college may use the proforma and provide programme wise details. A (ul3y ,,/ with too many details and descriptions may result in lac3 of clarity. ,uch a report would also lac3 focus and would generate more information gaps than explanations. ven for a large and complex institution, it is possi(le to restrict the essential documentation to managea(le proportions. Put together the xecutive ,ummary, Profile of the Institution and )riteria5wise analytical report of the ,,/ should not exceed 'HH pages !A1 size pages, (oth sides printing, -, <*/. 3eeping single line space, "' of Times New /oman font and one and half inches margin on each side of the page&. The departmental inputs could (e in addition to the a(ove. Inclusion of Appendices in the ,,/ is to (e avoided. Appendices may (e made availa(le to the Peer Team during the A*n5site visit7. c' &eer Assessment and !inal #utcome *n receipt of the ,,/, NAA) underta3es an in5house analysis of the report and loo3s into its completeness. *n ensuring the fulfillment of the various conditions NAA) processes for -anual for ,elf5,tudy 5 Affiliated )olleges Page '- of 81

organizing the peer team visit to the institution. .epending on the size of the institution, the site visit may vary from two to four days. As the ultimate goal and the efforts of NAA) is to facilitate 4 Is to excellence the external peers have an important role in evaluating and synthesizing the outcomes on individual Fey Aspects within the contextual framewor3 of the 4 I and to arrive at an overall assessment. Thus NAA) periodically orients senior educationists and experts in specialized areas of study from across the country and empanels them to underta3e the A;A exercise. As the whole exercise is a transparent and partnered activity, while constituting the peer team NAA) consults the institution a(out any :ustifia(le reservation it may have a(out any mem(er of the visiting team constituted (y NAA). +eer Team ,isit to the Institution* The peer team constituted (y NAA) visits the institution and assesses the quality of its provisions. To validate the self5study report, the team loo3s for evidences through interactions with the various constituents and sta3eholders of the institution, chec3ing documents and visiting the various units of the institution. At the end of the visit, for ensuring accuracy of institutional data = information the team shares the draft Peer Team /eport !PT/& with the 4ead of the Institution. The PT/ duly signed (y the 4ead of the institution and the peer team mem(ers along with the criterion5wise 2rade Point Averages !2PA&, the final Institutional )umulative 2rade Point Average !)2PA& and the Institutional 2rade, is su(mitted to NAA) for further processing.

(inal decision by )##$* The xecutive )ommittee ! )& of the NAA) will review the peer team report, the criterion5wise 2rade Point Averages !)r.2PA&, the final Institutional )umulative 2rade Point Average !)2PA&, the Institutional 2rade recommended (y the Peer Team and the feed(ac3 received from the institution and the Peer team and ta3es the final decision on the accreditation status and the institutional grade. The status of accreditation along with the PT/ and the institutional grade approved (y the ) will (e made pu(lic (y posting them on the we(site of the NAA). Institutions which do not attain the accreditation status will (e notified accordingly. VII. MEC1ANISM FOR INSTITUTIONAL A**EALS Provision for Appeals is one of the good practices followed (y external 8uality Assurance Agencies. NAA) has also prescri(ed the mechanism for appeals. An aggrieved institution can ma3e a written representation to the .irector, NAA) with the payment of a non5refunda(le fee of /s.'H, HHH=5 within one month from the date of receipt of the accreditation certificate from the NAA). The five5mem(er Appeals )ommittee constituted for the purpose will consider the appeal and ma3e recommendations for the consideration of xecutive )ommittee ! )& of -anual for ,elf5,tudy 5 Affiliated )olleges Page '0 of 81

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

VIII. RE8ASSESSMENT Institutions, which would li3e to ma3e an improvement in the accredited status, may volunteer for /e5assessment, after a minimum of one year or (efore three years of accreditation. T+# &an a" to b# ,o""o3#d ,or r#8ass#ss&#nt is t+# sa&# as t+at ,or t+# Ass#ss&#nt and A((r#ditation. -o ever, the institution shall make specific responses based on the recommendations made by the peer team in the previous assessment and accreditation report, as ell as the specific quality improvements made by the institution during the intervening period. The fee structure and other procedures would (e the same as that for initial Assessment and Accreditation with the exception that the Institutions that volunteer for re5assessment will not (e eligi(le for reim(ursement of accreditation expenses, as per the >2uidelines of 02) assistance for Assessment and Accreditation?. IC. SU@SE.UENT C;CLES OF ACCREDITATION The methodology for su(sequent cycles of accreditation i.e. second, third, fourth and so on would remain the same. 4owever due consideration would (e given to the post5accreditation activities resulting in quality improvement, quality sustenance and quality enhancement. In the ,,/s institutions opting for su(sequent cycles of accreditation need to highlight the significant quality sustenance and enhancement measures underta3en during the last four years !narrative not exceeding "H pages&. A functional Internal 8uality Assurance )ell !I8A)& and timely su(mission of Annual 8uality Assurance /eports !A8A/s& are the -inimum Institutional /equirements !-I/& to volunteer for second, third or fourth cycle accreditation. To volunteer for su(sequent cycle of accreditation, institutions should record their intent six months (efore the expiry of the accreditation status and initiate institutional preparations for su(mission of ,,/s. The institutions which record their intent to volunteer for su(sequent cycle of accreditation and su(mit the ,,/s within the stipulated time may continue to use the outcome of the previous cycle of accreditation till the status of next cycle Accreditation is declared (y NAA). Instit tions 3+i(+ ,ai" to #/%r#ss int#nt ,or s bs#D #nt ()("# o, a((r#ditation 3it+in t+# sti% "at#d ti&# 3i"" "os# t+#ir a((r#ditation stat s on (o&%"#tion o, t+# ,i$# )#ar $a"idit) %#riod. C. T1E FEE STRUCTURE AND OT1ER FINANCIAL IM*LICATIONS -anual for ,elf5,tudy 5 Affiliated )olleges Page '5 of 81

For s##4in! IE.A Stat s Affiliated and )onstituent )olleges see3ing assessment and accreditation for the first5time For ass#ss&#nt and a((r#ditation o, Uni$#rsiti#s 0pto four departments -ore than four, (ut upto ten departments

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

/s. ",HH,HHH=5 /s. ",HH,HHH=5 L /s."C,HHH=5 for each additional department -ore than ten departments /s. ",#H,HHH=5 L /s."H,HHH=5 for each additional department The accreditation fee will (e limited to a maximum amount of /s. C,HH,HHH=5 per institution. For ass#ss&#nt and a((r#ditation o, G#n#ra" Co""#!#s )ollege with multi faculties i.e., Arts and ,cience !)ommerce will (e treated as a part of Arts faculty& )ollege with mono faculty viz., Arts=)ommerce=,cience=+aw or any other

/s. DC,HHH=5 /s. CH,HHH=5

For ass#ss&#nt and a((r#ditation o, T#a(+#r Ed (ation B *+)si(a" Ed (ation Instit tions and D#%art&#nts Teacher education institutions = physical education /s. CH,HHH=5 institutions Teacher education department of a general college conducting Teacher ducation = Physical ducation Programme !s& 0niversity teaching departments of Teacher ducation = Physical ducation /s. 'C,HHH=5

/s. 'C,HHH=5

9or the 4 Is recognized under '!f& ; "'E of the 02) Act, the expenditure on accreditation would (e reim(ursed (y 02) through the NAA). 9or more details refer NAA) <e(site6 Is5'HH#.pdf.

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

". Name and address of the college6 Name6 Address6 )ity6 <e(site6 '. 9or communication6 D#si!nation Principal Vi(# *rin(i%a" St##rin! Co&&itt## Co8ordinator Name Telephone with ,T. code *6 /6 *6 /6 *6 /6 -o(ile 9ax mail Pin6 ,tate6

B. ,tatus of the of Institution 6 Affiliated )ollege )onstituent )ollege Any other !specify& 1. Type of Institution6 a. Ey 2ender i.9or -en ii. 9or <omen iii. )o5education (. Ey shift i. /egular ii. .ay iii. vening C. Is it a recognized minority institutionM Nes No If yes specify the minority status !/eligious=linguistic= any other& and provide documentary evidence. %. ,ource of funding6 2overnment -anual for ,elf5,tudy 5 Affiliated )olleges Page ': of 81

2rant5in5aid ,elf5financing Any other D. a. .ate of esta(lishment of the college6 OOOOOOOO !dd=mm=yyyy& (. 0niversity to which the college is affiliated =or which governs the college !If it is a constituent college& c. .etails of 02) recognition6 0nder ,ection i. ' !f& ii. "' !E& .ate, -onth ; Near !dd5mm5yyyy& /emar3s !If any&

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

d. .etails of recognition=approval (y statutory=regulatory (odies other than 02) !AI)T , N)T , -)I, .)I, P)I, /)I etc.&
0nder ,ection=clause /ecognition=Approval details Institution=.epartment= Programme .ay, -onth and Near !dd5mm5yyyy& Ialidity /emar3s

i. ii. iii. iv.

! nclose the recognition=approval letter&

$. .oes the affiliating university Act provide for conferment of autonomy !as recognized (y the 02)&, on its affiliated collegesM Nes No If yes, has the )ollege applied for availing the autonomous statusM Nes #. No

Is the college recognized a. (y 02) as a )ollege with Potential for xcellence !)P &M Nes No If yes, date of recognition6 OOOOOOOO !dd=mm=yyyy& (. for its performance (y any other governmental agencyM Nes No

If yes, Name of the agency OOOOOOOO and .ate of recognition6 OOOOOOOO !dd=mm=yyyy& -anual for ,elf5,tudy 5 Affiliated )olleges Page '8 of 81

"H. +ocation of the campus and area in sq.mts6 +ocation G )ampus area in sq. mts. Euilt up area in sq. mts.
!G 0r(an, ,emi5ur(an, /ural, Tri(al, 4illy Area, Any others specify&


9acilities availa(le on the campus !Tic3 the availa(le facility and provide num(ers or other details at appropriate places& or in case the institute has an agreement with other agencies in using any of the listed facilities provide information on the facilities covered under the agreement. Auditorium=seminar complex with infrastructural facilities ,ports facilities play ground swimming pool gymnasium 4ostel Eoys7 hostel i. Num(er of hostels ii. Num(er of inmates iii. 9acilities !mention availa(le facilities& 2irls7 hostel i. Num(er of hostels ii. Num(er of inmates iii. 9acilities !mention availa(le facilities& <or3ing women7s hostel i. Num(er of inmates ii. 9acilities !mention availa(le facilities& /esidential facilities for teaching and non5teaching staff !give num(ers availa(le 55 cadre wise& )afeteria 55 4ealth centre @ 9irst aid, Inpatient, *utpatient, mergency care facility, Am(ulanceOO. 4ealth centre staff @ 8ualified doctor 9ull time Part5time 8ualified Nurse 9ull time Part5time

9acilities li3e (an3ing, post office, (oo3 shops -anual for ,elf5,tudy 5 Affiliated )olleges Page '= of 81

Transport facilities to cater to the needs of students and staff Animal house Eiological waste disposal 2enerator or other facility for management=regulation of electricity and voltage ,olid waste management facility <aste water management "'. <ater harvesting .etails of programmes offered (y the college !2ive data for current academic year&
,l. No. Programme +evel Name of the Programme= )ourse .uration ntry 8ualification -edium of instruction ,anctioned= approved ,tudent strength No. of students admitted

0nder52raduate Post52raduate Integrated Programmes P2 Ph... -.Phil. Ph. .. )ertificate courses 02 .iploma P2 .iploma Any *ther !specify and provide details&

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"B. .oes the college offer self5financed ProgrammesM Nes No

If yes, how manyM "1. New programmes introduced in the college during the last five years if anyM Nes No Num(er

"C. +ist the departments6 !respond if applica(le only and do not list facilities li3e +i(rary, Physical
ducation as departments, unless they are also offering academic degree awarding programmes. ,imilarly, do not list the departments offering common compulsory su(:ects for all the programmes li3e nglish, regional languages etc.&

*arti( "ars ,cience Arts )ommerce Any *ther not covered a(ove




"%. Num(er of Programmes offered under !Programme means a degree course li3e EA, E,c,-A,-.)omO& a. annual system (. semester system c. trimester system "D. Num(er of Programmes with a. )hoice Eased )redit ,ystem (. Inter=-ultidisciplinary Approach c. Any other ! specify and provide details& "$. .oes the college offer 02 and=or P2 programmes in Teacher ducationM Nes No If yes, a. Near of Introduction of the programme!s&OOOOOO. !dd=mm=yyyy& and num(er of (atches that completed the programme (. N)T recognition details !if applica(le& Notification No.6 OOOOOOOOOOOOOO -anual for ,elf5,tudy 5 Affiliated )olleges Page -1 of 81

.ate6 OOOOOOOOOOO !dd=mm=yyyy& Ialidity6OOOOOOOOO.. c. Is the institution opting for assessment and accreditation of Teacher ducation Programme separatelyM Nes No

"#. .oes the college offer 02 or P2 programme in Physical ducationM Nes No If yes, a. Near of Introduction of the programme!s&OOOOOO. !dd=mm=yyyy& and num(er of (atches that completed the programme (. N)T recognition details !if applica(le& Notification No.6 OOOOOOOOOOOOOO .ate6 OOOOOOOOOOO !dd=mm=yyyy& Ialidity6OOOOOOOO c. Is the institution opting for assessment and accreditation of Physical ducation Programme separatelyM Nes No 'H. Num(er of teaching and non5teaching positions in the Institution
*ositions *ro,#ssor GG9 T#a(+in! ,a( "t) Asso(iat# Assistant *ro,#ssor *ro,#ssor GG9 GG9 Non8t#a(+in! sta,, GG9 T#(+ni(a" sta,, GG9

,anctioned (y the 02) = 0niversity = ,tate 2overnment .ecruited /et to recruit ,anctioned (y the -anagement=society or other authorized (odies .ecruited /et to recruit
<M8Ma"# <F8F#&a"#

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'". 8ualifications of the teaching staff6 1i!+#st D a"i,i(ation Permanent teachers ..,c.=..+itt. Ph... -.Phil. P2 Temporary teachers Ph... -.Phil. P2 Part5time teachers Ph... -.Phil. P2 ''. Num(er of Iisiting 9aculty =2uest 9aculty engaged with the )ollege. 'B. 9urnish the num(er of the students admitted to the college during the last four academic years. Cat#!ori#s ,) ,T *E) 2eneral *thers '1. .etails on students enrollment in the college during the current academic year6 Type of students ,tudents from the same state where the college is located ,tudents from other states of India N/I students 9oreign students Total 02 P2 -. Phil. Ph... Total ;#ar 1
-ale 9emale

-ale 9emale

Asso(iat# *ro,#ssor
-ale 9emale

Assistant *ro,#ssor
-ale 9emale


;#ar '
-ale 9emale

;#ar -ale 9emale

;#ar 0
-ale 9emale

'C. .ropout rate in 02 and P2 !average of the last two (atches& 02 '%. 0nit )ost of ducation -anual for ,elf5,tudy 5 Affiliated )olleges P2

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&"nit cost 0 total annual recurring expenditure &actual' divided by total number of students enrolled ' !a& including the salary component !(& excluding the salary component
/s. /s.

'D. .oes the college offer any programme=s in distance education mode !. P&M Nes No If yes, a& is it a registered centre for offering distance education programmes of another 0niversity Nes No (& Name of the 0niversity which has granted such registration. c& d& Nes

Num(er of programmes offered Programmes carry the recognition of the .istance ducation )ouncil. No Provide Teacher5student ratio for each of the programme=course offered


Accreditation 6 /e5Assessment6

Is the college applying for )ycle " )ycle ' )ycle B

)ycle 1

(Cycle *refers to first accreditation and Cycle +, Cycle - and Cycle . refers to accreditation) BH.

.ate of accreditationG !applica(le for )ycle ', )ycle B, )ycle 1 and re5 assessment only& )ycle "6 OOOOOOOO !dd=mm=yyyy& Accreditation *utcome=/esultOO.. )ycle '6 OOOOOOOO !dd=mm=yyyy& Accreditation *utcome=/esultOO.. )ycle B6 OOOOOOOO !dd=mm=yyyy& Accreditation *utcome=/esultOO.. / 0indly enclose copy of accreditation certificate(s) and peer team report(s) as an anne1ure2

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


Num(er of teaching days during the last academic year Page -0 of 81

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

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

I8A) OOOOOOOO !dd=mm=yyyy&

B1. .etails regarding su(mission of Annual 8uality Assurance /eports !A8A/& to NAA).

A8A/ A8A/ A8A/ A8A/

!i& OOOOOO !dd=mm=yyyy& !ii& OOOOOO !dd=mm=yyyy& !iii& OOOOOO !dd=mm=yyyy& !iv& OOOOOO !dd=mm=yyyy&

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

include explanatory=descriptive information&

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C. Crit#ria8Ais# In% ts
1.1 "."." C rri( " & *"annin! and I&%"#&#ntation ,tate the vision, mission and o(:ectives of the institution, and descri(e how these are communicated to the students, teachers, staff and other sta3eholders.

".".' 4ow does the institution develop and deploy action plans for effective implementation of the curriculumM 2ive details of the process and su(stantiate through specific example!s&. ".".B <hat type of support !procedural and practical& do the teachers receive !from the 0niversity and=or institution& for effectively translating the curriculum and improving teaching practicesM ".".1 ,pecify the initiatives ta3en up or contri(ution made (y the institution for effective curriculum delivery and transaction on the )urriculum provided (y the affiliating 0niversity or other ,tatutory agency. ".".C 4ow does the institution networ3 and interact with (eneficiaries such as industry, research (odies and the university in effective operationalisation of the curriculumM ".".% <hat are the contri(utions of the institution and=or its staff mem(ers to the development of the curriculum (y the 0niversityM!num(er of staff mem(ers=departments represented on the Eoard of ,tudies, student feed(ac3, teacher feed(ac3, sta3eholder feed(ac3 provided, specific suggestions etc.

".".D .oes the institution develop curriculum for any of the courses offered !other than those under the purview of the affiliating university&(y itM If Ayes7, give details on the process !7Needs Assessment7, design, development and planning& and the courses for which the curriculum has (een developed. ".".$ 4ow does institution anlayse=ensure that the stated o(:ectives of curriculum are achieved in the course of implementationM

1.' ".'."

A(ad#&i( F"#/ibi"it) ,pecifying the goals and o(:ectives give details of the certificate=diploma= s3ill development courses etc., offered (y the institution. Page -7 of 81

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.oes the institution offer programmes that facilitate twinning =dual degreeM If AyesP, give details. 2ive details on the various institutional provisions with reference to academic flexi(ility and how it has (een helpful to students in terms of s3ills development, academic mo(ility, progression to higher studies and improved potential for employa(ility /ange of )ore = lective options offered (y the 0niversity and those opted (y the college )hoice Eased )redit ,ystem and range of su(:ect options )ourses offered in modular form )redit transfer and accumulation facility +ateral and vertical mo(ility within and across programmes and courses nrichment courses



.oes the institution offer self5financed programmesM If Ayes7, list them and indicate how they differ from other programmes, with reference to admission, curriculum, fee structure, teacher qualification, salary etc.

".'.C .oes the college provide additional s3ill oriented programmes, relevant to regional and glo(al employment mar3etsM If Ayes7 provide details of such programme and the (eneficiaries. ".'.% .oes the 0niversity provide for the flexi(ility of com(ining the conventional face5to5 face and .istance -ode of ducation for students to choose the courses=com(ination of their choice? If Ayes7, how does the institution ta3e advantage of such provision for the (enefit of studentsM

1.C rri( " & Enri(+&#nt ".B." .escri(e the efforts made (y the institution to supplement the 0niversity7s )urriculum to ensure that the academic programmes and Institution7s goals and o(:ectives are integratedM

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".B.' <hat are the efforts made (y the institution to modify, enrich and organize the curriculum to explicitly reflect the experiences of the students and cater to needs of the dynamic employment mar3etM ".B.B numerate the efforts made (y the institution to integrate the cross cutting issues such as 2ender, )limate )hange, nvironmental ducation, 4uman /ights, I)T etc., into the curriculumM

".B.1 <hat are the various value5added courses=enrichment programmes offered to ensure holistic development of studentsM moral and ethical values employa(le and life s3ills (etter career options community orientation

".B.C )iting a few examples enumerate on the extent of use of the feed(ac3 from sta3eholders in enriching the curriculumM ".B.% 4ow does the institution monitor and evaluate the quality of its enrichment programmesM 1.0 F##dba(4 S)st#& ".1." <hat are the contri(utions of the institution in the design and development of the curriculum prepared (y the 0niversityM ".1.' Is there a formal mechanism to o(tain feed(ac3 from students and sta3eholders on )urriculumM If Ayes7, how is it communicated to the 0niversity and made use internally for curriculum enrichment and introducing changes=new programmesM

".1.B 4ow many new programmes=courses were introduced (y the institution during the last four yearsM <hat was the rationale for introducing new courses=programmesM& Any other relevant information regarding curricular aspects which the college would li3e to include.


'.1 '."." St d#nt Enro"&#nt and *ro,i"# 4ow does the college ensure pu(licity and transparency in the admission processM Page -8 of 81

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xplain in detail the criteria adopted and process of admission ! x. !i& merit !ii& common admission test conducted (y state agencies and national agencies !iii& com(ination of merit and entrance test or merit, entrance test and interview !iv& any other& to various programmes of the Institution. 2ive the minimum and maximum percentage of mar3s for admission at entry level for each of the programmes offered (y the college and provide a comparison with other colleges of the affiliating university within the city=district. Is there a mechanism in the institution to review the admission process and student profiles annuallyM If Ayes7 what is the outcome of such an effort and how has it contri(uted to the improvement of the processM /eflecting on the strategies adopted to increase=improve access for following categories of students, enumerate on how the admission policy of the institution and its student profiles demonstrate=reflect the National commitment to diversity and inclusion ,)=,T *E) <omen .ifferently a(led conomically wea3er sections -inority community Any other





Provide the following details for various programmes offered (y the institution during the last four years and comment on the trends. i.e. reasons for increase = decrease and actions initiated for improvement. *ro!ra&&#s 02 " ' B P2 " ' B -.Phil. N &b#r o, a%%"i(ations N &b#r o, st d#nts ad&itt#d D#&and Ratio

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*ro!ra&&#s Ph... Integrated P2 Ph... Ialue added " ' B )ertificate " ' B .iploma " ' P2 .iploma " ' B Any other " ' B '.' '.'."

N &b#r o, a%%"i(ations

N &b#r o, st d#nts ad&itt#d

D#&and Ratio

Cat#rin! to Di$#rs# N##ds o, St d#nts 4ow does the institution cater to the needs of differently5 a(led students and ensure adherence to government policies in this regardM .oes the institution assess the students7 needs in terms of 3nowledge and s3ills (efore the commencement of the programmeM If Ayes7, give details on the process. <hat are the strategies drawn and deployed (y the institution to (ridge the 3nowledge gap of the enrolled students to ena(le them to cope with the programme of their choiceM !Eridge=/emedial=Add5on= nrichment )ourses, etc. 4ow does the college sensitize its staff and students on issues such as gender, inclusion, environment etc.M 4ow does the institution identify and respond to special educational=learning needs of advanced learnersM





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4ow does the institute collect, analyze and use the data and information on the academic performance !through the programme duration& of the students at ris3 of drop out !students from the disadvantaged sections of society, physically challenged, slow learners, economically wea3er sections etc.&M T#a(+in!8L#arnin! *ro(#ss 4ow does the college plan and organise the teaching, learning and evaluation schedulesM !Academic calendar, teaching plan, evaluation (lue print, etc.& 4ow does I8A) contri(ute to improve the teaching @learning processM



'.B.B 4ow is learning made more student5centricM 2ive details on the support structures and systems availa(le for teachers to develop s3ills li3e interactive learning, colla(orative learning and independent learning among the studentsM '.B.1 4ow does the institution nurture critical thin3ing, creativity and scientific temper among the students to transform them into life5long learners and innovatorsM '.B.C <hat are the technologies and facilities availa(le and used (y the faculty for effective teachingM g6 Iirtual la(oratories, e5learning 5 resources from National Programme on Technology nhanced +earning !NPT +& and National -ission on ducation through Information and )ommunication Technology !N- 5I)T&, open educational resources, mo(ile education, etc. '.B.% 4ow are the students and faculty exposed to advanced level of 3nowledge and s3ills !(lended learning, expert lectures, seminars, wor3shops etc.&M .etail !process and the num(er of students Q(enefitted& on the academic, personal and psycho5social support and guidance services !professional counseling=mentoring=academic advise& provided to studentsM Provide details of innovative teaching approaches=methods adopted (y the faculty during the last four yearsM <hat are the efforts made (y the institution to encourage the faulty to adopt new and innovative approaches and the the impact of such innovative practices on student learningM 4ow are li(rary resources used to augment the teaching5learning processM Page 01 of 81




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.oes the institution face any challenges in completing the curriculum within the planned time frame and calendarM If Ayes7, ela(orate on the challenges encountered and the institutional approaches to overcome these. 4ow does the institute monitor and evaluate the quality of teaching learningM


'.0 '.1."

T#a(+#r . a"it) Provide the following details and ela(orate on the strategies adopted (y the college in planning and management !recruitment and retention& of its human resource !qualified and competent teachers& to meet the changing requirements of the curriculum 1i!+#st D a"i,i(ation *ro,#ssor
-ale 9emale

Asso(iat# *ro,#ssor
-ale 9emale

Assistant *ro,#ssor
-ale 9emale



Permanent teachers ..,c.=..+itt. Ph... -.Phil. P2 Temporary teachers Ph... -.Phil. P2 Part5time teachers Ph... -.Phil. P2 4ow does the institution cope with the growing demand= scarcity of qualified senior faculty to teach new programmes= modern areas !emerging areas& of study (eing introduced !Eiotechnology, IT, Eioinformatics etc.&M Provide details on the efforts made (y the institution in this direction and the outcome during the last three years. Providing details on staff development programmes during the last four years ela(orate on the strategies adopted (y the institution in enhancing the teacher quality. a& Nomination to staff development programmes A(ad#&i( Sta,, D#$#"o%&#nt *ro!ra&&#s /efresher courses 4/. programmes N &b#r o, ,a( "t) no&inat#d


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A(ad#&i( Sta,, D#$#"o%&#nt *ro!ra&&#s *rientation programmes ,taff training conducted (y the university ,taff training conducted (y other institutions ,ummer = winter schools, wor3shops, etc.

N &b#r o, ,a( "t) no&inat#d

(& 9aculty Training programmes organized (y the institution to empower and ena(le the use of various tools and technology for improved teaching5learning Teaching learning methods=approaches 4andling new curriculum )ontent=3nowledge management ,election, development and use of enrichment materials Assessment )ross cutting issues Audio Iisual Aids=multimedia * /7s Teaching learning material development, selection and use c& Percentage of faculty invited as resource persons in <or3shops = ,eminars = )onferences organized (y external professional agencies participated in external <or3shops = ,eminars = )onferences recognized (y national= international professional (odies presented papers in <or3shops = ,eminars = )onferences conducted or '.1.1 recognized (y professional agencies <hat policies=systems are in place to recharge teachersM !eg6 providing research grants, study leave, support for research and academic pu(lications teaching experience in other national institutions and specialized programmes industrial engagement etc.& 2ive the num(er of faculty who received awards = recognition at the state, national and international level for excellence in teaching during the last four years. nunciate how the institutional culture and environment contri(uted to such performance=achievement of the faculty. 4as the institution introduced evaluation of teachers (y the students and external PeersM If yes, how is the evaluation used for improving the quality of the teaching5learning processM Page 0- of 81



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'.5 E$a" ation *ro(#ss and R#,or&s '.C." 4ow does the institution ensure that the sta3eholders of the institution students and faculty are aware of the evaluation processesM '.C.'


<hat are the ma:or evaluation reforms of the university that the institution has adopted and what are the reforms initiated (y the institution on its ownM

'.C.B 4ow does the institution ensure effective implementation of the evaluation reforms of the university and those initiated (y the institution on its ownM '.C.1 Provide details on the formative and summative evaluation approaches adopted to measure student achievement. )ite a few examples which have positively impacted the system. numerate on how the institution monitors and communicates the progress and performance of students through the duration of the course=programmeM Provide an analysis of the students results=achievements !Programme=course wise for last four years& and explain the differences if any and patterns of achievement across the programmes=courses offered. .etail on the significant improvements made in ensuring rigor and transparency in the internal assessment during the last four years and weightages assigned for the overall development of students !weightage for (ehavioral aspects, independent learning, communication s3ills etc. .oes the institution and individual teachers use assessment=evaluation as an indicator for evaluating student performance, achievement of learning o(:ectives and planningM If Ayes7 provide details on the process and cite a few examples. <hat are the mechanisms for redressal of grievances with reference to evaluation (oth at the college and 0niversity levelM





'.7 St d#nt %#r,or&an(# and L#arnin! O t(o&#s '.%." .oes the college have clearly stated learning outcomesM If Ayes7 give details on how the students and staff are made aware of theseM -anual for ,elf5,tudy 5 Affiliated )olleges Page 00 of 81


4ow are the teaching, learning and assessment strategies of the institution structured to facilitate the achievement of the intended learning outcomesM <hat are the measures=initiatives ta3en up (y the institution to enhance the social and economic relevance !quality Ro(s, entrepreneurship, innovation and research aptitude& of the courses offeredM 4ow does the institution collect and analyse data on student learning outcomes and use it for planning and overcoming (arriers of learningM 4ow does the institution monitor and ensure the achievement of learning outcomes




'.%.% <hat are the graduate attri(utes specified (y the college=affiliating universityM 4ow does the college ensure the attainment of these (y the studentsM Any other relevant information regarding Teaching5+earning and valuation which the college would li3e to include.


-.1 B."." B.".' *ro&otion o, R#s#ar(+ .oes the institution have recognized research center=s of the affiliating 0niversity or any other agency=organizationM .oes the Institution have a research committee to monitor and address the issues of researchM If so, what is its compositionM -ention a few recommendations made (y the committee for implementation and their impact. <hat are the measures ta3en (y the institution to facilitate smooth progress and implementation of research schemes=pro:ectsM autonomy to the principal investigator timely availa(ility or release of resources adequate infrastructure and human resources time5off, reduced teaching load, special leave etc. to teachers support in terms of technology and information needs facilitate timely auditing and su(mission of utilization certificate to the funding authorities Page 05 of 81


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B.".1 B.". C B.".%

any other

<hat are the efforts made (y the institution in developing scientific temper and research culture and aptitude among studentsM 2ive details of the faculty involvement in active research !2uiding student research, leading /esearch Pro:ects, engaged in individual=colla(orative research activity, etc. 2ive details of wor3shops= training programmes= sensitization programmes conducted=organized (y the institution with focus on capacity (uilding in terms of research and im(i(ing research culture among the staff and students. Provide details of prioritised research areas and the expertise availa(le with the institution. numerate the efforts of the institution in attracting researchers of eminence to visit the campus and interact with teachers and studentsM <hat percentage of the faculty has utilized ,a((atical +eave for research activitiesM 4ow has the provision contri(uted to improve the quality of research and im(i(e research culture on the campusM Provide details of the initiatives ta3en up (y the institution in creating awareness=advocating=transfer of relative findings of research of the institution and elsewhere to students and community !la( to land&





-.' B.'."

R#so r(# Mobi"i?ation ,or R#s#ar(+

<hat percentage of the total (udget is earmar3ed for researchM 2ive details of ma:or heads of expenditure, financial allocation and actual utilization. Is there a provision in the institution to provide seed money to the faculty for researchM If so, specify the amount dis(ursed and the percentage of the faculty that has availed the facility in the last four yearsM <hat are the financial provisions made availa(le to support student research pro:ects (y studentsM Page 07 of 81



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4ow does the various departments=units=staff of the institute interact in underta3ing inter5disciplinary researchM )ite examples of successful endeavors and challenges faced in organizing interdisciplinary research. 4ow does the institution ensure optimal use of various equipment and research facilities of the institution (y its staff and studentsM 4as the institution received any special grants or finances from the industry or other (eneficiary agency for developing research facilityM If Ayes7 give details. numerate the support provided to the faculty in securing research funds from various funding agencies, industry and other organisations. Provide details of ongoing and completed pro:ects and grants received during the last four years.
Nature of the Pro:ect .uration Near 9rom To Title of the pro:ect Name of the funding agency Total grant ,anctioned /eceived Total grant received till date




-inor pro:ects -a:or pro:ects Interdisciplinary pro:ects Industry sponsored ,tudents7 research pro:ects Any other !specify&

-.- R#s#ar(+ Fa(i"iti#s B.B." <hat are the research facilities availa(le to the students and research scholars within the campusM B.B.' <hat are the institutional strategies for planning, upgrading and creating infrastructural facilities to meet the needs of researchers especially in the new and emerging areas of -anual for ,elf5,tudy 5 Affiliated )olleges Page 0: of 81

researchM B.B.B 4as the institution received any special grants or finances from the industry or other (eneficiary agency for developing research facilitiesMM If Ayes7, what are the instruments= facilities created during the last four years. B.B.1 <hat are the research facilities made availa(le to the students and research scholars outside the campus = other research la(oratoriesM B.B.C Provide details on the li(rary= information resource centre or any other facilities availa(le specifically for the researchersM B.B.% <hat are the colla(orative research facilities developed = created (y the research institutes in the college. 9or ex. +a(oratories, li(rary, instruments, computers, new technology etc. -.0 R#s#ar(+ * b"i(ations and A3ards B.1." 4ighlight the ma:or research achievements of the staff and students in terms of Patents o(tained and filed !process and product& *riginal research contri(uting to product improvement /esearch studies or surveys (enefiting the community or improving the services /esearch inputs contri(uting to new initiatives and social development B.1.' .oes the Institute pu(lish or partner in pu(lication of research :ournal!s&M If Ayes7, indicate the composition of the editorial (oard, pu(lication policies and whether such pu(lication is listed in any international data(aseM 2ive details of pu(lications (y the faculty and students6 Pu(lication per faculty Num(er of papers pu(lished (y faculty and students in peer reviewed :ournals !national = international& Num(er of pu(lications listed in International .ata(ase !for g6 <e( of ,cience, ,copus, 4umanities International )omplete, .are .ata(ase 5 International ,ocial ,ciences .irectory, E,)* host, etc.& -onographs -anual for ,elf5,tudy 5 Affiliated )olleges Page 08 of 81


)hapter in Eoo3s Eoo3s dited Eoo3s with I,EN=I,,N num(ers with details of pu(lishers )itation Index ,NIP ,R/ Impact factor h5index B.1.1 Provide details !if any& of research awards received (y the faculty recognition received (y the faculty from reputed professional (odies and agencies, nationally and internationally incentives given to faculty for receiving state, national and international recognitions for research contri(utions. -.5 B.C." B.C.' Cons "tan() 2ive details of the systems and strategies for esta(lishing institute5industry interfaceM <hat is the stated policy of the institution to promote consultancyM 4ow is the availa(le expertise advocated and pu(licizedM 4ow does the institution encourage the staff to utilize their expertise and availa(le facilities for consultancy servicesM +ist the (road areas and ma:or consultancy services provided (y the institution and the revenue generated during the last four years. <hat is the policy of the institution in sharing the income generated through consultancy !staff involved6 Institution& and its use for institutional developmentM E/t#nsion A(ti$iti#s and Instit tiona" So(ia" R#s%onsibi"it) (ISR) 4ow does the institution promote institution5neigh(orhood5community networ3 and student engagement, contri(uting to good citizenship, service orientation and holistic development of studentsM Page 0= of 81




-.7 B.%."

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<hat is the Institutional mechanism to trac3 students7 involvement in various social movements = activities which promote citizenship rolesM

B.%.B 4ow does the institution solicit sta3eholder perception on the overall performance and quality of the institutionM B.%.1 4ow does the institution plan and organize its extension and outreach programmesM Providing the (udgetary details for last four years, list the ma:or extension and outreach programmes and their impact on the overall development of students. B.%.C 4ow does the institution promote the participation of students and faculty in extension activities including participation in N,,, N)), N/) and other National= International agenciesM 2ive details on social surveys, research or extension wor3 !if any& underta3en (y the college to ensure social :ustice and empower students from under5privileged and vulnera(le sections of societyM /eflecting on o(:ectives and expected outcomes of the extension activities organized (y the institution, comment on how they complement students7 academic learning experience and specify the values and s3ills inculcated. 4ow does the institution ensure the involvement of the community in its reach out activities and contri(ute to the community developmentM .etail on the initiatives of the institution that encourage community participation in its activitiesM




B.%.# 2ive details on the constructive relationships forged !if any& with other institutions of the locality for wor3ing on various outreach and extension activities. B.%."H 2ive details of awards received (y the institution for extension activities and=contri(utions to the social=community development during the last four years. Co""aboration 4ow does the institution colla(orate and interact with research la(oratories, institutes and industry for research activities. )ite examples and (enefits accrued of the initiatives 5 colla(orative research, staff exchange, sharing facilities and equipment, Page 5> of 81

-.: B.D."

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research scholarships etc. B.D.' Provide details on the -o0s=colla(orative arrangements !if any& with institutions of national importance=other universities= industries=)orporate !)orporate entities& etc. and how they have contri(uted to the development of the institution. B.D.B 2ive details !if any& on the industry5institution5community interactions that have contri(uted to the esta(lishment = creation=up5gradation of academic facilities, student and staff support, infrastructure facilities of the institution viz. la(oratories = li(rary= new technology =placement services etc. 4ighlighting the names of eminent scientists=participants who contri(uted to the events, provide details of national and international conferences organized (y the college during the last four years. 4ow many of the lin3ages=colla(orations have actually resulted in formal -o0s and agreements M +ist out the activities and (eneficiaries and cite examples !if any& of the esta(lished lin3ages that enhanced and=or facilitated 5 a& )urriculum development=enrichment (& Internship= *n5the5:o( training c& ,ummer placement d& 9aculty exchange and professional development e& /esearch f& )onsultancy g& xtension h& Pu(lication i& ,tudent Placement :& Twinning programmes 3& Introduction of new courses l& ,tudent exchange m& Any other .etail on the systemic efforts of the institution in planning, esta(lishing and implementing the initiatives of the lin3ages=colla(orations. xtension which the




Any other relevant information regarding /esearch, )onsultancy and college would li3e to include. -anual for ,elf5,tudy 5 Affiliated )olleges

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0.1 *+)si(a" Fa(i"iti#s 1."." <hat is the policy of the Institution for creation and enhancement of infrastructure that facilitate effective teaching and learningM 1.".' .etail the facilities availa(le for a& )urricular and co5curricular activities @ classrooms, technology ena(led learning spaces, seminar halls, tutorial spaces, la(oratories, (otanical garden, Animal house, specialized facilities and equipment for teaching, learning and research etc. (& xtra @curricular activities @ sports, outdoor and indoor games, gymnasium, auditorium, N,,, N)), cultural activities, Pu(lic spea3ing, communication s3ills development, yoga, health and hygiene etc. 1.".B 4ow does the institution plan and ensure that the availa(le infrastructure is in line with its academic growth and is optimally utilizedM 2ive specific examples of the facilities developed=augmented and the amount spent during the last four years ! nclose the -aster Plan of the Institution= campus and indicate the existing physical infrastructure and the future planned expansions if any&. 1.".1 4ow does the institution ensure that the infrastructure facilities meet the requirements of students with physical disa(ilitiesM

1.".C 2ive details on the residential facility and various provisions availa(le within them6 4ostel 9acility @ Accommodation availa(le /ecreational facilities, gymnasium, yoga center, etc. )omputer facility including access to internet in hostel 9acilities for medical emergencies +i(rary facility in the hostels Internet and <i59i facility /ecreational facility5common room with audio5visual equipments Availa(le residential facility for the staff and occupancy )onstant supply of safe drin3ing water ,ecurity

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<hat are the provisions made availa(le to students and staff in terms of health care on the campus and off the campusM

1.".D 2ive details of the )ommon 9acilities availa(le on the campus @spaces for special units li3e I8A), 2rievance /edressal unit, <omen7s )ell, )ounseling and )areer 2uidance, Placement 0nit, 4ealth )entre, )anteen, recreational spaces for staff and students, safe drin3ing water facility, auditorium, etc. 0.' Librar) as a L#arnin! R#so r(# 1.'." .oes the li(rary have an Advisory )ommitteeM ,pecify the composition of such a committee. <hat significant initiatives have (een implemented (y the committee to render the li(rary, student=user friendlyM 1.'.' Provide details of the following6 Total area of the li(rary !in ,q. -ts.& Total seating capacity <or3ing hours !on wor3ing days, on holidays, (efore examination days, during examination days, during vacation& +ayout of the li(rary !individual reading carrels, lounge area for (rowsing and relaxed reading, IT zone for accessing e5resources& 1.'.B 4ow does the li(rary ensure purchase and use of current titles, print and e5 :ournals and other reading materialsM ,pecify the amount spent on procuring new (oo3s, :ournals and e5resources during the last four years.
Librar) +o"din!s ;#ar 81
Num(er Total )ost

;#ar 8 '
Num(er Total )ost

;#ar 8 Num(er Num(er Total )ost

;#ar 8 0
Total )ost

Text (oo3s /eference Eoo3s Rournals= Periodicals e5resources Any other !specify&


Provide details on the I)T and other tools deployed to provide maximum access to the li(rary collectionM *PA) lectronic /esource -anagement pac3age for e5:ournals Page 5- of 81

-anual for ,elf5,tudy 5 Affiliated )olleges

9ederated searching tools to search articles in multiple data(ases +i(rary <e(site In5house=remote access to e5pu(lications +i(rary automation Total num(er of computers for pu(lic access Total num(ers of printers for pu(lic access Internet (and width= speed Institutional /epository )ontent management system for e5learning Participation in /esource sharing networ3s=consortia !li3e Infli(net& 1.'.C Provide details on the following items6 Average num(er of wal35ins Average num(er of (oo3s issued=returned /atio of li(rary (oo3s to students enrolled Average num(er of (oo3s added during last three years Average num(er of login to opac !*PA)& Average num(er of login to e5resources Average num(er of e5resources downloaded=printed Num(er of information literacy trainings organized .etails of >weeding out? of (oo3s and other materials 1.'.% 2ive details of the specialized services provided (y the li(rary -anuscripts /eference /eprography I++ !Inter +i(rary +oan ,ervice& Information deployment and notification !Information .eployment and Notification& .ownload Printing /eading list= Ei(liography compilation In5house=remote access to e5resources 0ser *rientation and awareness Page 50 of 81 S 'm(ps S "H m(ps S " g( !2E&

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Assistance in searching .ata(ases IN9+IEN T=I0) facilities

numerate on the support provided (y the +i(rary staff to the students and teachers of the college. <hat are the special facilities offered (y the li(rary to the visually=physically challenged personsM 2ive details. .oes the li(rary get the feed(ac3 from its usersM If yes, how is it analysed and used for improving the li(rary services. !<hat strategies are deployed (y the +i(rary to collect feed(ac3 from usersM 4ow is the feed(ac3 analysed and used for further improvement of the li(rary servicesM&



0.IT In,rastr (t r# 1.B.". 2ive details on the computing facility availa(le !hardware and software& at the institution. Num(er of computers with )onfiguration !provide actual num(er with exact configuration of each availa(le system& )omputer5student ratio ,tand alone facility +AN facility +icensed software Num(er of nodes= computers with Internet facility Any other 1.B.' .etail on the computer and internet facility made availa(le to the faculty and students on the campus and off5campusM <hat are the institutional plans and strategies for deploying and upgrading the IT infrastructure and associated facilitiesM Provide details on the provision made in the annual (udget for procurement, upgradation, deployment and maintenance of the computers and their accessories in the institution !Near wise for last four years&



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4ow does the institution facilitate extensive use of I)T resources including development and use of computer5aided teaching= learning materials (y its staff and studentsM la(orate giving suita(le examples on how the learning activities and technologies deployed !access to on5line teaching 5 learning resources, independent learning, I)T ena(led classrooms=learning spaces etc.& (y the institution place the student at the centre of teaching5learning process and render the role of a facilitator for the teacher. .oes the Institution avail of the National Fnowledge Networ3 connectivity directly or through the affiliating universityM If so, what are the services availed ofM Maint#nan(# o, Ca&% s Fa(i"iti#s 4ow does the institution ensure optimal allocation and utilization of the availa(le financial resources for maintenance and up3eep of the following facilities ! su(stantiate your statements (y providing details of (udget allocated during last four years&M a. (. c. d. e. f. Euilding 9urniture quipment )omputers Iehicles Any other



0.0 1.1."


<hat are the institutional mechanisms for maintenance and up3eep of the infrastructure, facilities and equipment of the collegeM

1.1.B 4ow and with what frequency does the institute ta3e up cali(ration and other precision measures for the equipment=instrumentsM 1.1.1 <hat are the ma:or steps ta3en for location, up3eep and maintenance of sensitive equipment! voltage fluctuations, constant supply of water etc.&M Any other relevant information regarding Infrastructure and +earning /esources which the college would li3e to include.


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5.1 C."."

St d#nt M#ntorin! and S %%ort .oes the institution pu(lish its updated prospectus=hand(oo3 annuallyM If Ayes7, what is the information provided to students through these documents and how does the institution ensure its commitment and accounta(ilityM ,pecify the type, num(er and amount of institutional scholarships = freeships given to the students during the last four years and whether the financial aid was availa(le and dis(ursed on timeM <hat percentage of students receive financial assistance from state government, central government and other national agenciesM




<hat are the specific support services=facilities availa(le for ,tudents from ,)=,T, *E) and economically wea3er sections ,tudents with physical disa(ilities *verseas students ,tudents to participate in various competitions=National and International -edical assistance to students6 health centre, health insurance etc. *rganizing coaching classes for competitive exams ,3ill development !spo3en nglish, computer literacy, etc.,& ,upport for >slow learners? xposures of students to other institution of higher learning= corporate=(usiness house etc.

Pu(lication of student magazines C.".C .escri(e the efforts made (y the institution to facilitate entrepreneurial s3ills, among the students and the impact of the efforts. numerate the policies and strategies of the institution which promote participation of students in extracurricular and co5curricular activities such as sports, games, 8uiz competitions, de(ate and discussions, cultural activities etc. G additional academic support, flexi(ility in examinations G special dietary requirements, sports uniform and materials G any other


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numerating on the support and guidance provided to the students in preparing for the competitive exams, give details on the num(er of students appeared and qualified in various competitive exams such as 02)5),I/5 N T, 02)5N T, ,+ T, AT = )AT = 2/ = T*9 + = 2-AT = )entral =,tate services, .efense, )ivil ,ervices, etc. <hat type of counseling services are made availa(le to the students! academic, personal, career, psycho5social etc.&



.oes the institution have a structured mechanism for career guidance and placement of its studentsM If Ayes7, detail on the services provided to help students identify :o( opportunities and prepare themselves for interview and the percentage of students selected during campus interviews (y different employers !list the employers and the programmes&.

C."."H .oes the institution have a student grievance redressal cellM If yes, list !if any& the grievances reported and redressed during the last four years. C."."" <hat are the institutional provisions for resolving issues pertaining to sexual harassmentM C."."' Is there an anti5ragging committeeM 4ow many instances !if any& have (een reported during the last four years and what action has (een ta3en on theseM C."."B C."."1 numerate the welfare schemes made availa(le to students (y the institution. .oes the institution have a registered Alumni AssociationM If Ayes7, what are its activities and ma:or contri(utions for institutional, academic and infrastructure developmentM St d#nt *ro!r#ssion Providing the percentage of students progressing to higher education or employment !for the last four (atches& highlight the trends o(served. St d#nt %ro!r#ssion 02 to P2 P2 to -.Phil. P2 to Ph... -anual for ,elf5,tudy 5 Affiliated )olleges Page 58 of 81 E

5.' C.'."

St d#nt %ro!r#ssion mployed )ampus selection *ther than campus recruitment

C.'.' Provide details of the programme wise pass percentage and completion rate for the last four years !cohort wise=(atch wise as stipulated (y the university&M 9urnish programme5 wise details in comparison with that of the previous performance of the same institution and that of the )olleges of the affiliating university within the city=district. C.'.B 4ow does the institution facilitate student progression to higher level of education and=or towards employmentM C.'.1 numerate the special support provided to students who are at ris3 of failure and drop outM St d#nt *arti(i%ation and A(ti$iti#s +ist the range of sports, games, cultural and other extracurricular activities availa(le to students. Provide details of participation and program calendar. 9urnish the details of ma:or student achievements in co5curricular, extracurricular and cultural activities at different levels6 0niversity = ,tate = Tonal = National = International, etc. for the previous four years. 4ow does the college see3 and use data and feed(ac3 from its graduates and employers, to improve the performance and quality of the institutional provisionsM 4ow does the college involve and encourage students to pu(lish materials li3e catalogues, wall magazines, college magazine, and other materialM +ist the pu(lications= materials (rought out (y the students during the previous four academic sessions. .oes the college have a ,tudent )ouncil or any similar (odyM 2ive details on its selection, constitution, activities and funding. 2ive details of various academic and administrative (odies that have student representatives on them.







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4ow does the institution networ3 and colla(orate with the Alumni and former of the Institution.


Any other relevant information regarding ,tudent ,upport and Progression which the college would li3e to include.


7.1 %."." Instit tiona" Vision and L#ad#rs+i% ,tate the vision and mission of the Institution and enumerate on how the mission statement defines the institution7s distinctive characteristics in terms of addressing the needs of the society, the students it see3s to serve, institution7s traditions and value orientations, vision for the future, etc.M

%.".' <hat is the role of top management, Principal and 9aculty in design and implementation of its quality policy and plansM %.".B <hat is the involvement of the leadership in ensuring 6 the policy statements and action plans for fulfillment of the stated mission formulation of action plans for all operations and incorporation of the same into the institutional strategic plan Interaction with sta3eholders Proper support for policy and planning through need analysis ,research inputs and consultations with the sta3eholders /einforcing the culture of excellence )hampion organizational change %.".1 <hat are the procedures adopted (y the institution to monitor and evaluate policies and plans of the institution for effective implementation and improvement from time to timeM %.".C 2ive details of the academic leadership provided to the faculty (y the top managementM %.".% 4ow does the college groom leadership at various levelsM

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4ow does the college delegate authority and provide operational autonomy to the departments = units of the institution and wor3 towards decentralized governance systemM

%.".$ .oes the college promote a culture of participative managementM If Ayes7, indicate the levels of participative management. 7.' %.'." Strat#!) D#$#"o%&#nt and D#%"o)&#nt .oes the Institution have a formally stated quality policyM 4ow is it developed, driven, deployed and reviewedM

%.'.' .oes the Institute have a perspective plan for developmentM If so, give the aspects considered for inclusion in the plan. %.'.B .escri(e the internal organizational structure and decision ma3ing processes.

%.'.1 2ive a (road description of the quality improvement strategies of the institution for each of the following Teaching ; +earning /esearch ; .evelopment )ommunity engagement 4uman resource management Industry interaction 4ow does the 4ead of the institution ensure that adequate information !from feed(ac3 and personal contacts etc.& is availa(le for the top management and the sta3eholders, to review the activities of the institutionM 4ow does the management encourage and support involvement of the staff in improving the effectiveness and efficiency of the institutional processesM numerate the resolutions made (y the -anagement )ouncil in the last year and the status of implementation of such resolutions.


%.'.% %.'.D


.oes the affiliating university ma3e a provision for according the status of autonomy to an affiliated institutionM If Ayes7, what are the efforts made (y the institution in o(taining autonomyM Page 71 of 81

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4ow does the Institution ensure that grievances = complaints are promptly attended to and resolved effectivelyM Is there a mechanism to analyse the nature of grievances for promoting (etter sta3eholder relationshipM

%.'."H .uring the last four years, had there (een any instances of court cases filed (y and against the institute M Provide details on the issues and decisions of the courts on theseM %.'."" .oes the Institution have a mechanism for analyzing student feed(ac3 on institutional performanceM If Ayes7, what was the outcome and response of the institution to such an effortM 7.%.B." Fa( "t) E&%o3#r&#nt Strat#!i#s <hat are the efforts made (y the institution to enhance the professional development of its teaching and non teaching staffM <hat are the strategies adopted (y the institution for faculty empowerment through training, retraining and motivating the employees for the roles and responsi(ility they performM Provide details on the performance appraisal system of the staff to evaluate and ensure that information on multiple activities is appropriately captured and considered for (etter appraisal. <hat is the outcome of the review of the performance appraisal reports (y the management and the ma:or decisions ta3enM 4ow are they communicated to the appropriate sta3eholdersM <hat are the welfare schemes availa(le for teaching and non teaching staffM <hat percentage of staff have availed the (enefit of such schemes in the last four yearsM <hat are the measures ta3en (y the Institution for attracting and retaining eminent facultyM Finan(ia" Mana!#&#nt and R#so r(# Mobi"i?ation <hat is the institutional mechanism to monitor effective and efficient use of availa(le financial resourcesM Page 7' of 81






7.0 %.1."

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<hat are the institutional mechanisms for internal and external auditM <hen was the last audit done and what are the ma:or audit o(:ectionsM Provide the details on compliance. <hat are the ma:or sources of institutional receipts=funding and how is the deficit managedM Provide audited income and expenditure statement of academic and administrative activities of the previous four years and the reserve fund=corpus availa(le with Institutions, if any. 2ive details on the efforts made (y the institution in securing additional funding and the utilization of the same !if any&. Int#rna" . a"it) Ass ran(# S)st#& (I.AS) Internal 8uality Assurance )ell !I8A)& a. 4as the institution esta(lished an Internal 8uality Assurance )ell !I8A)&M If Ayes7, what is the institutional policy with regard to quality assurance and how has it contri(uted in institutionalizing the quality assurance processesM (. 4ow many decisions of the I8A) have (een approved (y the management= authorities for implementation and how many of them were actually implementedM c. .oes the I8A) have external mem(ers on its committeeM If so, mention any significant contri(ution made (y them. d. 4ow do students and alumni contri(ute to the effective functioning of the I8A)M e. 4ow does the I8A) communicate and engage staff from different constituents of the institutionM



7.5 %.C."

%.C.' .oes the institution have an integrated framewor3 for 8uality assurance of the academic and administrative activitiesM If Ayes7, give details on its operationalisation. %.C.B .oes the institution provide training to its staff for effective implementation of the 8uality assurance proceduresM If Ayes7, give details enumerating its impact. %.C.1 .oes the institution underta3e Academic Audit or other external review of the academic provisionsM If Ayes7, how are the outcomes used to improve the institutional activitiesM

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%.C.C 4ow are the internal quality assurance mechanisms aligned with the requirements of the relevant external quality assurance agencies=regulatory authoritiesM %.C.% <hat institutional mechanisms are in place to continuously review the teaching learning processM 2ive details of its structure, methodologies of operations and outcomeM

%.C.D 4ow does the institution communicate its quality assurance policies, mechanisms and outcomes to the various internal and external sta3eholdersM Any other relevant information regarding 2overnance +eadership and -anagement which the college would li3e to include.

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:.1 D."." D.".' En$iron&#nt Cons(io sn#ss .oes the Institute conduct a 2reen Audit of its campus and facilitiesM <hat are the initiatives ta3en (y the college to ma3e the campus eco5friendlyM nergy conservation 0se of renewa(le energy <ater harvesting )hec3 dam construction fforts for )ar(on neutrality Plantation 4azardous waste management e5waste management :.' D.'." Inno$ations 2ive details of innovations introduced during the last four years which have created a positive impact on the functioning of the college. @#st *ra(ti(#s la(orate on any two (est practices as %#r t+# ann#/#d ,or&at (s## %a!# .. ) which have contri(uted to the achievement of the Institutional *(:ectives and=or contri(uted to the 8uality improvement of the core activities of the college.


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E$a" ati$# R#%ort o, t+# D#%art&#nts

The ,elf5evaluation of every department may (e provided separately in a(out B51 pages, avoiding the repetition of the data. ". '. B. 1. C. %. D. $. #. Name of the department Near of sta(lishment Names of Programmes = )ourses offered !02, P2, -.Phil., Ph..., Integrated -astersK Integrated Ph..., etc.& Names of Interdisciplinary courses and the departments=units involved Annual= semester=choice (ased credit system !programme wise& Participation of the department in the courses offered (y other departments )ourses in colla(oration with other universities, industries, foreign institutions, etc. .etails of courses=programmes discontinued !if any& with reasons Num(er of Teaching posts sanctioned 9illed

Professors Associate Professors Asst. Professors "H. 9aculty profile with name, qualification, designation, specialization, !..,c.=..+itt. =Ph... = -. Phil. etc.,& Name 8ualification .esignation ,pecilization No. of Nears No. of Ph... of xperience ,tudents guided for the last 1 years

"". +ist of senior visiting faculty "'. Percentage of lectures delivered and practical classes handled!programme wise& (y temporary faculty -anual for ,elf5,tudy 5 Affiliated )olleges Page 77 of 81

"B. ,tudent 5Teacher /atio !programme wise& "1. Num(er of academic support staff !technical& and administrative staffK sanctioned and filled "C. 8ualifications of teaching faculty with .,c= ..+itt= Ph..= -Phil=P2. "%. Num(er of faculty with ongoing pro:ects from a& National (& International funding agencies and grants received "D. .epartmental pro:ects funded (y .,T59I,TK 02), .ET, I),,/, etc. and total grants received "$. /esearch )entre =facility recognized (y the 0niversity "#. Pu(lications6 a& Pu(lication per faculty Num(er of papers pu(lished in peer reviewed :ournals !national = international& (y faculty and students Num(er of pu(lications listed in International .ata(ase !9or g6 <e( of ,cience, ,copus, 4umanities International )omplete, .are .ata(ase 5 International ,ocial ,ciences .irectory, E,)* host, etc.& -onographs )hapter in Eoo3s Eoo3s dited Eoo3s with I,EN=I,,N num(ers with details of pu(lishers )itation Index ,NIP ,R/ Impact factor h5index 'H. Areas of consultancy and income generated '". 9aculty as mem(ers in a& National committees (& International )ommittees c& ditorial EoardsO. ''. ,tudent pro:ects a& Percentage of students who have done in5house pro:ects including inter departmental=programme (& Percentage of students placed for pro:ects in organizations outside the institution /esearch la(oratories=Industry=other agencies -anual for ,elf5,tudy 5 Affiliated )olleges Page 7: of 81

'B. Awards= /ecognitions received (y faculty and students '1. +ist of eminent academicians and scientists= visitors to the department 'C. ,eminars= )onferences=<or3shops organized ; the source of funding a&National (&International '%. ,tudent profile programme=course wise6 Na&# o, t+# Co rs#B%ro!ra&&# !refer question no. 1& A%%"i(ations r#(#i$#d S#"#(t#d Enro""#d <M <F *ass %#r(#nta!#

G-U-ale 9U9emale 'D. .iversity of ,tudents Na&# o, t+# Co rs# E o, st d#nts ,ro& t+# sa&# stat# E o, st d#nts ,ro& ot+#r Stat#s E o, st d#nts ,ro& abroad

'$. 4ow many students have cleared national and state competitive examinations such as N T, ,+ T, 2AT , )ivil services, .efense services, etc. M '#. ,tudent progression St d#nt %ro!r#ssion 02 to P2 P2 to -.Phil. P2 to Ph... Ph... to Post5.octoral mployed )ampus selection *ther than campus recruitment ntrepreneurship=,elf5employment -anual for ,elf5,tudy 5 Affiliated )olleges Page 78 of 81 Against E enrolled

BH. .etails of Infrastructural facilities a& +i(rary (& Internet facilities for ,taff ; ,tudents c& )lass rooms with I)T facility d& +a(oratories B". Num(er of students receiving financial assistance from college, university, government or other agencies B'. .etails on student enrichment programmes !special lectures = wor3shops = seminar& with external experts BB. Teaching methods adopted to improve student learning B1. Participation in Institutional ,ocial /esponsi(ility !I,/& and xtension activities BC. ,<*) analysis of the department and 9uture plans

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Ann#/ r# 8 F..

For&at ,or *r#s#ntation o, *ra(ti(#

1. Tit"# o, t+# *ra(ti(#

This title should capture the 3eywords that descri(e the Practice.
'. Goa"

.escri(e the aim of the practice followed (y the institution. Erief the underlying principles or concepts in a(out "HH words.
-. T+# Cont#/t

.escri(e any particular contextual feature or challenging issues that have had to (e addressed in designing and implementing the Practice in a(out "CH words.
0. T+# *ra(ti(#

.escri(e the Practice and its implementation. Include anything a(out this practice that may (e unique in the Indian higher education. Please also identify constraints or limitations, if any, in a(out 1HH words.
5. E$id#n(# o, S ((#ss

Provide evidence of success such as performance against targets and (enchmar3s and review results. <hat do these results indicateM .escri(e in a(out 'HH words.
7. *rob"#&s En(o nt#r#d and R#so r(#s R#D ir#d

Please identify the pro(lems encountered and resources required to implement the practice in a(out "CH words.
:. Not#s (O%tiona")

Any other information that may (e relevant and important to the reader for adopting= implementing the Eest Practice in their institution a(out "CH words.
8. Conta(t D#tai"s

Name of the Principal6 Name of the Institution6 )ity6 Pin )ode6 Accredited ,tatus6 <or3 Phone 6 <e(site6 -o(ile6

9ax6 5mail 6

*ost8a((r#ditation Initiati$#s
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If the college has already undergone the accreditation process (y NAA), please highlight the significant quality sustenance and enhancement measures underta3en during the last four years. The narrative may not exceed five pages.

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D#("aration b) t+# 1#ad o, t+# Instit tion I certify that that the data included in this ,elf5,tudy /eport !,,/& are true to the (est of my 3nowledge. This ,,/ is prepared (y the institution after internal discussions, and no part thereof has (een outsourced. I am aware that the Peer team will validate the information provided in this ,,/ during the peer team visit. ,ignature of the 4ead of the institution with seal6

Place6 .ate6

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A(ad#&i( a dit9 An exercise which serves to provide assurance that the delegated responsi(ilities for quality and standards of academic provision are (eing appropriately discharged. A(ad#&i( (a"#ndar9 The schedule of the institution for the academic year, giving details of all academic and administrative events. A(ad#&i( ,"#/ibi"it)9 )hoice offered to the students in the curriculum offering and the curriculum transactions. A((r#ditation9 )ertification of quality that is valid for a fixed period, which in the case of NAA) is five years. Ass#ss&#nt9 Performance evaluation of an institution or its units (ased on certain esta(lished criteria. Ass#ssors9 Trained academics or experts who represent NAA) on peer teams. G @#n(+&ar4s9 An example of good performance that serves as a standard for comparison of one7s own performance. It is a technique in which an institution measures its performance against that of the (est of others. @#)ond s)""ab s s(+o"ar") a(ti$iti#s9 Participation in academic activities (eyond the minimum requirements of the sylla(us. @"#nd#d "#arnin!9 A mixing of different learning environments such as traditional face5to5face classroom methods with modern computer5mediated activities. @rid!# (o rs#9 A teaching module which helps to close the gap (etween two levels of competence. Carbon n# tra"9 A term used to descri(e fuels that neither contri(ute to nor reduce the amount of car(on !measured in the release of car(on dioxide& into the atmosphere.

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Cat#rin! to di$#rs# n##ds9 The programs and the strategies adopted (y institutions to satisfy the needs of students from varied (ac3grounds. C+oi(# bas#d (r#dit s)st#&9 A mode of learning in higher education which facilitates a student to have some freedom in selecting his=her own choices, across various disciplines for completing a 02 = P2 programme. It is popularly 3nown as the cafeteria model. Citation ind#/9 The num(er of times a research papers it is referred to (y other researchers in refereed :ournals and is a measure of validity of its contents. Co8( rri( "ar a(ti$iti#s9 Activities, which support the curriculum such as field trips, display of academic achievements, quiz, de(ate, discussion, seminars, role5play, etc. Co""aboration9 9ormal agreement= understanding (etween any two or more institutions for training, research, student=faculty exchange or extension support. G Co&%"#tion rat#s ((o rs#B%ro!ra&&#)9 The ratio of the total num(er of learners successfully completing a course= graduating from a programme in a given year to the total num(er of learners who initially enrolled on the course=programme. Constit #n(i#s9 All the academic, administrative and support units of the institution. Co ns#"in!9 Assisting and mentoring students individually or collectively for academic, career, personal and financial decision5ma3ing. Co rs# o t"in#s9 +ist of the course modules, similar to a ta(le of contents in a (oo3 or the outline used for writing papers. The outline defines the scope and content of the course. Co rs# s(+#d "#9 .etails of classes (eing offered, its time, location, faculty, and its unique num(er which students must 3now in order to register. The course schedule is pu(lished prior to the commencement of registration for each semester = session. Crit#ria9 Pre5determined standards of functioning of an institution of higher education that form the (asis of assessment and accreditation as identified = defined (y NAA). C rri( " & d#si!n and d#$#"o%&#nt9 Process of defining the contents of units of study and usually o(tained through needs assessment, feed(ac3 from sta3eholders and expert groups. -anual for ,elf5,tudy 5 Affiliated )olleges Page :0 of 81

)urriculum design and curriculum development are procedures which are closely lin3ed to the description of learning outcomes. C)("#s o, A((r#ditation9 An institution undergoing the accreditation process (y NAA) for the first time is said to (e in )ycle " and the consecutive five year periods as )ycle ', B, etc. Dar# Databas# 8 Int#rnationa" So(ia" S(i#n(#s Dir#(tor)9 Provides access to world wide information on social science, peace, and human rights research and training institutes, social science specialists, and social science periodicals. D a" d#!r##9 Pursuing two different university degrees in parallel, either at the same institution or at different institutions !sometimes in different countries&, completing them in less time than it would ta3e to earn them separately. E@SCO+ost9 Is an online reference resource with designed to cater to user needs and preferences at every level of research, with over BCH full text and secondary data(ases availa(le. E"#(ti$# (o rs#s9 A choice availa(le to students to select from among a large num(er of su(:ects. E&#r!in! ar#as9 New areas of study and research deemed important to pursue. These areas may have (een identified (y national agencies or international (odies. Enri(+&#nt (o rs#s9 Ialue added courses offered (y institution for student empowerment. They enhance the curriculum (y amplifying, supplementing and replacing such parts or features as have (ecome ineffective or o(solete. E$a" ation %ro(#ss and r#,or&s9 Assessment of learning, teaching and evaluation process and reforms to increase the efficiency and effectiveness of the system. E/t#nsion a(ti$iti#s9 The aspect of education, which emphasizes neigh(orhood services. These are often integrated with curricula as extended opportunities intended to help, serve reflect and learn. The curriculum5extension interface has educational values, especially in rural India. 9aculty development program6 Programs aimed at updating the 3nowledge and pedagogical s3ills of faculty. -anual for ,elf5,tudy 5 Affiliated )olleges Page :5 of 81

G F##dba(49 a& formative and evaluative comments given (y tutors on the performance of individual learners. (& evaluative comments made (y sta3eholders to the institution on the quality and effectiveness of a defined process. c& response from students, academic peers and employers for review and design of curriculum. Finan(ia" &ana!#&#nt9 Eudgeting and optimum utilization of financial resources. F"#/ibi"it)9 A mechanism through which students have wider choices of programmes to choose from, as well as, multiple entry and exit points for programmes = courses. G#nd#r A dit9 A tool and a process (ased on a methodology to promote organizational learning at the individual, wor3 unit and organizational levels on how to practically and effectively mainstream gender. Grad at# Attrib t#s9 8ualities, s3ills and understandings a university community agrees its students should develop during their time with the institution. These attri(utes include, (ut go (eyond, the disciplinary expertise or technical 3nowledge that has traditionally formed the core of most university courses. They are qualities that also prepare graduates as agents for social good in an un3nown future." Gr##n A dit9 The process of assessing the environmental impact of an organization, process, pro:ect, product, etc. G Gri#$an(# r#dr#ssa"9 -echanisms for receiving, processing and addressing dissatisfaction expressed, complaints and other formal requests made (y learners, staff and other sta3eholders on the institutional provisions promised and perceived. h8ind#/ (1irs(+ Ind#/)9 An index that attempts to measure (oth the productivity and impact of the pu(lished wor3 of a scientist or scholar. The index is (ased on the set of the scientist7s most cited papers and the num(er of citations that they have received in other pu(lications. The index can also (e applied to the productivity and impact of a group of scientists, such as a department or university or country.


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1 &an R#so r(# Mana!#&#nt9 The process of assessing the human power requirements, recruiting, monitoring the growth and appraising them periodically and plan the staff development programs for the professional development and provide the necessary incentives and feed(ac3. 1 &aniti#s Int#rnationa" Co&%"#t#9 A comprehensive data(ase covering :ournals, (oo3s and reference sources in the humanities. This data(ase provides citation information for articles, essays and reviews, as well as original creative wor3s including poems and fiction. Photographs, paintings and illustrations are also referenced. ICT9 )onsists of the hardware, software, networ3s and media for the collection, storage, processing, transmission and presentation of information !voice, data, text, images& as well as related services.' I&%a(t ,a(tor (IF)9 A measure of the citations to science and social sciences :ournals. The impact factor for a :ournal is calculated (ased on a three5year period and can (e considered to (e the average num(er of times pu(lished papers are cited up to ' years after pu(lication. In(in#rator9 <aste destruction in a furnace (y controlled (urning at high temperatures. In,rastr (t r#9 Physical facilities li3e (uilding, play fields, hostels etc. which help run an institutional program. Instit tiona" E"i!ibi"it) ,or . a"it) Ass#ss&#nt (IE.A)9 ligi(ility granted to an Affiliated = )onstituent colleges which are see3ing assessment and accreditation for the first time. Instit tiona" So(ia" R#s%onsibi"it) (ISR)9 9ocuses on the institution7s responsi(ilities to the pu(lic in terms of protection of pu(lic health, safety and the environment, the pu(lic ethical (ehavior and the need to practice good citizenship. G Int#rdis(i%"inar) r#s#ar(+9 An integrative approach in which information from more than one discipline is used in interpreting the content of a su(:ect, phenomenon, theory or principle. Int#rna" . a"it) Ass ran(# S)st#& (I.AS)9 ,elf regulated responsi(ilities of the higher education institutions aimed at continuous improvement of quality for achieving academic and administrative excellence.

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L#ad#rs+i%9 Term used for setting direction and create a student5focused, learning oriented climate, clear and visi(le values and high expectation (y ensuring the creation of strategies, system and methods for achieving excellence, stimulating innovation and (uilding 3nowledge and capa(ilities. L#arnin! o t(o&#s9 ,pecific intentions of a programme or module, written in clear terms. They descri(e what a student should 3now, understand, or (e a(le to do at the end of that programme or module. Librar) as a "#arnin! r#so r(#9 The li(rary holdings in terms of titles of (oo3s, :ournals and other learning materials and technology aided learning mechanism, which ena(le the students to acquire information, 3nowledge and s3ills required for their study. G N#3 t#(+no"o!i#s9 .igital tools and resources !hardware and software& and their application in the field of education. G O%#n #d (ationa" r#so r(#s9 ducational materials and resources offered freely and openly for anyone to use and under some licenses to re5mix, improve and redistri(ute. O%ti& & ti"i?ation o, in,rastr (t r#9 The infrastructure facilities are made availa(le to the student for their maximum utilization. e.g. xtended hours for computer center and li(rary, sharing of facilities for interdisciplinary and multidisciplinary programs. Or!ani?ationa" str (t r#9 The structure and functions of an institution to co5ordinate academic and administrative planning. O tr#a(+ a(ti$iti#s9 Is the practice of conducting local pu(lic awareness activities through targeted community interaction. They are guided (y a local needs assessment. *arti(i%ati$# &ana!#&#nt9 /efers to an open form of management where employees are actively involved in the institution7s decision ma3ing process. *#rs%#(ti$# d#$#"o%&#nt9 Is a (lue print regarding the o(:ectives and targets of long term growth.

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*+)si(a" ,a(i"iti#s9 Infrastructure facilities of the institution to run the educational programs efficiently and the growth of the infrastructure to 3eep pace with the academic growth of the institution. *ro!ra& o%tions9 A range of courses offered to students to choose at various levels leading to degrees= diplomas= certificates. *ro&otion o, r#s#ar(+ and r#s#ar(+ s %%ort s)st#&9 The process of promoting research culture among faculty and students (y facilitating faculty and student participation in research (udget allocation, research fellowship and other faculties. R#&#dia" (o rs#s9 )ourses offered to academically disadvantaged students in order to help them cope with academic requirements. R#s#ar(+9 ,ystematic intellectual investigations aimed at discovering, interpreting and revising human 3nowledge. R#s#ar(+ !rant9 2rant generated= received from different agencies (y the institution for conducting research pro:ects. R#s#ar(+ o t% t9 8uality research outcome (eneficial for the discipline, society, industry and dissemination of 3nowledge including theoretical and practical findings. R#so r(# &obi"i?ation9 2eneration of funds through internal and external sources such as donations, consultancy, self5financing courses and so on. S(o% s9 The world7s largest a(stract and citation data(ase of peer5reviewed literature and quality we( sources. SHR (S("&a!o Ho rna" Ran4)9 This ta3es three years of pu(lication data into account to assign relative scores to all the sources !:ournal articles, conference proceedings, review articles, etc.& in a citation networ3 !Rournals in ,)*P0, data(ase&. SNI* (So r(# Nor&a"i?#d I&%a(t %#r *#rson)9 Is the ratio of the source7s average citation count per paper in a three year citation window over the >citation potential? of its su(:ect field.

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Sta4#+o"d#r r#"ations+i%9 Affiliation and interaction with groups or individuals who have an interest in the actions of the institutions and the a(ility to influence its actions, decisions, policies, practices or goals of the organization. G Strat#!i( *"an9 A specific, action5oriented medium or long5term plan for ma3ing progress towards a set of institutional goals. Strat#!) d#$#"o%&#nt9 9ormulation of o(:ectives, directives and guidelines with specific plans for institutional development. St d#nt %ro,i"#9 The student community of the institution, their strength and the diversity in terms of economic and social strata, location and other demographic aspects such as gender, age, religion, caste, rural= ur(an. St d#nt %ro!r#ssion9 Iertical movement of students from one level of education to the next higher level successfully or towards gainful employment. St d#nt s %%ort9 9acilitating mechanism for access to information fee structure and refund policies and also guidance and placement cell with student welfare measures to give necessary learning support to the students. T#a(+#r D a"it)9 A composite term to indicate the qualification of the faculty, the adequacy meant for recruitment procedures, professional development, recognition and teachers characteristics. T#a(+in!8"#arnin! %ro(#ss9 +earner5centered education through appropriate methodologies to facilitate effective teaching and learning. T3innin! %ro!ra&&#s9 An arrangement (etween two institutions where a provider in source country A colla(orates with a provider in )ountry E to allow students to ta3e course credits in )ountry E and=or in source )ountry A. *nly one qualification is awarded (y the provider in source )ountry A. Arrangements for twinning programs and awarding of degrees usually comply with national regulations of the provider in source )ountry A. A#b o, S(i#n(#9 An online academic citation index designed for providing access to multiple data(ases, cross5disciplinary research, and in5depth exploration of specialized su(fields within an academic or scientific discipline. -anual for ,elf5,tudy 5 Affiliated )olleges Page 8> of 81

A#i!+ta!#s9 Ta3ing cognizance of the different types of educational institutions, differential scores are assigned to the criteria and 3ey aspects.

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