NAAC Inspection Readiness System (NAAC)

SMB’s NAAC Inspection Preparedness

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.

To make quality the defining element of higher education in India through a combination of self and external quality evaluation, promotion and sustenance initiatives.
⦁ To arrange for periodic assessment and accreditation of institutions of higher education or units thereof, or specific academic programmes or projects;
⦁ To stimulate the academic environment for promotion of quality 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.
SMB’s NAAC Inspection Preparedness system you can to easily create powerful, ad hoc reports and dashboards, with no IT help. Data are then imported according to NAAC’s required format.

NAAC has identified the following seven criteria to serve as the basis of its assessment procedures
Under each Criterion a few Key Indicators are identified. These Key Indicators (KIs) are further delineated as Metrics which actually elicit responses from the Higher Education Institutions (HEIs).
⦁ Curricular Activities
1.1*(U) -Curriculum Design and Development
1.1*(A) – Curriculum Planning and Implementation
1.2 Academic Flexibility
1.3 Curriculum Enrichment
1.4 Feedback System
*(U) – applicable only for Universities and Autonomous Colleges
*(A) – applicable only for the Affiliated/Constituent Colleges

⦁ Teaching- Learning and Evaluation
2.1 Student Enrolment and Profile
2.2 Catering to Student Diversity
2.3 Teaching-Learning Process
2.4 Teacher Profile and Quality
2.5 Evaluation Process and Reforms
2.6 Student Performance and Learning Outcomes
2.7 Student Satisfaction Survey

⦁ Research, Innovation and Extension
3.1 *Promotion of Research and Facilities
3.2 Resource Mobilization for Research
3.3 Innovation Ecosystem
3.4 Research Publications and Awards
3.5 *Consultancy
3.6 Extension Activities
3.7 Collaboration
*Not Applicable to Affiliated Colleges

⦁ Infrastructure and Learning Resources
4.1 Physical Facilities
4.2 Library as a Learning Resource
4.3 IT Infrastructure
4.4 Maintenance of Campus Infrastructure

⦁ Student Support and Progression
5.1 Student Support
5.2 Student Progression
5.3 Student Participation and Activities
5.4 Alumni Engagement

⦁ Governance, Leadership and Management
6.1 Institutional Vision and Leadership
6.2 Strategy Development and Deployment
6.3 Faculty Empowerment Strategies
6.4 Financial Management and Resource Mobilization
6.5 Internal Quality Assurance System (IQAS)

⦁ Institutional Values and Best Practices
7.1 Institutional Values and Social Responsibilities
7.2 Best Practices
7.3 Institutional Distinctivenes