IQAC

The NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC) is an autonomous body established by the University Grants Commission (UGC) of India to assess and accredit institutions of higher education in the country. It is an outcome of the recommendations of the National Policy in Education (1986) which laid special emphasis on upholding the quality of higher education in India. To address the issues of quality, the National Policy on Education (1986) and the Plan of Action (POA-1992) advocated the establishment of an independent national accreditation body. Consequently, the NAAC was established in 1994 with its headquarters at Bangalore.

In 2017 Ramakrishna Mission Vivekananda College (Autonomous)  graded with “A+” Grade by NAAC. 

Contact Details:

Dr. V. Chandrasekar,

Chairman

 Mail:  [email protected]

Minutes and ATR

Program Outcome / Course Outcome

Evaluation of COs & POs

Academic Calendar

Analysis of Student Satisfaction Survey 2018 – 2019

Analysis of Student Satisfaction Survey 2019 – 2020

Analysis of Student Satisfaction Survey 2020 – 2021

Functions

Some of the functions expected of the IQAC are:

1. • Development and application of quality benchmarks/parameters for the various academic and administrative activities of the institution.
   • Dissemination of information on the various quality parameters of higher education.
   • Organisation of workshops, seminars on quality related themes and promotion of quality circles.
   • Documentation of the various programmes/activities leading to quality improvement.
   • Preparation of the Annual Quality Assurance Report (AQAR) to be submitted to NAAC based on the quality parameters.

Its vision is to make quality the defining element of higher education in India through a combination of self and external quality evaluation, promotion, and sustenance initiatives.
Its mission is to arrange for periodic assessment and accreditation of institutions of higher education or units thereof, or specific academic programmes or projects;

• • To stimulate the academic environment for the promotion of quality of teaching-learning and research in higher education institutions;
  • To encourage self-evaluation, accountability, autonomy, and innovations in higher education;
  • To undertake quality-related research studies, consultancy and training programmes, and
  • To collaborate with other stakeholders of higher education for quality evaluation, promotion, and sustenance.
  • Guided by its vision and striving to achieve its mission, the NAAC primarily assesses the quality of institutions of higher education that volunteer for the process, through an internationally accepted methodology.

Value Framework

Throughout the world, the Higher Educational Institutions function in a dynamic environment and the Indian higher education system is no exception to this. As significant changes happen from time to time, there are new challenges and demands that seek innovation. The ever expanding higher education, impact of technology on educational delivery, increasing private participation and the impact of globalization (including liberal cross-border and trans-border educational imperatives) have necessitated marked changes in the Indian higher education scenario. While formulating its Core Values for Accreditation framework, NAAC is in cognizance of the swift changes and consequent metamorphosis in values pertaining to the Indian Higher Education.

Accreditation facilitates

• • Institution to know its strengths, weaknesses, and opportunities through an informed review process.
  • Identification of internal areas of planning and resource allocation
  • Collegiality on the campus.
  • Funding agencies look for objective data for performance funding.
  • Institutions to initiate innovative and modern methods of pedagogy.
  • A new sense of direction and identity for institutions.
  • Society looks for reliable information on the quality education offered.
  • Employers look for reliable information on the quality of education offered to prospective recruits.
  • Intra and inter-institutional interactions.

Grading

Institutions are graded for each Key Aspect under four categories, viz. A, B, C and D, denoting Very good, Good, Satisfactory and Unsatisfactory levels respectively. The summated score for all the Key Aspects under a Criterion is then calculated with the appropriate weightage applied to it and the GPA is worked out for the Criterion. The Cumulative GPA (CGPA), which gives the final Assessment Outcome, is then calculated from the seven GPAs pertaining to the seven criteria, after applying the prescribed weightage to each Criterion.

Advantages of CGPA

• • Letter grades converted to Numerical Grade Points. (overall score in Cumulative Grade Point Average)
  • Qualitative measurements converted to grade points
  • Wider scope for normalizing the scores
  • Extreme biases (if any) could be minimized
  • A one point difference between two letter grades, with 50 or 100 points assigned between two successive letter grades results in appreciable fine-tuning of the process.
  • Relative evaluation would be more exact, due to a reduction in variations and standard deviations
  • Inter-Peer Team variations are substantially reduced
  • With scare scope for adjustment at any stage, the peer team judgment would be more accurate

Best Practices

Revised Syllabus