IQAC

Introduction

In pursuance of its Action Plan for performance evaluation, assessment and accreditation and quality up-gradation of institutions of higher education, the National Assessment and Accreditation Council (NAAC), Bangalore proposes that every accredited institution should establish an Internal Quality Assurance Cell (IQAC) as a quality sustenance measure. Since quality enhancement is a continuous process, the IQAC will become a part of the institution’s system and work towards realization of the goals of quality enhancement and sustenance. The prime task of the IQAC is to develop a system for conscious, consistent and catalytic improvement in the overall performance of institutions. For this, during the post-accreditation period, institutions need to channelize its efforts and measures towards promoting the holistic academic excellence including the peer committee recommendations.

Aim

The main aim of IQAC is to develop a system for the enrichment of the institute through various measures focusing on improvement in infrastructure through the RUSA Infrastructure Grant. IQAC monitors the judicious utilization of Equipment in labs, ICT for classrooms, up-gradation of the library (purchase of library books, furniture, etc.), construction of common rooms for girls & boys, and up-gradation of the gymnasium, etc. It also works as a guiding force for carrier advancement for faculty, safety measures for girls in and around the campus, and extension activities for environmental awareness.

Committee Members

Functions

The IQAC shall have the following functions:

• Development and application of quality benchmarks/parameters for the various academic and administrative activities of the Institution.
• Facilitating the creation of a learner-centric environment conducive for quality education and faculty maturation to adopt the required knowledge and technology for participatory teaching and learning process.
• Arrangement for feedback responses from students, parents and other stakeholders on quality-related institutional processes.
• Dissemination of information on the various quality parameters of higher education.
• Organization of inter and intra institutional workshops, seminars on quality related themes and promotion of quality circles.
• Documentation of the various program/activities of the Institution. Leading to quality improvement.
• Acting as a nodal agency of the Institution. for coordinating quality-related activities, including adoption and dissemination of good practices.
• Development and maintenance of Institutional database through Management Information System for the purpose of maintaining / enhancing the institutional quality.
• Development of Quality Culture in the Institution.
• Preparation of the Annual Quality Assurance Report (AQAR) as per guidelines and parameters of NAAC, to be submitted to NAAC.

Benefits

• Ensure heightened level of clarity and focus in institutional functioning towards quality enhancement.
• Ensure internalization of the quality culture.
• Ensure enhancement and coordination among various activities of the institution and institutionalize all good practices.
• Provide a sound basis for decision-making to improve institutional functioning.
• Act as a dynamic system for quality changes in HEIs.
• Build an organised methodology of documentation and internal communication.

Feedback Forms

Who are the stakeholders in higher education? Naturally, the answer is: all those who are favourably affected if the institutions of higher education provide quality education and, conversely, are adversely affected otherwise. Thus, a stakeholder (with regard to an institution of higher education) is a person (or group) that has an interest in the activities of the institution. From this viewpoint, the teachers, both working and superannuated; the students, those presently receiving education in the institution and the alumni; the parents and the non-teaching staff are the direct (or internal) stakeholders since they are directly connected to the institution concerned. In a larger perspective, the students who belong to the catchment domain of the institution of higher education and hence are likely to be admitted to the institution, the industries, the service sector, other educational establishments, the government, etc. that may depend on the institution for the supply of educated/skilled human resources or educational/ research services are all indirect (or external) stakeholders. The people of the area in which the institution of higher education is located also are the indirect stakeholders. An awareness to the perception of those stakeholders as well as the suggestions that they may give, are, therefore, very important for maintaining and improving the quality of services rendered by the institution of higher education. The format for obtaining the perception and suggestions of different (direct or internal) stakeholders concerned with Shri Lal Bahadur Shastri National Sanskrit University is given below.

These feedback forms should be returned by post/email to IQAC on below email

IQAC Feedback Form