NAAC New Assessment & Accreditation Framework 2024

NAAC: New Assessment &
Accreditation Framework
Enhancing Quality in Higher Education
Dr. VELU SURESH KUMAR, MA., M.Phil., Ph.D., MBA.,
Associate Professor & Head
(NAAC - IQAC Member)
PG & Research Department of Economics
H.H. The Rajah’s College (Autonomous)
Pudukkottai - 622 001
Tamil Nadu, India

I’m Dr. Velu Suresh Kumar, Associate Professor &
Head in the Department of Economics, H.H. The
Rajah’s College (Autonomous), Pudukkottai, Tamil
Nadu. My academic journey began with B.A & M.A
Degree from Ramakrishna Mission Vivekananda
College (Autonomous), Chennai, followed by a
M.Phil. in Economics from the University of Madras,
and Ph.D. from Madurai Kamaraj University.
In the field of economics, I have passed both the
State Level Eligibility Test (SLET) and the National
Eligibility Test (NET). I have been mentoring a
number of Ph.D. and M.Phil. students.
I organized two National Level Seminars sponsored
by Indian Council of Social Science and Research
(ICSSR), Government of India, New Delhi.
I have around 50 research articles published in
reputable journals. In addition to presenting 37
research papers at national and international
seminars, I’m a Life Member of the Tamil Nadu
Association of Economics (AET). I have been
appointed as an Editorial Board Member in two
reputable journals. I have acted as a review
member for more than 25 research articles
published in reputable journals.
I received the Best NSS Program Officer Award
for the academic year 2021-2022 by
Bharathidasan University, Tiruchirappalli. I have
been an IQAC Member - NAAC since 2016-
2017. From 2022-2023, I have been serving as
Single Point of Contact (SPOC) for Naan
Mudhalvan Program sponsored by Tamil Nadu
Skill Development Corporation, Government of
Tamil Nadu.

What is NAAC?
• National Assessment and Accreditation Council
• Established by UGC in 1994
• Aim: Assessing and accrediting higher education institutions in India
Why NAAC Accreditation Matters?
• Quality assurance
• Institutional benchmarking
• Stakeholder trust (students, faculty, industry)
Why the Updates?
• Reflecting global education trends
• Promoting quality improvement
• Aligning with national goals like NEP 2020
INTRODUCTION TO NAAC

ELIGIBILITY CRITERIA
The National Assessment and Accreditation Council (NAAC) has specific eligibility criteria
for institutions applying for its Assessment and Accreditation (A&A) process. These are as
follows:
1. Institutions Eligible for NAAC Accreditation
NAAC considers the following types of institutions:
• Higher Education Institutions (HEIs) such as:
• Universities (Central, State, Private, Deemed-to-be, and Open Universities recognized by
the University Grants Commission (UGC)).
• Autonomous Colleges.
• Affiliated or Constituent Colleges.
• Institutions must have regularly enrolled students in degree programs.
2. Statutory Recognition
• The institution must be recognized by a statutory body like the UGC, All India Council for
Technical Education (AICTE), Bar Council of India (BCI), National Medical Commission (NMC),
etc.

ELIGIBILITY CRITERIA
3. Minimum Years of Operation
• The institution should have completed at least six years of operation or have had at least
two batches of graduates.
4. Academic Programs
• HEIs must offer programs in at least two disciplines or fields of study.
• For Autonomous Colleges, Affiliated Colleges, and Constituent Colleges, they must offer at
least three programs at undergraduate, postgraduate, or doctoral levels.

NEW ACCREDITATION SYSTEM
• Under the supervision of Dr. K Radhakrishnan, a committee was formed to make
recommendations that emphasize a simple, technology-driven system that minimizes
manual involvement in awarding accreditations.
• 104th
meeting of the Executive Committee of NAAC (January 27, 2024) decided to implement
the recommendations made by the committee in two stages.
 Binary Accreditation
 Maturity-Based Graded Accreditation

BINARY ACCREDITATION
• Binary accreditation has been implemented on 1st
July 2024 and no new applications will be
accepted under the current methodology.
• Institutions that have already applied and are applying within 31th
June 2024 can choose
between the existing process or the new binary accreditation methodology.
• HEIs whose IIQA or SSR application are under process in the present methodology (RAF) may
opt for Binary accreditation but not later than 31st
August 2024 if they wish to do so.
• The HIEs who had already accredited shall continue to hold the accreditation with the grade
till its validity exists and apply for Maturity Based Grade Accreditation from January 2025.

BINARY ACCREDITATION
• Under this framework, the institutions will be awarded either “Accredited” or
“Not Accredited” eliminating the existing multiple-grading system such as A, B, etc..
• If the HEI gets 2.00 Cumulative Grade Point Average (CGPA) then the outcome be
“Accredited” (for a period of two years).
• If the HEI gets 1.50 and less than 2.00 CGPA then the outcome be “Provisionally Accredited”
(for a period of one year).
• If the HEI which is provisionally accredited for a period of one year, may apply again to NAAC
for getting the accreditation status after complying all the suggestions provided in the
report.
• If the HEI gets less than 1.50 CGPA then the outcome be “Not Accredited”.
• If a HIE is not accredited, they can again apply to NAAC after a period of six months.

MATURITY-BASED GRADED ACCREDITATION
• The implementation of the Maturity-Based Graded Accreditation (MBGA) framework is slated
for December 2024, providing institutions with a timeline to prepare for the transition.
• This progressive framework is designed to benchmark institutions against a continuum of
developmental stages, from nascent capabilities to global excellence.
• Each level, with its distinct characteristics and expectations, serves as both a recognition of
current standing and a roadmap to future enhancement.
• Under this framework, the HEIs will be graded between the range of Level 1 to Level 5.
 Level 1 : Emerging Institutions
 Level 2 : Developing Institutions
 Level 3 : Establishing Institutions
 Level 4 : Advanced Institutions
 Levels 1 to 4 : Institutions of National Excellence
 Level 5 : Institutions of Global Excellence for Multi-Disciplinary Research and
Education

ONE NATION ONE DATA PLATFORM
• Along with the new accreditation procedures, the committee introduced the One Nation One
Data Platform to ensure integrity and transparency in managing institutional data.
• This platform collect institutional data for grading-related purposes.
• The data submitted will be cross-verified to ensure its authenticity.
• In addition, to make the process more smooth and friendly, stakeholders validation has
been
proposed.
• This system has been designed on Trust and Data Driven with the concept of minimal
verification visits to the institution.
• However, the institutions can incur heavy penalties if the submitted data turns out to be
wrong.

• Registration
• Submission of Institutional Information for Quality Assessment (IIQA)
• Submission of Self-Study Report (SSR)
• Student Satisfaction Survey (SSS)
• Peer Team Visit (PTV)
• Decision and Announcement of Results
PROCESS OF ASSESSMENT & ACCREDITATION

METRICS PREDICTED TO BE INTRODUCED
• The NAAC is expected to introduce a structured framework comprising 10 foundational
metrics, which are strategically spread across three key areas:
 Input
 Process, and
 Output
Input Metrics
• It focus on the fundamental resources and conditions necessary for education. These include
the qualifications and diversity of faculty, curriculum relevance and flexibility, infrastructure
adequacy, and financial health.
• These metrics assess whether institutions have the necessary groundwork in place to
support high-quality education.

METRICS PREDICTED TO BE INTRODUCED
Process Metrics
• It evaluate the active application of inputs in the educational delivery system. This involves
looking at teaching methodologies, faculty-student interactions, research initiatives, and
administrative processes.
• The emphasis is on how effectively the institutions manage and implement their resources to
achieve their educational goals.
Output Metrics
• It measure the results of educational processes, highlighting the tangible outcomes that
institutions produce. These metrics evaluate academic achievements, research impact,
student employability, and broader societal contributions.
• The focus is on the end results of the educational activities and how well institutions are
preparing students for professional success and responsible citizenship.

NEW ATTRIBUTES AND METRICS
Sl.
No.
Old Attributes New Attributes Metrics
Input / Process /
Output
Weightage (%)
1 Curricular Aspects Curriculum Design 8
Input 25
2 Teaching-Learning and Evaluation Faculty Resources 6
3
Research, Innovations and
Extension
Infrastructure 6
4
Infrastructure and Learning
Resources
Financial Resources &
Management
6
5 Student Support and Progression Learning & Teaching 7
Process
75
6
Governance, Leadership and
Management
Extended Curricular
Engagements
6
7
Institutional Values and Best
Practices
Governance & Administration 8
8
Quantitative Metrics (QnM) upto
about 70% and the remaining about
30% are Qualitative Metrics (QlM)
Student Outcomes 8
Output
9
Research & Innovation
Outcomes
8
10 Sustainability Outcomes 5
* Uniqueness / Situatedness
15 Discipline
Specific Metrics
Process /
Outcome

1. Curriculum Design
Metri
c
Metric Item Metric Description
1.1
Outcome Based
Curriculum
• Academic curriculum aligns with the intended program and course outcomes,
ensuring that educational objectives are clearly defined and met.
1.2 Stakeholder Participation
• Activity participation of stakeholder - students, faculty, industry representatives,
alumni, parents, and community members in major institutional decisions, such
as curriculum changes, strategic planning, and policy development.
1.3 Curriculum Flexibility
Adaptation of curriculum to accommodate diverse student needs, learning
preferences, career goals, and rapidly evolving societal and industry demands. It
includes mechanisms like:
• Multiple Entry and Multiple Exit
• Activity-Based Curriculum
• Choice of Electives
• Twinning Programs
• Interdisciplinary Learning (Non-major, Value-Added Courses)
• Flexible Scheduling and Learning Modes
• Credit Transfer
• Cross-Institutional Collaboration
• Dual Degree Programme

Metri
c
Metric Item Metric Description
1.4
Practical and Industry
Focus
• Courses are aligned with real-world industry practices, technological
advancements, and the practical skills needed in the workforce. It includes:
Field projects/ research projects, Hands-On Learning and Internships, Industry
Partnerships and Collaboration, Use of Industry-Standard Tools and Technologies
etc.
1.5
Practical and Skill
Orientation
• Skill oriented courses aligned with National Skills Qualification Framework (NSQF)
& skill focus on equipping students with the technical competencies, problem-
solving abilities, and hands-on experiences required to succeed in their respective
fields. It can be achieved through:
• Hands-On Learning Opportunities / Collaboration with Industry / Practical
Assessment Methods / Professional Certifications
1.6
Online and Blended
Learning
• Ensure that the educational programs integrate online learning tools and
environments, either fully or in combination with traditional in-person learning
(blended learning).
• Percentage of students enrolled in online courses through SWAYAM and other
recognized platforms
• Percentage of students enrolled in blended learning programs (combining face-
to-face and digital components)
• Percentage of students enrolled in hybrid formats (learning activities both

Metric Metric Item Metric Description
1.7 Curriculum Revision
Periodic curriculum revision for keeping educational programs up-to-date in
the face of technological advances, changes in industry practices, new
research findings, and feedback from stakeholders such as students, faculty,
and employers.
1.8 Indian Knowledge System
IKS is promoted through:
• Inclusion and integration of India's rich heritage of traditional knowledge,
wisdom, and cultural values into the curriculum. It can be achieved through:
Certificate Courses / Workshops / Seminars on IKS
• Preservation and Promotion
Develop courses and research opportunities that focus on traditional Indian
sciences, medicine (Ayurveda, Siddha), arts (classical dance, music), and
philosophies (Vedanta, Yoga).
• Research and Innovation
Promotion of student project & research on IKS to explore their relevance
and application in modern contexts

2. Faculty Resources
2.1 Recruitment
Ensure that faculty requirement process are transparency and fairness. It
includes:
• Short listing based on ORDINANCES of Central / State / other Universities
• List of candidates shortlisted posted on website of the institution
• Provision of appeal against short listing
• Constitution of Selection Committees as per UGC regulation 2018
• Roster followed for selection of teachers
• Selection based on Academic Score / Written Test / Personal Interview
• Required number of teaching position as per regulatory body and
filled up posts of faculty
2.2 Pay and Allowances
• Ensure the pay and allowances are as per UGC/AICTE norms
• Guarantee timely distribution of salaries and allowances to faculty members
2.3 Faculty Diversity
Ratio of teachers with gender, cultural, academic & professional background
and geographic diversity to the total number of teachers
2.4 Faculty Development
• Percentage of faculty attended training programs through the Malviya
Mission Programme and other similar programmes approved by UGC, AICTE,
ARPIT)
• Faculty sponsored for industrial training, fellowships etc.
2.5 Faculty Retention
Percentage of faculty working in the institution continuously for the past
three years against the sanctioned post

3. Infrastructure
3.1 Physical Infrastructure
Physical infrastructure facilities includes:
• Details of Land
• Classrooms / Lecture Halls, Laboratories, Computer Labs, Workshops,
Seminar Halls, Auditoriums, Museum, Faculty Common Room,
Administrative Office, Examination Control Office, Placement Office, Library
• Grounds, Sports facilities, Gymnasium
• Central Stores, Security, Canteen, Hostel, Guest House
• Health and Wellness Center, Separate Clean Washrooms for Girls & Boys,
Clean Drinking Water Facility, Adequate Lighting Facility, Transportation
Facility
3.2 Learning Resources
Average expenditure on purchase of books, Language lab, e-books consortia
membership / subscription and digital resources added to the library year
wise
3.3 IT Infrastructure
IT infrastructure facilities includes:
• Computers
• High-speed and reliable internet
• Licensed software
• Effective Learning Management System
• AR/VR
• Virtual Labs / Classrooms

3. Infrastructure
3.4 Research Resources
Research resources includes:
• e-journals
• Membership / Subscription of e-ShodhSindhu
• Membership / Subscription of Shodhganga
• Discipline-specific Databases
• Plagiarism Check Software
• Licensed Statistical Software
• Discipline specific Simulation Software
3.5 Divyangjan Friendly Facilities
Divyangjan friendly (barrier free environment) facilities includes:
• Built environment with ramps/lifts for easy access to classrooms
• Divyangan friendly washrooms
• Signage including tactile path, lights, display boards and signposts
• Assistive technology and facilities for Divyangjan - accessible website,
screen-reading software, mechanized equipment
• Provision for enquiry and information - Human Assistance, Reader, Scribe,
Soft Copies of Reading Material, Screen Reading
3.6 Innovation Resources
Availability of innovation / tinkering labs, fabrication lab, technology business
incubators

4. Financial Resources & Management
4.1 Capital Income
Income received from sources such as: government grants, management
contributions, loans, donation, endowments etc.
4.2 Revenue Income
Income generated from sources such as: student fees, R&D grants, salary
grants, alumni contribution, consultancy services, cafeterias and bookstores
etc.
4.3 Capital Expenditure
Expenditure that create or improve long-term assets of the HEIs, life
exceeding one year.
• Amount spent on construction of new institutional buildings, academic
infrastructure including classrooms, laboratories, libraries, hostels, purchase
of major equipment for research, teaching or administration
• Land acquisition for future development
• Renovation or up-gradation to existing infrastructure
• Payment of rentals
4.4 Revenue Expenditure
Expenditure incurred for the day-to-day operations of the HEIs. These
expenses are considered as “consumed” within the accounting period and are
fully reflected in the year’s financial statements.
• Salaries, administration
• Utilities (electricity, water, waste disposal)
• Library resources (subscriptions, books, digital resources)
• Maintenance and repair of existing infrastructure

4. Financial Resources & Management
4.5 Sustainability & Growth
Strategies for financial sustainability and growth:
• Corpus created
• Investments
• Plans for increasing capital and revenue income
• Decentralized budgeting
4.6
Financial Controls & Risk
Management
Mechanisms of financial control:
• Internal audits
• External/statutory audits
Risk Management approaches:
• Risk Identification
• Continuous Monitoring
• Risk Communication
• Develop Policies and Procedures

5. Learning & Teaching
5.1 Pedagogical Approaches
Teaching learning techniques includes:
• Lecture based teaching-learning
• Group-teaching and learning
• Individual learning / self study
• Kinesthetic learning
• Expeditionary learning
• Inquiry based learning
• Game based learning
• Technology based learning
• Peer teaching
• Learning through problem-solving, etc.,
5.2
Internship, Field projects
etc
Percentage of students undertaking internships and field Projects
5.3 Assessment
The Continuous Evaluation system of the institution is conducted at different
intervals using different methods like:
• MCQ
• Portfolio
• Case study
• Open book exam/ take home exercises
• Projects/Assignments

5.4
Academic Grievance
Redressal
The Grievance redressal system in the academic areas includes:
• Sharing copies of answer script
• Re-totaling
• Re-evaluation
• Faculty consultation on student performance
• Attendance
• Any other
5.5 Catering to Diversity
Support for Differential Learning needs includes:
• Inclusive remedial teaching
• Peer assisted remedial teaching
• Multi-Sensory remedial teaching
• Skill based teaching
• Individualized teacher interventions
• Language barrier remedial

5.6
Learning Management
System
The Institutional LMS includes:
• Sharing teaching material
• Submission of assignments
• Mobile learning
• E-discussion platforms
• Assessment outcome
• Blended learning support
• Asynchronous learning
5.7 Industry Academic Linkage
Nature of industry academia collaboration includes:
• Lectures from Industry experts
• Organising seminar/conference
• Collaborative workshop with industry and stakeholders
• Internship

6. Extended Curricular Engagements
6.1
Technical/Domain
related Clubs activities &
Technical Festivals
• Number of Technical / Domain Clubs with number of students, club wise
activities
• Number of institutions participated in the technical festivals, involvement of
industry bodies, establishment of chapters of professional bodies, etc.
6.2
Hackathon & Ideation
Workshops
• Number of students participated in hackathons / workshops
• Number of hackathons conducted by institution with number of external
students participated
6.3
Cultural Clubs Activities
& Festivals
• Number of Cultural Clubs with number of students, club-wise activities
• Number of institutions participated in the cultural festivals, etc.
6.4
Mental Health Clubs &
Activities
Number of activities/ clubs involved in promoting mental health (Yoga),
meditation, counselling etc.

6. Extended Curricular Engagements
6.5
Sports Clubs / Teams &
Activities
• Number of students participated in the sports events organsied by other
institutions at the state and national levels
• Sports events organized by the Institution
6.6
Community related
activities including UBA
(i) Social awareness and impact created by the institution on communities can be
illustrated through:
• Improving sex ratio, literacy levels, GER
• Educating rural students, Promoting village sports
• Empowered Women Communities
• Promoting village sports
• Any other
(ii) Hygene related activities - Clean village, Disease free village, Eco-friendly
communities/village, Medical camps, blood donation camps
(iii) Adoption of villages under Unnat Bharat Abhiyan (UBA)

7. Governance & Administration
7.1 Statutory Compliance
The Acts, Statutes, Ordinances, Regulations of the university are formed
following statutory guidelines and the public disclosure in HEI website
includes display of:
• Acts, Statutes, Regulations and Ordinances
• Details of the members of different statutory committees and their functions
• Frequency of meetings and Minutes of meetings
• Annual reports
• Academic regulation, calendar, circulars etc.
• Curriculum and regulations with CO/PO
7.2
Institutional Development
Plan
HEI clearly stated its vision and mission and oriented well drafted institutional
development plan (IDP) by promoting the same through:
• Displaying vision and mission statement in various strategic locations, on the
website, brochures, and advertisements
• The IDP along with long term goals, Operational Goals, clearly defined
milestones are widely published and hosted in institutional website
• The regular academic and administrative audit accounts and re-orient the
institutional activities towards the IDP
•

7.3 e-Governance
Implementation of Digital India initiatives of GOI and others g-Gov initiatives
through
• Digital India policy guidelines
• NAD and ABC implementation
• Administration including complaint management and paper less office
• Finance and Accounts though digital systems
• Student Admission and Support though e-governance platform
• Digital services in augmenting examination section
• Use of Samarth e-governance platform
• Any other
7.4
Student and Employee
Welfare
Effective Employee Welfare provisions for teaching, non-teaching staff and
other beneficiaries which includes following:
• Subsidized interest / interest free loans or consideration / concession to
employees' dependents in admission
• Health & life Insurance schemes
• Support through in-campus infrastructure facilities like in-house crèche,
school(s), staff quarters, hospital, and other facilities
• Policy on various leaves and academic concessions
• Safety audit and resultant maintenance for continuous quality living &
ambience

7.5
Grievance Handling
Mechanism
Institutional level grievance handling mechanisms is available and has the
redressal cells to resolve grievances including sexual harassment and ragging
cases.
• Women Anti Sexual-Harassment Cell
• Anti Ragging Cell
• Counseling Centre
• Grievance Redressal Cell
• Ombudsman
• Any other
7.6 Quality Assurance System
The institution has dynamic Internal Quality Assurance Centre/System and its
facets are:
• Well represented as per the guidelines of NAAC.
• It intertwine its activities with several bodies and committees of the
institution evidencing through record keeping of data.
• It aligns its initiatives with IDP conducts orientation programs on
institutional quality, seminars, workshops, inter-university collaborations and
other measures.
• Regularly conducts Academic Administrative audits and assess the
granularity of performance using data-driven approach and provides feed
back to the system.
• Plays crucial role in participating in Ranking and Accreditation exercises at

7.7 Effective Leadership
Effective leadership is reflected in various Institutional practices through:
• Adequate representation of stake holders in decision-making
• Effective delegation of powers
• Establishing effective communications
• Effective feedback system
• Layered Approval
• Provision of escalation levels on important organizational aspects
7.8
Inter University
Collaboration
The University promotes National and international collaborations to provide
exposures to its faculties ad students through:
• Networking and sharing resources
• Consortiums
• Mentoring institutions
• Collaborative research

8. Student Outcomes
8.1 Placement / Employment
Percentage of graduates employed through campus placements or otherwise
along with details of median salary
8.2 Academic Progression Percentage of graduates progressed to Higher Education and Research
8.3
Self Employment /
Entrepreneurship
Percentage of graduated students becoming entrepreneur/self-employed
during the last three years
8.4 Competitive Exams
Percentage of graduated students qualifying in NET/SLET/GATE/UPSE/
GPAT/GMAT/CAT/CEED/
8.5
Awards / Prizes /
Recognitions in curricular &
Extended Curricular Areas
• Number of external Academic Awards and Recognitions received by the
students in the assessment period
• Number of awards/ medals for outstanding performance in curricular, co-
curricular & extra Curricular activities and sports at state/ regional/ national/
International events for students
8.6 Enrolment Ratio
Percentage of students admitted in first year of the program against the
sanctioned seats intake
8.7 Graduation Rate
Percentage of students completed the program in stipulated time against the
enrollment
8.8
Student / Alumni Learning
Experience
Through Survey

9. Research & Innovation Outcomes
9.1 External Research Grants
Number and amount of externally funded research project per faculty
through Government and non-government sources such as industry,
corporate houses, international bodies for research project
9.2 Research Publications
Weighted number of peer reviewed research publications per faculty in
Journals listed in SCOPUS/Web of Science/UGC Care list, conference
proceedings /book chapters (Indexed and external only) per teacher
9.3 Research Quality
Implementation of robust plagiarism detection systems and promote a
culture of integrity in research
9.4 Ph.D Awarded Number of PhDs awarded by the institution per full-time teacher
9.5 Research Fellowships Number of research fellowships (JRF/SRF) received by the institution
9.6 IPRs Produced
Total number of IPR including patent, copyright, trademark granted in the last
three years
9.7 Research Collaboration
Collaboration with national/international institutions of higher ranking
/industries with their focus which includes:
• Interdisciplinary research
• Inter-University national/international faculty
• Community based research
• Technology transfer

10. Sustainability Outcomes
10.1 Community Activity
Number of camps conducted by NSS/NCC and other organized bodies for
community activities (percentage of students participated)
10.2
Waste & Water
Management
The institution effectively implements measures to conserve resources and
manage waste though:
• Rain water Harvesting Structures like Bore well recharge, Open well
Recharge, Check dams, percolation and the like.
• Waste water recycling plant
• Divided water distribution system for recycled water
• Maintenance of natural water bodies inside or outside campus
• Segregation of Solid waste at source
• Bio-waste management plants
• E-waste management
• Bio-Medical Waste management
• Paper waste recycling plants
10.3
Processing towards Net
Zero
The facilities for alternate sources of energy and energy conservation
measures the institution includes:
• Solar energy
• Wind energy
• Biogas plant
• Wheeling to the grid
• Sensor-based energy conservation

10. Sustainability Outcomes
10.4 Green Audit and Initiatives
Environmental quality of the institution and its surrounding is regularly
monitored by:
• Energy Audit
• Carbon sequestration
• Measuring Air Pollution
• Water Budgeting
• Maintaining Clean and Green Campus
• Out of campus initiatives
10.5
Collaborations with
Industry / NGOs
Collaborations of the institution with Industries, NGO and chapters of
recognized bodies can be illustrated through:
• Active NCC units of Air/Navy/Army wings
• Active NSS units with course of activities
• Collaboration with industries as part of their CSR activities
• Social service and community awareness Programs organized in
collaboration with NGO like blood donation camp, tree plantation drive,
disaster relief camp, Swachh Bharat initiatives etc.

Practical Steps to be taken by HEIs
1: Achieve and Maintain MBG Accreditation
Assess Your Current Maturity Level:
• Conduct an internal audit to evaluate performance in governance, teaching quality, research, and
societal impact.
• Identify gaps that could hinder achieving MBG.
Focus on Core Evaluation Areas:
• Strengthen leadership structures, such as Executive and Academic Councils.
• Improve faculty-to-student ratios and offer regular professional development programs for teachers.
• Establish dedicated research centres and interdisciplinary programs.
Create a Roadmap for Continuous Improvement:
• Break down goals into short-term (1 year), medium-term (3 years), and long-term (5 years) plans.
• Regularly review and adjust strategies based on progress.

2: Optimize NIRF Rankings
Enhance Research Output:
• Encourage faculty to publish in high-impact journals.
• Collaborate with industries for sponsored research and innovation projects.
Improve Placement Records:
• Build strong partnerships with industry leaders for internships and job placements.
• Offer career counselling and skills development programs for students.
Invest in Inclusivity and Infrastructure:
• Increase diversity in student admissions and faculty recruitment.
• Modernize classrooms, laboratories, and libraries to meet global standards.

3: Strengthen Governance and Leadership
Establish Transparent Governance Models:
•Form committees with clear roles and responsibilities, such as Academic, Finance, and Grievance
Committees.
• Digitize governance processes for transparency and accountability.
Recruit and Train Leaders:
• Hire experienced individuals for leadership roles.
• Offer leadership development programs for faculty members.
Engage Stakeholders:
• Include students, faculty, and alumni in decision-making processes to foster inclusivity and ownership.

4: Prepare for Rolling Reviews and Continuous Monitoring
Set Up a Monitoring System:
• Create a dedicated accreditation team to track performance metrics and ensure compliance with new
standards.
• Use data analytics tools to monitor progress in key areas.
Conduct Regular Self-Reviews:
• Schedule biannual or quarterly internal reviews to evaluate academic and operational performance.
• Address identified issues promptly to avoid falling behind.
• Develop a Reporting Culture.
• Document achievements, challenges, and improvements in a structured format.
• Prepare for UGC and NAAC inspections by maintaining updated records.

5: Secure Financial and Infrastructure Readiness
Build and Maintain the Corpus Fund:
• Ensure the required corpus fund is properly allocated and documented.
• Use the interest generated from the fund solely for development activities.
Upgrade Infrastructure:
• Develop smart classrooms, advanced labs, green campuses, and quality hostels.
• Enhance student facilities like recreation centers, healthcare, and counseling spaces.
Plan for Long-Term Sustainability:
• Diversify income streams through consulting, research projects, and collaborations with industries.
• Maintain financial transparency through regular audits.

6: Focus on Societal Impact and Community Engagement
Engage with Communities:
• Launch outreach programs for skill development and education in underprivileged areas.
• Partner with NGOs and government bodies for social projects.
Foster Student Involvement:
• Encourage students to participate in community initiatives and projects.
• Integrate community service into academic curricula.
Track and Showcase Impact:
• Regularly measure and report your institution’s societal contributions.
By taking these practical steps, institutions can prepare themselves for the challenges and opportunities
posed by the new NAAC reforms.

Thank you
Email: vskprd@gmail.com
Mobile: +91-99657 89273

NAAC New Assessment & Accreditation Framework 2024

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NAAC New Assessment & Accreditation Framework 2024