National Assessment and Accreditation Council (NAAC), Bengaluru

UnifiedManual for Health Sciences Colleges - in RAF

(for affiliated / Constituent Colleges, applicable for all cycles and re-
assessment)
 PREFACE
It is heartening that National Assessment and Accreditation Council (NAAC) has
come out with renewed spirit to fine tune its process of assessment and accreditation. In
sync with the local, regional and global dynamics of the higher education sector, the
process, tools and methodology also need to be dynamic. Since July 2017, the NAAC has
unfolded the new methodology and unveiled new process and instruments of assessment
and accreditation. The main focus of the revision process has been to enhance the
redeeming features of the accreditation process and make them more robust, objective,
transparent and scalable as well as make it ICT enabled. It is further heartening to note
that the ICT enabled new process has cut down the duration of the accreditation process
considerably.

As always, the NAAC had to cater to the dynamic demands of the sector including that of
the Health Sciences Universities and Colleges for a renewed manual that would take care
of the discipline specific requirements. With the previous Health Sciences Manual
forming the backdrop, the NAAC had to depend on the feedback of the stakeholders,
outcome of the Pilot Study, inputs from the Expert Group Meetings, and come out with a
comprehensive manual for Health Sciences institutions. The expert group comprising
eminent academicians from the University and Colleges, domain experts and the NAAC
experts have evolved a manual that is technology enabled and all encompassing. The
Higher Education Institutions (HEIs) have to take cognizance of the new methodology
and the Manual for their efforts in seeking accreditation.

It is hoped that the Manuals of Health Sciences for Universities and Colleges will help the
HEIs to prepare for the revised process of Assessment and Accreditation.

In an effort to enhance the accountability in the entire process, the institutions as well as
other stakeholders are required to keep track of the latest developments profiled on the
website of the NAAC from time to time.

The Core Working Group and Sectoral Working Groups consisting of experts from the
Health Sciences domain and the contribution of the officials of NAAC in the development
of the manual would no doubt go a long way in making the entire process of A&A more
effective and efficient. The services of all the experts are gratefully acknowledged.

I deem it a privilege to acknowledge the immense contribution made by Dr. Latha

Pillai, Senior Adviser, NAAC and also Prof. H. K. AnanthaSubba Rao,
Academic Consultant, NAAC in the development of the Manuals for the A&A
process of institutions of Health Sciences.

Bengaluru
(Prof. S. C. Sharma)
Director, NAAC

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 CONTENTS .

SECTION A: Guidelines for Assessment and Accreditation

I. Introduction
Vision and Mission
Core Values
II. Assessment and Accreditation of Higher Education Institutions
Revised Assessment and Accreditation (A&A) Framework
Focus of Assessment
III. Quality Indicator Framework (QIF) - Description
IV. Eligibility for Assessment and Accreditation by NAAC
V. Approaches / Policies adopted
VI. Statistical Information about the Metrics -
VII. The Assessment Process -
VIII. Procedural Details
IX. Assessment Outcome
Calculation of Institutional CGPA
X. Mechanism for Institutional Appeals
XI. Re-Assessment
XII. Subsequent Cycles of Accreditation
XIII. Fee Structure and other Financial Implications
XIV. Getting Ready for Submission of Self - Study Report (SSR)
XV. Mandatory Disclosure on HEI’s Website

SECTION B: Data Requirements for Self - Study Report (SSR)

1. Executive Summary
2. Profile of the College
3. Extended Profile of the College
4. Quality Indicator Framework (QIF)
5. Data Templates/Documents (Quantitative Metrics)

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 SECTION C:Appendices
1. Appendix 1: Glossary and Notes
2. Appendix 2: Abbreviations
3. Online Student Satisfaction Survey Questionnaire for Health Sciences
Universities (Applicable for all cycles and for Re-Assessment).

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 SECTION A: GUIDELINES FOR ASSESSMENT AND

ACCREDITATION OF HEALTH SCIENCES INSTITUTIONS

This Section presents the NAAC framework for Assessment and Accreditation
based on the Core Values and Criteria for assessment and Key Indicators.
Further, it details out the procedures for institutional preparation forfilling
the Self Study Report online, Peer Assessment and the final Outcome of
Accreditation. The procedure for re-assessment, mechanism for institutional
appeals and accreditation of subsequent cycles are also presented.

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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 Programmes in new and
emerging areas have improved access to higher education. At the same time, it has also led to
widespread concern on the quality and relevance of the higher education. To address these
concerns, the National Policy on Education (NPE, 1986) and the Programme of Action (PoA,
1992) spelt out strategic plans for the policies and advocated the establishment of an independent
National Accreditation Agency. Consequently, the National Assessment and Accreditation
Council (NAAC) was established in 1994 as an autonomous Institution of the University Grants
Commission (UGC) with its Head Quarter in Bengaluru. The mandate of NAAC as reflected in
its vision statement is in making quality assurance an integral part of the functioning of Higher
Education Institutions (HEIs).

The NAAC functions through its General Council (GC) and Executive Committee (EC)
comprising educational administrators, policy makers and senior academicians from a cross-
section of Indian higher education system. The Chairperson of the UGC is the President of the
GC of the NAAC and the Chairperson of the EC is an eminent academician nominated by the
President of GC (NAAC). The Director is the academic and administrative head of NAAC and is
the member-secretary of both the GC and the EC. In addition to the statutory bodies that steer its
policies and core staff to support its activities, the NAAC is advised by the advisory and
consultative committees constituted from time to time.

Vision and Mission

The vision of NAAC 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.
The mission statements of the NAAC aim at translating the NAAC‟s vision into action plans
and define NAAC‟s engagement and endeavor as given below:
 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 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 with other stakeholders of higher education for quality evaluation, promotion
and sustenance.

Striving to achieve its goals as guided by its vision and mission statements, NAAC primarily
focuses on assessment of the quality of Higher Education Institutions in the country. The NAAC
methodology for Assessment and Accreditation is very much similar to that followed by Quality

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Assurance (QA) agencies across the world and consists of self-assessment by the Institution
along with external peer assessment organized by NAAC.

Core Values

Throughout the world, Higher Education Institutions (HEIs) 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
globalization (including liberal cross-border and trans-national educational imperatives), have
necessitated marked changes in the Indian higher education system. These changes and the
consequent shift in values have been taken into cognizance by NAAC while formulating the core
values. Accordingly, in order to ensure external and internal validity and credibility, the QA
process of NAAC is grounded within a value framework which is suitable and appropriate to the
National context.

The accreditation framework of NAAC is thus based on five core values detailed below.

(i) Contributing to National Development

Most of the HEIs have a capacity to adapt to changes and at the same time, pursue the
goals and objectives that they have set forth for themselves. Contributing to national development
has always been an implicit goal of Indian HEIs. The role of HEIs is significant in human
resource development and capacity building of individuals, to cater to the needs of the economy,
society and the country as a whole, thereby, contributing to the development of the Nation.
Serving the cause of social justice, ensuring equity and increasing access to higher education are
a few ways by which HEIs can contribute to the national development. It is therefore appropriate
that the Assessment and Accreditation (A&A) process of NAAC looks into the ways HEIs have
been responding to and contributing towards National Development.

(ii) Fostering Global Competencies among Students

The spiraling developments at the global level also warrant that the NAAC includes in its
scope of assessment skill development of students, on par with their counterparts elsewhere in the
world. With liberalization and globalization of economic activities, the need to develop skilled
human resources of a high caliber is imperative. Consequently, the demand for internationally
acceptable standards in higher education is evident. Therefore, the accreditation process of
NAAC needs to examine the role of HEIs in preparing the students to achieve core competencies,
to face the global challenges successfully. This requires that the HEIs be innovative, creative
andentrepreneurial in their approach. Towards achieving this, HEIs may establish collaborations
with industries, network with the neighborhood agencies/bodies and foster a closer relationship
between the “world of competent-learning” and the “world of skilled work”.

(iii) Inculcating a Value System among Students

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 Although skill development is crucial to the success of students in the job market, skills
are of less value in the absence of appropriate value systems. The HEIs have to shoulder the
responsibility of inculcating desirable value systems among students. In a country like India, with
cultural pluralities and diversities, it is essential that students imbibe the appropriate values
commensurate with social, cultural, economic and environmental realities, at the local, national
and universal levels. Whatever be the pluralities and diversities that exist in the country, there is a
persisting concern for inculcating the core universal values like truth and righteousness apart
from other values emphasized in the various policy documents of the country. The seeds of
values such as cooperation and mutual understanding during the early stages of education have to
be reiterated and re-emphasized at the higher education also through appropriate learning
experiences and opportunities. The NAAC assessment therefore examines how these essential
and desirable values are being inculcated in the students, by the HEIs.

(iv) Promoting the Use of Technology

Most of the significant developments that one can observe today can be attributed to the
impact of Science and Technology. While the advantages of using modern tools and
technological innovations in the day-to-day-life are well recognized, the corresponding changes
in the use of new technologies, for teaching learning and governance of HEIs is an ongoing
process. Technological advancement and innovations in educational transactions have to be
undertaken by all HEIs, to make a visible impact on academic development as well as
administration. At a time when our educational Institutions are expected to perform as good as
their global partners, significant technological innovations have to be adopted. Traditional
methods of delivering higher education have become less motivating to a large number of
students. To keep pace with the developments in other spheres of human endeavor, HEIs have to
enrich the learning experiences of their students by providing them with state-of-the-art
educational technologies. The campus community must be adequately prepared to make use of
Information and Communication Technology (ICT) optimally. Conscious effort is also needed to
invest in hardware and to orient the faculty suitably.

In addition to using technology as a learning resource, managing the activities of the

Institution in a technology-enabled way will ensure effective Institutional functioning. For
example, documentation and data management in the HEIs are areas where the process of
assessment by NAAC has made a significant impact. Moving towards electronic data
management and having Institutional website to provide ready and relevant information to
stakeholders are desirable steps in this direction. In other words, effective use of ICT in HEIs will
be able to provide ICT literacy to the campus community, using ICT for resource sharing and
networking, as well as adoptingICT-enabled administrative processes. Therefore, NAAC
accreditation would look at how the HEIs have put in place their electronic data management
systems and electronic resources and their access to internal and external stakeholders
particularly the student community.

(v) Quest for Excellence

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 Contributing to nation-building and skills development of students, HEIs should
demonstrate a drive to develop themselves into centers of excellence. Excellence in all that they
will contribute to the overall development of the system of higher education of the country as a
whole.

This „Quest for Excellence‟ could start with the assessment or even earlier, by the
establishment of the Steering Committee for the preparation of the Self - Study Report (SSR) of
an Institution. Another step in this direction could be the identification of the strengths and
weaknesses in the teaching and learning processes as carried out by the Institution.

The five core values as outlined above form the foundation for assessment of Institutions
that volunteer for accreditation by NAAC. The HEIs may also add their own core values to these
in conformity with the goals and mission.

II. ASSESSMENT AND ACCREDITATION OF HIGHER

EDUCATION INSTITUTIONS
The NAAC has been carrying out the process of quality assessment and accreditation of
HEIs over the past two decades. Several HEIs have gone through this process and a sizeable
number has also undergone subsequent cycles of accreditation. True to its commitment for
promoting quality culture in HEIs in consonance with the overall developments in the field of
education as well as the outside world, NAAC has strived to be sensitive to these and adequately
reflect these in its processes. The A&A process of NAAC continue to be an exercise in
partnership of NAAC with the HEI being assessed. As is known by now, the A&A process of
NAAC is being revised and this revision attempts to enhance such a partnership. Over years the
feedback procured from the HEIs, other stakeholders and the developments in the national scene
– all have contributed for the revision process of NAAC.

Revised Assessment and Accreditation(A&A)Framework

The Revised Assessment and Accreditation Framework is launched in July 2017. It
represents an explicit Paradigm Shift making it ICT enabled, objective, transparent, scalable and
robust. The Shift is:

 from qualitative peer judgement to data based quantitative indicator evaluation with
increased objectivity and transparency
 towards extensive use of ICT confirming scalability and robustness
 in terms of simplification of the process resulting in drastic reduction in number of
questions, size of the report, visit days, and so on
 introducing Pre-qualifier for peer team visit, as 25% of system generated score
 introducing System Generated Scores (SGS) with the combination of online evaluation
(about 70%) and peer judgement (about 30%)
 in introducing the element of third party validation of data 

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  in providing appropriate differences in the metrics, weightages and benchmarks to
universities and affiliated/constituent colleges
 in revising several metrics to bring in enhanced participation of students and alumni in the
assessment process

Focus of Assessment
The NAAC continues with its focus on quality culture of the Institution in terms of
Quality Initiatives, Quality Sustenance and Quality Enhancement, as reflected in its vision,
objectives, operations and the processes. Experience has reiterated that these can be ascertained
either by on site observations and/or through the facts and figures about the various aspects of
Institutional functioning. The Revised Manual places greater emphasis in the latter as reflective
of internal Institutional processes.

In line with NAAC‟s conviction that quality concerns are Institutional, Quality
Assessment (QA) can better be done through self-evaluation. The self-evaluation process and the
subsequent preparation of the Self Study Report (SSR) to be submitted to NAAC involves the
participation of all the stakeholders – management, faculty members, administrative staff,
students, parents, employers, community and alumni. While the participation of internal
stakeholders i.e. management, staff and students provide credibility and ownership to the activity
and could lead to newer initiatives, interaction with the external stakeholders facilitate the
development process of the Institution and their educational services. Overall, the QA is expected
to serve as a catalyst for Institutional self-improvement, promote innovation and strengthen the
urge to excel.

It is attempted to enlarge the digital coverage of the entire process of A&A. This, it is
believed, will not only accelerate the process but also bring in greater objectivity into the process.

The possible differentiation required in respect of HEIs which are going for subsequent
cycles of A&A, appropriate scope has been provided in the Process. This will allow the HEIs to
appropriately represent the developments they have attempted after the previous A&A cycle.

III. QUALITY INDICATOR FRAMEWORK (QIF) - DESCRIPTION

The criteria based assessment forms the backbone of A&A process of NAAC. The seven criteria
represent the core functions and activities of a HEI. In the revised framework not only the
academic and administrative aspects of Institutional functioning but also the emerging issues
have been included. The seven Criteria that would serve as basis for assessment of HEIs are:

1. Curricular Aspects
2. Teaching-Learning and Evaluation
3. Research, Innovations and Extension
4. Infrastructure and Learning Resources
5. Student Support and Progression
6. Governance, Leadership and Management
7. Institutional Values and Best Practices
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Under each Criterion, a set of few Key Indicators are identified. These Key Indicators (KIs) are
further delineated as Metrics which actually elicit responses from the HEIs. These seven criteria
along with their KIs are detailed below explicating the aspects they represent.

Criterion I: - Curricular Aspects

The Curricular Aspects are the mainstay of any educational Institution. However, the
responsibilities of various HEIs in this regard vary depending on their administrative standing.
That is, an Affiliated College is essentially a teaching unit which depends on a larger body
namely affiliating university for legitimizing its academic and administrative processes. Its
engagement with curricular aspects is mainly in their implementation while its participation in
curriculum development, procedural detailing, assessment procedures as well as certification is
peripheral and these are “givens‟‟. Whereas a University has the mandate to visualize appropriate
curricula for particular programmes, it has to revise/update them periodically to ensure that the
outcomes of its programmes are defined by its bodies.

Criterion I pertains to the practices of an Institution in initiating a wide range of

programme options and courses that are in tune with the emerging national and global trends and
relevant to the local needs. Apart from issues of diversity and academic flexibility, aspects on
career orientation, multi-skill development, feedback system and involvement of stakeholders in
curriculum updating are also gauged.

The focus of Criterion I is captured in the following Key Indicators:

KEY INDICATORSss

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
1.1 Curricular Planning and Implementation
The Affiliating/Constituent Colleges have rather limited role in curriculum
designing and development. They adopt the curriculum overview provided by the
respective Affiliating Universities. Each college operationalizes the curriculum within the
overall framework provided, in one‟s own way depending on its resource potential,
Institutional goals and concern and so on. That is, each college visualizes the way the
curriculum has to be carried out – activities, who, how, when etc. This process makes
each Institution unique and reflects on the concern of the college for quality in the form
of values emphasized, sensitivities focused on, etc.

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1.2 Academic Flexibility
Academic flexibility refers to the freedom in the use of the time-frame of the
courses, horizontal mobility, inter-disciplinary options and others facilitated by curricular
transactions. Supplementary enrichment programmes introduced as an initiative of the
college, credit system and choice offered in the curriculum, in terms of programme,
curricular transactions and time-frame options are also considered in this key indicator.
1.3 Curriculum Enrichment

Holistic development of students is the main purpose of curriculum. While this is

attempted through prescribing dynamic and updated curricular inputs, the HEI is expected
to have provision for added courses and activities which may not be directly linked with
one‟s discipline of study but contribute to sensitizing students to cross-cutting issues
relevant to the current pressing concerns both nationally and internationally such as
gender, environment and sustainability, human values and professional ethics,
development of creative and divergent competencies.

1.4 Feedback System

The process of revision and redesign of curricula is based on recent developments

and feedback from the stakeholders. The feedback from all stakeholders in terms of its
relevance and appropriateness in catering to the needs of the society, economy and
environment helps in improving the inputs.A HEI with the feedback system in place will
have an active process of not only collecting feedback from all stakeholders, but also
analyzing it and identifying and drawing pertinent pointers to enhance the learning
effectiveness.

Criterion II: - Teaching Learning and Evaluation

Criterion II pertains to the efforts of an Institution to serve students of different
backgrounds and abilities, through effective teaching-learning experiences. Interactive
instructional techniques that engage students in higher order „thinking‟ and investigation,
through the use of interviews, focused group discussions, debates, projects, presentations,
experiments, practicum, internship and application of ICT resources are important
considerations. It also probes 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 major concern of this Criterion.

The focus of Criterion II is captured in the following Key Indicators:

KEY INDICATORS
2.1 Student Enrolment and Profile
2.2 Catering to Student Diversity
2.3 Teaching-Learning Process
2.4 Teacher Profile and Quality

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 2.5 Evaluation Process and Reforms
2.6 Student Performance and Learning Outcomes
2.7 Student Satisfaction Survey

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 Unified Manual for Health Sciences Colleges 09/02/2021

2.1 Student Enrolment and Profile

ss
The process of admitting students to the programmes is through a transparent, well-
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 Institution put forth its efforts in ensuring equity and wide access having
representation of student community from different geographical areas and socio-economic, cultural
and educational backgrounds. These will be reflected in the student profile.

2.2 Catering to Student Diversity

The HEIs are expected to satisfy the needs of the students from diverse backgrounds including
disadvantaged communities as well as from different locales. They would make special efforts to
bring in students from special categories, reach out to their special learning needs by initial
assessment of their learning levels, in addition to understand possible variations over years and how
and what is done to deal with such students. While in uni-gender Institutions explicit efforts are to be
made to sensitise students about the other gender; and the like.

2.3 Teaching-Learning Process

Diversity of learners in respect of their background, abilities and other personal attributes will
influence the extent of their learning. The teaching-learning modalities of the Institution are rendered
to be relevant for the learner group. The learner-centered education through appropriate
methodologies such as participative learning, experiential learning and collaborative learning modes,
facilitate effective learning. Teachers provide a variety of learning experiences, including individual
and collaborative learning. Interactive and participatory approaches, if employed, create a feeling of
responsibility inlearners and makes learning a process of construction of knowledge. Of late, digital
resources for learning are available and this makes learning more individualised, creative and
dynamic. Quality of learning provided in the Institution depends largely on teacher readiness to draw
upon such recently developed technology supports and also the initiative to develop such learning
resources to enrich teaching-learning; on teacher‟s familiarity with Learning Management Systems
(LMSs), other e-resources available and how to meaningfully incorporate them in one‟s scheme of
teaching-learning.

2.4 Teacher Profile and Quality

“Teacher quality” is a composite term to indicate the quality of teachers in terms of their
qualification, teacher characteristics, adequacy of recruitment procedures, faculty availability,
professional development and recognition of teaching abilities and competencies. Teachers are
expected take initiative to learn and keep abreast with the latest developments, to innovate,
continuously seek improvement in their work and strive for individual and Institutional excellence.

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 Unified Manual for Health Sciences Colleges 09/02/2021

2.5 Evaluation Process and Reforms

This Key Indicator looks at issues related to assessment of teaching, learning and evaluative
processes and reforms, to increase the efficiency and effectiveness of the system. One of the
purposes of evaluation is to provide development-inducing feedback. The qualitative dimension of
evaluation is in its use for enhancing the competence of students. Innovative evaluation process is to
gauge the knowledge and skills acquired at various levels of the programmes.

These specifications are stated as POs and COs. The quality of the assessment process in a
HEI depends on how well the examination system actually tests the POs and COs, quality of
questions, extent of transparency in the system, extent of development inducing feedback system,
regularity in the conduct of examinations and declaration of results as well as the regulatory
mechanisms for prompt action on resolving possible errors.

2.6 Student Performance and Learning Outcomes

The real test of the extent to which teaching learning has been effective in a HEI is reflected
in the student performance in the examinations. Student performance is seen as the realization of
learning outcomes which are specifications of what a student should be capable of doing on
successful completion of a course and/or a programme.

2.7 Student Satisfaction Survey

All the efforts of teachers and the Institution to make learning a meaningful process can be
considered impactful only to the extent students perceive it to be meaningful. Their satisfaction
level is decided by the kinds of experiences they undergo, the extent of the “comfort” feeling as
well as intellectual stimulation the learning situations provide. Their feedback significantly
showcases the actual quality of teaching learning process enabling identification of the strengths of
teaching as well as the possible improvements. Student satisfaction, thus, is a direct indicator of
the effectiveness of teaching learning in the Institution. It may be impractical to capture this aspect
from every student; however, every HEI can resort to a sample survey on a formalized basis to
capture this significant feature. This is the reason the revised assessment framework of NAAC
adopts a structured student satisfaction survey.

Criterion III: - Research, Innovations and Extension

This Criterion seeks information on the policies, practices and outcomes of the Institution,
with reference to research, innovations and extension. It deals with the facilities provided and
efforts made by the Institution to promote a „research culture‟. The Institution has the
responsibility to enable faculty to undertake research projects useful to the society. Serving the
community through extension, which is a social responsibility and a core value to be demonstrated
by Institutions, is also a major aspect of this Criterion.

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The focus of Criterion III is captured in the following Key Indicators:

KEY INDICATORS
3.1 Resource Mobilization for Research
3.2 Innovation Ecosystem
3.3 Research Publications and Awards
3.4 Extension Activities
3.5 Collaboration

3.1 Resource Mobilisation for Research

The Institution provides support in terms of financial, academic and human resources required and
timely administrative decisions to enable faculty to submit project proposals and approach funding
agencies for mobilizing resources for research. The Institutional support to its faculty for submitting
research projects and securing external funding through flexibility in administrative processes and
infrastructure and academic support are crucial for any Institution to excel in research. The faculties are
empowered to take up research activities utilizing the existing facilities. The Institution encourages its
teaching staff and students to engage in interdisciplinary and interdepartmental research activities and
resource sharing.

3.2 Innovation Ecosystem

The Institution has created an ecosystem for innovation including incubation centre and other
initiatives for creation and transfer of new knowledge. The Institution conducts workshop/seminars on
Intellectual Property Rights (IPR) and Industry-Academia Innovative practices. Awards for innovation
won by Institution/teachers/research scholars/students, start-ups incubated on-campus are explicitly
commended by the HEI.

3.3 Research Publications and Awards

Exploration and reflection are crucial for any teacher to be effective in one‟s job. Quality research
outcome is beneficial for the discipline, society, industry, region and the nation. Sharing of knowledge
especially theoretical and practical findings of research through various media enhances the quality of
teaching and learning. Research acumen in an Institution is an evolving feature reflecting various research
output with clear records such as - doctoral, post-doctoral, projects, inventions and discoveries, number of
patents obtained and number of quality research publications.

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3.4 Extension Activities

Learning activities have a visible element for developing sensitivities towards community issues,
gender disparities, social inequity etc. and in inculcating values and commitment to society. Affiliation
and interaction with groups or individuals who have an interest in the activities of the Institution and the
ability to influence the actions, decisions, policies, practices or goals of the organization leads to mutual
benefit to both the parties. The processes and strategies inherent in such activities relevantly sensitize
students to the social issues and contexts. Sustainable practices of the Institution leading to superior
performance results in successful outcomes in terms of generating knowledge useful for the learner as
well as the community.

Extension also is the aspect of education which emphasizes community services. These are often
integrated with curricula as extended opportunities, intended to help, serve, reflect and learn. The
curriculum-extension interface has an educational value, especially in rural India.

3.5 Collaboration

Through collaboration the HEIs can maintain a closer contact with the work field. It helps keep
the academic activities in the Institution in a more realistic perspective and also expand the scope of
learning experiences to students. Collaboration can be sought with academic Institutions or industry or
other agencies of professional and social relevance. The range of activities could include training, student
exchange, faculty exchange, research and resource sharing, among others. For making collaborative
endeavor impactful it is necessary that there is a formal agreement or understanding between the
Institutions and other agencies for such activities.

Criterion IV: - Infrastructure and Learning Resources

The adequacy and optimal use of the facilities available in an Institution are essential to maintain
the quality of academic and other programmes on the campus. It also requires information on how every
constituent of the Institution - students, teachers and staff - benefit from these facilities. Expansion of
facilities to meet future development is included among other concerns.

The focus of Criterion IV is captured in the following Key Indicators:

KEY INDICATORS

4.1 Physical Facilities

4.2 Clinical, Equipment and Laboratory Learning Resources
4.3 Library as a Learning Resource
4.4 IT Infrastructure
4.5 Maintenance of Campus Infrastructure

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4.1 Physical Facilities

Adequate infrastructure facilities are keys for effective and efficient conduct of the educational
programmes. The growth of infrastructure thus has to keep pace with the academic developments in the
Institution. The other supportive facilities on the campus are developed to contribute to the effective
ambience for curricular, extra- curricular and administrative activities. A provision of expenditure in the
budget is made annually for maintenance and replenishment of physical facilities which will ensure their
availability on a continual basis.

4.2 Clinical, Equipment and Laboratory Learning Resources

This Key Indicator elicits information on how the teaching hospital and the laboratories function
and serve as learning resources. Information about patient-friendly services, good clinical and laboratory
practice guidelines and safety measures adopted are sought. Information on the availability of up-to-date
diagnostic and therapeutic equipments to ensure quality of service and patient safety are also sought in
this Key Indicator.

4.3 Library as a Learning Resource

The library holdings in terms of books, journals, e-resourses and other learning materials and
technology-aided learning mechanisms which enable students to acquire information, knowledge and
skills required for their study programmes. A recent development in the field due to availability of digital
means, the functioning of the library has undergone a drastic change. Automation of library using the
ILMS, use of e-journals and books, providing remote access to e-resources in the library have become a
matter of necessity. Providing for these and such other developments as well as utilizing them well are
important indicators of the quality of an academic Institution.

4.4 IT Infrastructure

The Institution adopts policies and strategies for adequate technology deployment and
maintenance. The ICT facilities and other learning resources are adequately available in the Institution for
academic and administrative purposes. The staff and students have access totechnology and information
retrieval on current and relevant issues. The Institution deploys and employs ICTs for a range of
activities.

4.5 Maintenance of Campus Infrastructure

Having adequate infrastructure is not enough for effective Institutional functioning, but regular
maintenance and periodic replenishment of infrastructure is essential. It is necessary that the Institution
has sufficient resources allocated for regular upkeep of the infrastructure and there are effective
mechanisms for the upkeep of the infrastructure facilities; and promote the optimum use of the same.

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Criterion V: - Student Support and Progression

The highlights of this Criterion V are the efforts of an Institution to provide necessary assistance
to students, to enable them to acquire meaningful experiences for learning at the campus and to facilitate
their holistic development and progression. It also looks into student performance and alumni profiles and
the progression of students to higher education and gainful employment.

The focus of Criterion V is captured in the following Key Indicators:

KEY INDICATORS

5.1 Student Support

5.2 Student Progression
5.3 Student Participation and Activities
5.4 Alumni Engagement

5.1 Student Support

Facilitating mechanisms like guidancecell, counselling cell, placement cell, grievance redressal
cell and welfare measures to support students are deemed to be essential. Specially designed inputs are to
be provided to the needy students with learning difficulties. Provision is made for bridge and value added
courses in relevant areas. Institution has a well structured, organized guidance and counseling system in
place. Students benefited through scholarships, freeships and other means should be identified by HEIs.

5.2 Student Progression

The Institution‟s concern for student progression to higher studies and/or to employment is a
pertinent issue. Identify the reasons for poor attainment and plan and implement remedial measures.
Sustainable 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. Student qualifying for state/national/international level exam
or competition should be identified by HEIs.

5.3 Student Participation and Activities

The Institution promotes inclusive practices for social justice and better stakeholder relationships.
The Institution promotes value- based education for inculcating social responsibility 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. Encouraging students‟ participation
in activities facilitates developing various skills and competencies and foster holistic development.

5.4 Alumni Engagement

The Alumni are a strong support to the Institution. An active Alumni Association can contribute to
academic matters, student support as well as mobilization of resources – both financial and non financial.

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The Institution nurtures the alumni association/chapters to facilitate them to contribute significantly to the
development of the Institution through financial and non-financial means.

Criterion VI: - Governance, Leadership and Management

Effective functioning of an Institution can be gauged by the policies and practices it has evolved
in the matter of planning human resources, recruitment, training, performance appraisal, financial
management and the overall role of leadership.

The focus of Criterion VI is captured in the following Key Indicators:

KEY INDICATOR

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)

6.1 Institutional Vision and Leadership

Effective leadership by setting values and participative decision- making process is key not only
to achieve the vision, mission and goals of the Institution but also in building the organizational culture.
The formal and informal arrangements in the Institution to co-ordinate the academic and administrative
planning and implementation reflects the Institution‟s efforts in achieving its vision.

6.2 Strategy Development and Deployment

The leadership provides clear vision and mission to the Institution. The functions of the Institution
and its academic and administrative units are governed by the principles of participation and
transparency. Formulation of development objectives, directives and guidelines with specific plans for
implementation by aligning the academic and administrative aspects improves the overall quality of the
Institutional provisions.

6.3 Faculty Empowerment Strategies

The process of planning human resources including recruitment, performance appraisal and
planning professional development programmes and seeking appropriate feedback, analysis of responses
and ensure that they form the basis for planning. Efforts are made to upgrade the professional competence
of the staff. There are mechanisms evolved for regular performance appraisal of staff.

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6.4 Financial Management and Resource Mobilization

Budgeting and optimum utilization of finance as well as mobilization of resources are the issues
considered under this Key Indicator. There are established procedures and processes for planning and
allocation of financial resources. The Institution has developed strategies for mobilizing resources and
ensures transparency in financial management of the Institution. The income and expenditure of the
Institution are subjected to regular internal and external audit.

6.5 Internal Quality Assurance System (IQAS)

The internal quality assurance systems of HEIs are Self-regulated responsibilities of the higher
education Institutions aimed at continuous improvement of quality and achieving academic excellence.
The Institution has mechanisms for academic and administrative auditing. It adopts quality management
strategies in all academic and administrative aspects. The Institution has an IQAC and adopts a
participatory approach in managing its provisions.

Criterion VII: - Institutional Values and Best Practices

An educational Institution operates in the context of the larger education system in the country. In
order to be relevant in changing national and global contexts an educational institution has to be
responsive to the emerging challenges and pressing issues. It has a social responsibility to be proactive in
the efforts towards development in the larger contexts. This role of the Institution is reflected in terms of
the kinds of programmes, activities and preferences (values) that it incorporates within its regular
functioning. The extent to which an Institution is impactful in this is a sure reflection of its quality.
Every Institution has a mandate to be responsive to at least a few pressing issues such as gender
equity, environmental consciousness and sustainability, inclusiveness and professional ethics, but the way
it addresses these and evolves practices will always be unique. Every Institution faces and resolves
various kinds of internal pressures and situations while doing this. Some meaningful practices pertinent to
such situations are evolved within the Institution and these help smooth functioning and also lead to
enhanced impact. Such practices which are evolved internally by the Institution leading to improvements
in any one aspect of its functioning – academic, administrative or organizational, - are recognized as a
“best practices”. Over a period of time, due to such unique ways of functioning each Institution develops
distinct characteristic which becomes its recognizable attribute.

The focus of Criterion VII is captured in the following Key Indicators:

KEY INDICATORS

7.1 Institutional Values and Social Responsibilities

7.2 Best Practices
7.3 Institutional Distinctiveness

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7.1 Institutional Values and Social Responsibilities

The Institution organizes gender equity promotion programmes. The Institution displays
sensitivity to issues like climate change and environmental issues. It adopts environment friendly
practices and takes necessary actions such as – energy conservation, rainwaterharvesting, waste recycling
(solid/liquid waste management, e-waste management), carbon neutral, green practices etc. The
Institution facilitates the differently-abled (Divyangjan friendliness), effective dealing of location
advantages and disadvantages (situatedness), explicit concern for human values and professional ethics
etc. In other words, the concerns for social responsibilities as well as the values held by the Institution are
explicit in its regular activities.

7.2 Best Practices

Any practice or practices that the Institution has internally evolved and used during the last few
years leading to positive impact on the regular functioning of the Institution can be identified as “best
practice/s”. These are not any activity prescribed by some authority. At some point in time the Institution
evolves some innovation or a change in some aspect of its functioning. This practice is relevant mainly
within the Institution at a given point in time. It could be in respect of teaching learning, office practices,
maintenance and upkeep of things or dealing with human beings or money matters. But adopting that
practice has resolved the difficulty or has brought in greater ease in working in that aspect. In brief, these
„best practices’ are relevant within the Institutional context and may pertain to either academic or
administrative or organizational aspects of Institutional functioning.

7.3 Institutional Distinctiveness

Every Institution would like to be recognized for certain of its attributes which make it „distinct‟,
or, one of its kinds. Such attributes characterize the Institution and are reflected in all its activities in
focus and practice.

IV. ELIGIBILITY FOR ASSESSMENT AND ACCREDITATION BY NAAC

Higher Education Institutions (HEIs), if they have a record of at least two batches of students
graduated or been in existence for six years, whichever is earlier, are eligible to apply for the process
of Assessment and Accreditation (A&A) of NAAC, and fulfill the other conditions or are covered by the
other provisions, if any, mentioned below:

1. Constituent Colleges/ Affiliated Colleges (affiliated to universities recognised by UGC as an

affiliating University)

a) Provided the Colleges are affiliated to a University recognised by UGC for the purposes of
affiliation. Constituent colleges of a Private and Deemed- to-be Universities are considered as the
constituent units of the University and thus will not be considered for A&A independently. Such
constituent colleges need to come along with the University

b) Provided the colleges/Institutions not affiliated to a University are offering programmes recognized
by Statutory Professional Regulatory Councils and have been recognised by Association of Indian
Universities(AIU) or other such Government agencies concerned, as equivalent to a degree
programme of a University

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2. Accredited HEIs applying for Re-assessment or Subsequent Cycles (Cycle 2, Cycle 3, Cycle
4….) of Accreditation
a) Institutions, which would like to make an improvement in the accredited status, may apply for Re-
assessment, after a minimum of one year and before three years of accreditation subject to the
fulfillment of other conditions specified by NAAC from time to time for the purpose.
b) Institutions opting for Subsequent Cycles (Cycle 2, Cycle 3, Cycle 4….) of Accreditation can
submit the Institutional Information for Quality Assessment (IIQA), beginning of the last quarter of
the validity period subject to the fulfillment of other conditions specified by NAAC from time to
time for the purpose.

3. Any other HEIs at the discretion of NAAC.

Note:
1. The NAAC accreditation does not cover distance education units of HEIs and off-shore campuses.

2. All the institutions intending to apply for Assessment and Accreditation by NAAC need to mandatorily upload
the information on All India Survey on Higher Education (AISHE) portal. AISHE code (reference number) is
one of the requirements for Registration.

V. Approaches / policies adopted by NAAC in the development of Manual of

Health Sciences for Colleges

1. Essence of Revised Assessment and Accreditation (A & A) Framework retained in the manual
of Health Sciences for colleges. Details are as under:

The Revised Assessment and Accreditation Framework was launched in July 2017. It represents
an explicit Paradigm Shift making it ICT enabled, objective, transparent, scalable and robust. The Shift
is:
 from qualitative peer judgement to data based quantitative indicator evaluation with increased
objectivity and transparency
 towards extensive use of ICT confirming scalability and robustness
 in terms of simplification of the process resulting in drastic reduction in number of questions, size
of the report, visit days, and so on
 introducing Pre-qualifier for peer team visit, as 25% of system generated score.
 introducing System Generated Scores (SGS) with the combination of online evaluation (about
65%) and peer judgement (about 35%) in Health Sciences
 in the data/supporting documents submitted during online submission of SSR by HEIs - the
element of third party verification and validation of data (DVV process)
 in providing appropriate differences in the metrics, weightages and benchmarks to universities and
affiliated/constituent colleges after pilot study of Health Sciences Institutions
 feedback analysis in revising several metrics to bring in enhanced participation of students and
alumni in the assessment process
 Introduction of Student Satisfaction Survey under 2.7 of Manual

2. Integrating essential components of Health Sciences Institutions in the manual of Health

Sciences for Assessment & Accreditation and Inclusion of new key indicators and metrics
related to Health Sciences (VED-Vital ,essential, desirable ] in the rationalisation.

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3. Option to opt out non applicable metrics to a maximum of 50 weightage – is not allowed in
Health Sciences manual because of the nature of Professional courses / subjects of study as
stipulated by Statutory Regulatory Bodies.
4. Based on perception of Health Sciences colleges, discipline specific metrics are in place in
the manual of Health Sciences for Colleges [Part B]
5. Committee suggested to arrive at CGPA for the manual of Health Sciences Colleges as
under:
CGPA – Part –A 900 weightage points -covering Criterion 1 to 7
Part –B 100 with weightage points to be integrated in ICT as 8thcomponent
CGPA Total = 1000 (to keep uniformity in the usage of CGPA in all process of NAAC and in
different manuals of NAAC)
6. Ratio of QnM&QlM = 65% : 35%

VI. Statistical Information

Table-1 Weightage wise- QlM&QnM for Manual of Health Sciences for Colleges

Criterion Numb Qualitative Quantitative Metrics Total Total Tota

er of metrics, Questions Qualitat Quantit l
Quest Questions (QnM) (Weightage) ive ative QlM
ions (QlM) Metrics Metrics &Qn
Criterion

( (Weightage) (QlM) (QnM) M

number

QlM& (Weight (Weight wei

QnM) age ) age ) ghta
ge
1. Curricular Aspects 10 2 8 15 65 80
(10+5)
(5+10+10+5+5+10+1
0+10)
2. Teaching- Learning 25 10 15 100 180 280
and Evaluation (10+10+10+5+1 (5+10+5+10+5+10+1
0+15+10+10+10 0+10+10+10+10+10+
+10) 10+15+50)
3. Research, 16 3 13 30 90 120
Innovation and (5+10+15) (6+6+5+5+5+5+8+5+
Extension 10+15+10+10)
4. Infrastructure and 18 9 9 51 49 100
Learning Resources (10+5+5+7+4+3 (5+7+6+3+5+3+5+5+
+2+5+10) 10)
5. Student Support and 13 3 10 12 108 120
Progression (2+5+5) (10+15+5+13+10+15
+15+10+10+5)
6. Governance, 15 8 7 51 49 100
Leadership and (5+5+5+5+6+7 (5+7+6+6+5+10+10)
Management +8+10)
7. Institution Values 12 6 6 72 28 100
and Best Practices (5+3+10+4+30+ (5+3+2+2+10+6)
20)

Total 109 41 68 331 569 900

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Table-2 QIF for Manual of Health Sciences for Colleges Part - A

Criterion Criterion Criterion Criterion Criterion Criterion Criterion
I II III IV V VI VII Total
QlM 2 10 3 9 3 8 6 41
QnM
8 15 13 9 10 7 6 68
Total 10 25 16 18 13 15 12 109
Note: In Part B, Number of QlM and QnM varies in all 11 disciplines and is not criterion
wise

Table-3 HEALTH SCIENCES MANUAL FOR COLLEGES (Part – A, Part-B)

compared to General AFFILIATED / CONSITITUENT COLLEGES

DISTRIBUTION OF KIs & METRICS

NAAC BENCHMARKS HEALTH SCIENCES - AFFILIATED /
COLLEGES CONSITITUENT
(Part –A) COLLEGES
Criteria 7 7
Key Indicators 33 32
Total Metrics
121
(QlM&QnM) 109
QlM
41
(37.61%) 41
QnM
80
(62.39%) 68
Part-A – 900
Part – B-100
Total Weightage 1000 1000

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Table-4 Weightages Across KeyIndicators (KIs)

(Part A of the Manual -900 weightage)

Health Sciences Manual for

Criteria KeyIndicators (KIs) Colleges

1.Curricular 1.1 15
Aspects CurricularPlanningandImplementation
1.2 AcademicFlexibility 20

1.3 CurriculumEnrichment 25
1.4 FeedbackSystem 20
Total 80
2.Teaching- 2.1 StudentEnrolmentand 20
LearningandEv Profile
aluation 2.2 CateringtoStudent 25
Diversity
2.3 Teaching-Learning 45
Process
2.4 Teacher Profile and Quality 50

2.5 EvaluationProcessand 45
Reforms
2.6 45
StudentPerformanceandLearningOutcom
e2.7 Student satisfaction Survey 50
Total 280
3. Research, 3.1 ResourceMobilizationfor Research 17
Innovationsan
d Extension 3.2 Innovation Ecosystem 10
3.3 ResearchPublicationsandAwards 23
3.4 ExtensionActivities 50
3.5Collaboration 20
Total 120

4.Infrastructure 4.1 PhysicalFacilities 25

andLearning
4.2 Clinical, Equipment and Laboratory 20
Resources
Learning Resources
4.3 LibraryasaLearningResource 20

4.4. ITInfrastructure 15

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4.5 Maintenance of Campus 20

Infrastructure
Total 100
5. Student 5.1 StudentSupport 45
Support and
5.2 StudentProgression 40
Progression
5.3 StudentParticipationandActivities 25
5.4 Alumni Engagement 10

Total 120
6.Governance, 6.1 InstitutionalVisionand
Leadership Leadership 10
and 10
6.2StrategyDevelopment andDeployment
Management

6.3 FacultyEmpowermentStrategies 30

6.4Financial Management 20
andResourceMobilization
6.5 InternalQuality 30
AssuranceSystem
Total 100

7.Institutional 7.1 Institutional Values and Social

Values and Responsibilities 50
Best Practices
7.2 Best Practices 30
7.3 Institutional Distinctiveness 20

Total 100
PART -A Total 900

PART - B Total 100

PART –A
+ TOTAL SCORE 1000
PART -B

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On the basis of the CGPA obtained by the institution in maximum possible score of 4.00, the final grade is
assigned on a seven point scale. The seven point scale refers to the seven letter grades each aligned to the
seven specific score-range.

Range of Institutional Letter

Cumulative Grade Grade Status
Point Average (CGPA)
3.51 – 4.00 A++ Accredited
3.26 – 3.50 A+ Accredited
3.01 – 3.25 A Accredited
2.76 – 3.00 B++ Accredited
2.51 – 2.75 B+ Accredited
2.01 – 2.50 B Accredited
1.51 – 2.00 C Accredited
≤ 1.50 D Not Accredited

VII. THE ASSESSMENT PROCESS

Taking cognizance of the diversity in the kinds of institutions, HEIs have been grouped under 10
(Ten) categories based on Institution specialization.
The assessment process will be carried out in three stages. As stated earlier, it will comprise three
main components, viz., Self Study Report (SSR), Student Satisfaction Survey and the Peer Team Report.
The SSR has a total of 109 Metrics for Part A of the Colleges Manual covering the seven Criteria
described earlier (refer table -2 &3 for details). The SSR has two kinds of Metrics: one, those requiring
quantifiable facts and figures as data which have been indicated as „quantitative metrics’ (QnM); and two,
those metrics requiring descriptive responses and are accordingly named „qualitative metrics’ (QlM).
Table 1 depicts the distribution of Key Indicators (KIs) and Metrics across them.

VIII. PROCEDURAL DETAILS for IIQA/SSR submission online for Health

Sciences Institutions
HEIs are expected to read the below given details carefully and note the specifications of the revised
process of A&A.
1. Eligible HEIs seeking A&A are required to submit Institutional Information for Quality
Assessment (IIQA) online any time during the year [STARTING FROM APRIL/MAY
2019].Duly filled IIQAs of eligible HEIs will be accepted by NAAC for further processing and
others will be rejected.
2. In case of rejection of IIQA applications specific suggestions would be given to HEIs to facilitate
them to resubmit the IIQA. An institution can reapply twice after the first attempt which has
resulted in rejection. That is, each HEI is permitted three attempts in a year with a single fee. After
this, it will be considered a fresh application with required fees to be remitted again.
3. After the acceptance of IIQA, the institution will be asked to fill the SSR with the required
document/s to be uploaded in the portal of NAAC website within a stipulated time of 45 days. The
SSR of the HEI will then be subjected to further process. As preparation of SSR is a systematic
process, it is suggested that the HEIs should be ready with the soft copy of the SSR and related
documents well in advance of submitting the IIQA. Those institutions who fail to submit the SSR

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within the stipulated time will have to apply afresh starting from the submission of the IIQA & its
fees. In any case, fees once remitted for IIQA will not be refundable.
4. The SSR has to be uploaded as per the format in the portal of NAAC. After submission of the SSR
on NAAC portal, HEI would receive an auto generated link/ID of SSR in their registered email id.
The same SSR in .pdf format should be then uploaded on institutional website.
5. The SSR has to be submitted only online. HEIs should make necessary preparations with the
required data, documents and/or responses before logging on to the NAAC website for submission
of SSR online. Careful study of the Manual will be of great help in this regard.
6. As indicated earlier, the SSR comprises both Qualitative and Quantitative metrics. The
Quantitative Metrics (QnM) add up to about 65% and the remaining about 35% are Qualitative
Metrics (QlM).
7. The Institution shall/should visit the NAAC website for the latest Standard Operating Procedures
for Data Verification and Validation. The data submitted on Quantitative Metrics (QnM) will be
subjected to a verification and validation exercise with the help of Data Validation and
Verification (DVV) process organized by NAAC. The responses to Qualitative Metrics (Q lM) will
be reviewed by the Peer Team on site only after the institution clears the Pre-qualifier stage.
8. Any Institution found to be providing wrong information/data during Validation and Verification
stage will be asked for clarifications. On the basis of clarifications submitted by the HEIs the data
will be again sent for DVV process. The process of Data Validation and Verification (DVV) will
be done within 30 days.
9. Pre-qualifier: The Quantitative Metrics (QnM) of SSR will be sent for Data Validation and
Verification (DVV) Process. After DVV process, a DVV Deviation report will be generated. On
the basis of the Deviation report, the A&A process will proceed further as per the following
conditions:
a) HEI whose Metrics are found to be deviated will be liable for penalty or legal action.
Their first installment of accreditation fees will also be forfeited, and the name of
such an HEI will be sent to statutory authorities for further actions.
b) HEI that clears the DVV process will proceed for Peer Team Visit with a condition
of a Pre-qualifier, that the HEI should score at least 25% in Quantitative Metrics
(QnM) as per the final score after the DVV Process. If the HEI does not clear the
Pre-qualifier stage then they will have to apply afresh by submitting the IIQA and its
fees. Such HEIs are eligible to apply again only after six months.
10. After the DVV process, NAAC will intimate the HEI, within 10 days stating that they have
successfully cleared the Pre-qualifier. This indicates that the institution has entered the next round
of assessment to be done by the Peer Team during their on-site visit. The focus of Peer Team visit
will be on the 30% Qualitative Metrics (QlM).
11. Student Satisfaction Survey (SSS): It will be conducted by NAAC as per the following
conditions:
a) SSS will be conducted simultaneously with the DVV process.
b) Institutions will have to submit the entire database of students with e-mail/mobile numbers, at
the time of filling of online SSR itself.
c) The SSS questionnaire (20 objective & 01 subjective for Colleges and for Universities 22
objective & 01 subjective)will be e-mailed to all students and the following rule will be applied
for processing the responses.

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i. For colleges – (UG/PG and Autonomous) responses should be received from at least 10%
of the student population or 100, whichever is less.
ii. For Universities – 10% of the student population or 500 whichever is less.
d) If the response rate is lower than the limits mentioned by NAAC, the metric will not be taken
up for evaluation.
e) SSS will be completed within one month after its initiation.
12. Peer Team visit of the institution should not exceed three months after clearance of the Pre-
qualifier stage.
13. Based on the size and scope of academic offerings at the HEIs, the number of days and experts for
onsite visit may vary from 2-3 days with 3-5 expert reviewers visiting the institutions. The visiting
teams‟ role would be very specific in the revised model limited to Qualitative Metrics (QlM). The
teams would play an important role in reviewing the intangible aspects.
14. Unlike earlier, NAAC will not pre-disclose the details of the visiting teams and HEIs will not be
responsible for Logistics for the Visiting Teams. Hence forth NAAC will directly take care of all
the logistics arrangements to the Peer Teams visiting the institutions. All payment towards TA,
DA, Honorarium, etc., will be directly paid by NAAC to the nominated members. There would be
no financial transactions between the Institution and the visiting Peer team members of NAAC.
15. The institutions need to add a link in home page of their institutional website for NAAC
records/files viz., SSR, Peer Team Report, AQAR, Certificate of NAAC and Accreditation
documents etc., for easy access by its stakeholders. The said link should be clearly visible/
highlighted.
16. Guidelines for filling up Self-Study Report (SSR):
 Extended profile contains all the questions which are basically the figures of denominators
of the formulas used for calculation of various Metrics values.
 There are Tool Tips at various places in portal, such as Metrics, sub-metrics, upload, etc. which
are given as guidance regarding the sort of data required to be submitted by the institution. The
Tool Tip is denoted in the form of . Institutions are required to go through the respective Tool
Tip thoroughly before filling the data.
 The data filled should contextualise with the related metrics. There is an upload limits for the
documents to be uploaded for various Metrics, if the size of the document exceeds that limit,
Institution may upload the same in their own website with password protection, if required. The
link of the said uploaded document should be given in the portal.
 There is a fixed timeline for the entire DVV process. Institutions are supposed to respond
within the stipulated time given by the DVV partner, during DVV clarification stage. If not
responded within the given time frame, DVV partner‟s recommended input value will be taken as
the final value.
 The data of the students for Student Satisfaction Survey (SSS) has to be submitted concurrently
with the online submission of SSR.
 Where-so-ever „Asterisk Red mark‟ is indicated in the portal, it should be understood as a
mandatory requirement.
17. Regarding withdrawal of SSR submitted :
 The HEIs which have submitted their SSRs will not be allowed to withdraw from the process at
any stage.

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 If an HEI which has submitted its SSR, for any reason, does not complete the A&A process, the
information that it has withdrawn / not completed the process should be hosted both, on the
websites of the HEI and NAAC. Such an HEI will be allowed to apply for A&A only after a
period of three years.

IX. ASSESSMENT OUTCOME

The final result of the Assessment and Accreditation exercise will be an ICT based score, which is a
combination of evaluation of qualitative and quantitative metrics. This will be compiled as a document
comprising three parts.

PART I - Peer Team Report

  Section 1: Gives the General Information of the institution and its context.
 Section 2: Gives Criterion wise analysis based on peer evaluation of qualitative indicators. Instead of
reporting with bullet points, this will be a qualitative, descriptive assessmentreportbased on the
 Peer Team‟s critical analysis presenting strengths and weaknesses ofHEI under each Criterion
 Section 3: Presents an Overall Analysis which includes Institutional Strengths, Weaknesses,
 Opportunities and Challenges.
 Section 4: Records Recommendations for Quality Enhancement of the Institution (not more than
10 major ones).

PART II - Graphical representation based on Quantitative Metrics (QnM)
This part will be a System Generated Quality Profile of the HEI based on statistical analysis of
quantitative indicators in the NAAC‟s QIF (quality indicator framework). Graphical presentation of
institutional features would be reflected through synthesis of quantifiable indicators.

PART III -Institutional Grade Sheet

Contains the Institutional Grade Sheet which is based on qualitative indicators, quantitative indicators
and student satisfaction survey using existing calculation methods but it will be generated by a software.

The above three parts will together form the “NAAC Accreditation Outcome” document. It is
mandatory for the HEIs to display it on their institutional website apart from NAAC hosting it on its
website.

Calculation of Institutional CGPA

The CGPA will be calculated based on the scores obtained from the three sources, viz., The
System Generated Scores (SGS) of the quantitative metrics which comprise about 70% of the total, the
scores from the qualitative metrics which includes critical appraisal by the Peer Team through on site
visitand the scores obtained on the Student Satisfaction Survey. These will be collated through an
automated process based on „benchmarks‟ as set and assessed by the NAAC on a five point scale, viz.,
(0, 1, 2, 3 & 4).

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The Final Grade

On the basis of the CGPA obtained by the institution in maximum possible score of 4.00,
the final grade is assigned on a seven point scale as shown in Table 3. The seven point refers to the
seven letter grades each aligned to the seven specific score range.

Table 3 Institutional Grades and Accreditation Status

Range of Institutional
Letter
Cumulative Grade Status
Grade
Point Average (CGPA)

3.51-4.00 A++ Accredited

3.26-3.50 A+ Accredited

3.01-3.25 A Accredited

2.76-3.00 B++ Accredited

2.51-2.75 B+ Accredited
2.01-2.50 B Accredited
1.51-2.00 C Accredited
≤ 1.50 D Not Accredited

Institutions which secure a CGPA equal to or less than 1.50 are notionally categorized under
the letter grade “D”. Such unqualified institutions will also be intimated and notified by
NAAC as “Assessed and Found not qualified for Accreditation”.

X. MECHANISM FOR INSTITUTIONAL APPEALS

The process of Assessment and Accreditation is viewed as an exercise in partnership
done jointly by the NAAC and the institution being assessed. Every stage of the process is
marked by transparency. The institution is consulted at various stages of the process –
eliminating conflict of interest with the peers, planning the visit schedule, sharing the draft
peer team report before the team leaves the campus etc. In spite of this participatory
approach, there may be institutions that might have grievances to be addressed. Therefore, to
provide a review mechanism for institutions who are aggrieved about the process or its
outcome or any other issues related thereof, the NAAC has evolved Mechanism for
Institutional Appeals. For details visit the NAAC website.

Appeals Process

1. Appeal by the institution to the Director, NAAC

An Appeal is the request by an institution to review its grading on valid grounds, after the
announcement of A&A result on the NAAC website.

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A. An aggrieved institution will submit an Intent for Appeal (IFA) in the prescribed
format (uploaded on the NAAC website) by E-mail/letter to Director, NAAC within
fifteen (15) days from the date of declaration of the result on the NAAC Website and
HEI portal. On receipt of IFA, NAAC will provide Qualitative Metrics (QlM)
document (if, not provided earlier) to HEI within one week. After receiving the
document (soft copy) from NAAC by email, HEI must submit appeal online in
prescribed pro-forma as given at Annexure – 1 / 2 within 30 days (from the date of
receipt of email).

B. An aggrieved institution must submit appeal online through the HEI portal in
prescribed pro-forma as given at Annexure – 1 / 2 within 30 days from the receipt of
documents from NAAC along with a non-refundable fee of Rs 1,00,000/- (+GST as
applicable) using the online payment option available on the HEI portal. In any case
date of submission of Appeal shall not be beyond 45 days (including IFA) from the
date of declaration of results on the NAAC website.

2. Scrutiny by the Director, NAAC

The Director, NAAC after initial scrutiny will refer the pro-forma and other relevant
documents to the Convenor for further processing to the Appeals Committee.All
correspondence relating to Appeals shall be done by the convener with the HEI‟s.
An Appeals Committee constituted for the purpose will consider the appeal and make
recommendations to the Executive Committee (EC). The decision of the EC shall be
binding on the institution. For details, refer to the NAAC website: www.naac.gov.in

XI. RE-ASSESSMENT
Institutions, which would like to make an improvement in the accredited status, may
volunteer for re-assessment, after completing at least one year, but not after the
completion of three years. The option can be exercised only once in a cycle. Re-assessed
institution cannot come for another re-assessment in the same cycle. The current procedures
and methodology including the manual for the Assessment and Accreditation is applicable
for all institutions applying for re-assessment. However, the institution shall make specific
responses based on the recommendations made by the peer team in the previous assessment
and accreditation report, as well as the specific quality improvements made by the institution
in the intervening period. The fee structure and other process would be as per the current
procedures of Assessment and Accreditation (more details can be obtained from NAAC
website). Institutions that volunteer for re-assessment will not be eligible for fee waiver and
reimbursement of accreditation expenses.

XII. SUBSEQUENT CYCLES OF ACCREDITATION

The methodology for subsequent cycles of accreditation remains the same. However,
due consideration would be given to the post-accreditation activities of the Institution
resulting in quality improvement, quality sustenance and quality enhancement. In the SSRs
institutions opting for subsequent cycles of accreditation need to highlight the significant

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quality sustenance and enhancement measures undertaken during the last four years tenure of
the previous cycle of accreditation (narrative not exceeding 10 pages). A functional Internal
Quality Assurance Cell (IQAC) and timely submission of Annual Quality Assurance Reports
(AQARs) are the Minimum Institutional Requirements (MIR) to volunteer for second, third or
fourth cycle accreditation.

Institutions intending to be assessed to continue their accreditation need to apply afresh

by submission of A&A application during the last six months of their validity period of the
previous subsequent cycle of accreditation.

It may be noted that institutions under the third cycle of A&A which have
obtained the highest grade for two consecutive cycles and have retained their grade in
the third cycle also, will have their accreditation valid for 7 years instead of 5 years.
Highest grade would refer to A++ and A+ , that is, CGPA of 3.51 and above out of 4 in
the currently enforced seven point scale or on the earlier used nine point scale a grade of
A and above (institutional score of 85-100). (Pending decision by EC).

XIII. THE FEE STRUCTURE AND OTHER FINANCIAL IMPLICATIONS

(w.e.f. April 01, 2021)

Note: New fees structure is applicable to HEIs who are submitting

IIQA fees on or after April 01, 2021.

1. Institutional Information for Quality Assessment (IIQA) Fee

For Registration – applicable to all institutions i.e., irrespective of their

status of recognition under 12(B) of UGC Act, 1956 (i.e. recognized/not
recognized)

Process Total amount of Application fee for Assessment and

Accreditation (A&A) to be paid by the Institution

Institutional Rs. 25,000/- + G S T 18%

Information for
Quality Assessment (Non-refundable) *
(IIQA)

* In case of rejection of IIQA application, HEIs may resubmit IIQA application

for a maximum of three attempts without IIQA fees, including the rejection
attempt, within the period of one year from the first application of IIQA.

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2. Assessment and Accreditation Fees:

1 2 3

Type Total amount of A&A Amount to be paid by the

Fee Institution

For Universities and Rs.1,50,000/-** + GST18% =

Professional Institutions * Rs..1,77,000/-
Rs. 3,00,000/-**+ GST18%
(50% of Total fee along with the SSR)
(Non-refundable)

For Colleges (Grant-in-Aid, Rs.50,000/-** + GST18% = Rs.

Private and Government) 59,000/-
Mono Faculty, Multi Faculty, Rs. 1,00,000/-** + (50% of Total fee along with the
Teacher Education Institution GST18% SSR)
and Physical Education (Non-refundable)
Institution
** Balance 50% of total fees along with 18% GST need to be paid by the HEI within 15 days from the date of
Pre-qualification.

* Professional Institutions:
1. Fees will be charged as per the fee structure as applicable to Universities, i.e. Engineering
and Technology, Management, Law, Health Sciences (Allopathy, Homoeopathy, Ayurveda,
Dental, Nursing etc.)
2. Higher Education Institutions (HEIs) in which all the programs offered are recognised by the
Statutory Regulatory Authority(s) (SRA) (Excluding Teacher Education Institutions) or HEIs in
which 50 % or more of the programmes offered are recognised by the Statutory Regulatory
Authority (s), similar to the Universities A&A fee for Professional Institutions is applicable.

4. Balance amount 50%

The pre-qualified HEIs will be asked to pay balance 50% of the stipulated fees+
applicable taxes as shown in column 2 & 3 above before 15 days from the visit date.
If the institution does not pay the fee within 15 days, the SSR will not be processed. They
have to apply again / afresh with IIQA and its fees.

5. Logistics Fee: Institution has to pay an advance, towards logistic

expenses for the arrangement of Peer Team Visit, after clearing Pre-
qualifier stage, which is as follows:-
a. All General colleges, Professional colleges and Teacher education institutions
will have a Two (2) day visit for which the fee structure will be Rs. 1,50,000
+GST 18%.
b. In case of exceptional case of Professional colleges with proper justifications
and approval from the competent authority the Peer Team Visit can be
extended to Three (3) days & the fee structure will be Rs.3,00,000 +GST18%.

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c. For University the Fee structure of logistics will be Rs. 3,00,000 + GST 18% for
Three (3) days of visit.
d. If the University has UGC recognized off-shore campus/centers, then the
University has to pay an additional fee of Rs. 2,00,000/- + GST 18% or actuals
per off-shore campus to be visited.

6. Appeals Mechanism and Fee:

For Appeals (grievance) mechanism Rs. 1,00,000/- + GST 18% to be paid by HEI
as applicable from time to time.

7. For subsequent cycles of Accreditation:

The fee structure proposed for Assessment and Accreditation and Peer team
logistics expenses as above will be same for all the cycles of Accreditation and Re-
assessment to all types of Institutions.

8. Mode of Payment: Online:

All fees needs to be remitted on NAAC portal through net banking or credit/debit
cards only. Fees payments can also be made from individual accounts on behalf of
HEIs. Payment by Demand Draft (DD) or NEFT is not permitted.

For Government Colleges, in case of fees transferred from treasury, the college may
approach The Director, NAAC or The Finance Officer, NAAC.

XIV. GETTING READY FOR SUBMISSION OF SELF - STUDY

REPORT (SSR)
HEIs applying for A&A process should take note of the changes in the assessment
process. It must be noted that the SSR has to be submitted online only through portal. The
portal will be made available to the Institution on the NAAC website in ‘Apply Online
Tab’. It would be helpful if the institution read the Manualcarefully and get ready with all
details required to be filled up in the online format. While preparing SSRs, Health Sciences
Universities have to refer both, the manual and the SOP for DVV. Use this Manual for
understanding the revised process of A&A and prepare for the submission of SSR in the new
online format.

Some significant tips are reiterated below:

 While submitting the IIQA, ensure that there is adequate time for processing the SSR
for submission within the stipulated period, after the date of acceptance of by NAAC.
 The SSR has to be filled online; for this NAAC will provide access to the respective
portal on the website for institutions, according to a pre-declared timeline.
 Read instructions about where to upload the documents and data, in what format data
have to be presented for the various metrics and the required descriptive explanation
for the qualitative metrics.

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 Types of information to be filled in the SSR are given in the QIF as presented in
Section B.
 The Profile of the Institution given in Section B is self-explanatory in seeking
information about the institution.
 The QIF given in Section B indicates the kinds of data and documents required for
each of the Metrics while filling up the SSR and also kinds of responses to be given.
 In an initial exercise, the institution can prepare details as sought in the QIF (Section
B) about the various aspects of its functioning and upload them in a protected space on
the institutional website. This will make it easy to upload and/or make them available
through hyperlinks whenever required.
 Some of the documents indicated such as minutes of various committees/bodies,
financial details and similar items for which the institution may not like to provide in
open access could be kept ready and made available through hyperlinks whenever
required.
 Keep all the relevant documents and data indicated in the QIF for each Metric under
all KIs as a template so that when access to online SSR is available, it is easy to
provide pertinent data.
 Wherever verbal descriptions are required write briefly as indicated (eg. . . in not more
than 500 words…. or…. in not more than 200 words…, etc). Contemplate well and
prepare the write ups describing the highlights of the sought details about the
institution without wasting space/words on „frill‟ details.
 The online formats (templates) for submitting data with respect to Quantitative Metrics
(QnM) is given in Sub Section 7 of Section B. The same template in excel format can
be downloaded from the NAAC website, available in an „Apply Online Tab‟.
 Ensure that authentic, correct data are provided throughout. Incorrect data or false
detailscould lead to disqualification or penalty.
 Strictly adhere to the time specifications as given by NAAC.
 Some details may have to be worked out if they are not ready;eg. COs, PSOs,
compiled reports from various minutes and analyses of feedback, etc...
 Keep a brief executive summary for uploading as per details given in Section B.
 Do not send any information as hard copy to NAAC unless specified.
 Read the Manual completely including the Glossary and Notes. This will help in a
clear understanding of the terms used in the Quality Indicator Framework (QIF).
 For Metrics related to finance, the preceding financial year (1st April to 31st March)
may be used to consolidate data, for publication related data, preceding calendar year
(1st January to 31st December) data is to be entered and for the other metrics, the
preceding academic year may be taken for the data to be entered in the „data capturing
format‟ of the portal. Wherever the requirement of current year data is mentioned, use
the data of last completed academic year.

I. MANDATORY DISCLOSURE ON HEI’s WEBSITE

To ensure the transparency in the process of Assessment and Accreditation, it is necessary for
the Higher Educational Institutions to upload the SSR along with other relevant documents on

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the Institutional website. Thus, it is suggested to create a separate NAAC tab/link/webpage on

the Higher Educational Institution‟s website and upload the following documents and retain
till the validity period of the Accreditation is over:

1) Pdf format of the SSR to be hosted on the institutional website, only after completion
of DVV process.
2) Data templates uploaded along with the SSR (in password protected mode, if
necessary).
3) Annual Quality Assurance Report (AQAR – Year wise)
4) Accreditation outcome document viz., Certificate, Grade sheet, etc.

Higher Educational Institutions (HEI‟s) may suitably design their NAAC tab/link to
accommodate all relevant documents.

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SECTION-B
Data Requirements for Self - Study Report (SSR)

This section gives details of various data required for filling

up the online format of the Self - Study Report, viz.,
1. Executive Summary
2. Profile of the Institution
3. Extended Profile of the Institution
4. Quality Indicator Framework (QIF)
5. Data Templates / Documents (Quantitative Metrics)

1. Executive Summary

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Every HEI applying for the A&A process shall prepare an

Executive Summary highlighting the main features of the Institution
including
 An introductory Note on the Institution: location, vision
mission, typeof the institution and so on.
 Criterion-wise Summary on the Institution‟s
functioninginnotmore than 250 words for each criterion.
 A Brief note on Strength Weaknesses Opportunities and
Challenges(SWOC) in respect of the Institution.
 Any additional information about the Institution other than
the onesalready stated.
 AExecutive summaryabout the institution‟s over all functioning
in not be more than 5000 words

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3. Profile of the College

1. Name and Address of the College:

Name:

Address:

City: Pin: State:

Website:

2. For communication:
Designation Name Telephone Mobile Fax Email
with STD code
Principal / Dean / Director O:
R:
Vice Principal O:
R:
Steering Committee / O:
IQAC Co-ordinator R:

3. Status of the College:

Autonomous College
Constituent College
Affiliated College
Any other (specify)

4. Name of University to which the College is affiliated :

5. Type of College:
Allied Health Sciences
Ayurveda
Dentistry
Homoeopathy
Medicine
Nursing
Physiotherapy
Siddha
Unani
Yoga and Naturopathy
Others (specify and provide details)

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6. Source of funding:
Central Government
State Government
Grant-in-aid
Self-financing
Trust
Society
Company
Any other (specify)

7. Date of establishment of the College: …………………… (dd/mm/yyyy)

8. a. Details of UGC recognition / subsequent recognition (if applicable):

Under Section Date, Month and Year Remarks
(dd/mm/yyyy) (If any)
i. 2(f)*
ii. 12B*
* Enclose the certificate of recognition, if applicable

b. Details of recognition/approval by statutory/regulatory bodies other than UGC (MCI,

DCI, PCI, INC, RCI, AYUSH, AICTE, etc.)
Under Day, Month and Year Validity Program/ Remarks
Section/clause (dd/mm/yyyy) institution

i.
ii.
iii.
iv.
(Enclose the Certificate of recognition/approval)

9. Has the College been recognized for its outstanding performance by any national /
international agency such as DSIR, DBT, ICMR, UGC-SAP, AYUSH, WHO, UNESCO,
etc.?
Yes No
If yes, name of the agency ……………………
date of recognition: …………………… (dd/mm/yyyy)
nature of recognition ……………………

10. Location of the campus and area:

Location * Campus area in Built up area in

acres sq. mts.
i. Main campus area
(* Urban, Semi-Urban, Rural, Tribal, Hilly Area, any other (specify)

11. Does the College conform to the specification of Degrees as enlisted by the UGC?
Yes No
If the College uses any other nomenclatures, specify.

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12. Academic programs offered and student enrolment: (Enclose the list of academic
programs offered and approval / recognition details issued by the statutory body
governing the program)

Programs Number of Programs Number of students enrolled

UG
PG
DNB
Integrated Masters
Integrated Ph.D.
M.Phil.
Ph.D.
Certificate
Diploma
PG Diploma
D.M. / M.Ch.
Sub / Super specialty
Fellowship
Any other (specify)
Total

13. Provide information on the following general facilities (campus-wise):

 Auditorium/seminar complex with infrastructural Yes No
facilities

 Sports facilities
* Outdoor Yes No
* Indoor Yes No

 Residential facilities for faculty and non-teaching staff Yes No

 Cafeteria Yes No

 Health centre
* First aid facility Yes No
* Outpatient facility Yes No
* Inpatient facility Yes No
Yes No
* Ambulance facility
Yes No
* Emergency care facility Yes No
* Health centre staff
Qualified Doctor Full time Part-time
Qualified Nurse Full time Part-time

 Facilities like banking, post office, book shops, etc. Yes No

 Transport facilities to cater to the needs of the students Yes No

and staff

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 Facilities for persons with disabilities Yes No

 Animal house Yes No

 Power house Yes No

 Fire safety measures Yes No

 Waste management facility, particularly bio-hazardous Yes No

waste

 Renewable / Alternative sources of energy Yes No

 Any other facility (specify). Yes N

14. Working days / teaching days during the past five academic years
Working days Teaching days
Number stipulated by the
Regulatory Authority
Number by the Institution
(„Teaching days‟ means days on which classes/clinics were held. Examination days are
not to be included here.)

15. Has the College been reviewed or audited by any regulatory authority in the last five
years?
Yes /No

16. Number of positions in the College

Positions Teaching faculty Non- Techni
Professor Associate Assistant Lectur Tutor Senior teachin cal
Professor Professor er /Clinical Resident
g staff staff
/Reader Instructor
Sanctioned by the
Government
Recruited
Yet to recruit
Sanctioned by the
Management/Society or
other authorized bodies
Recruited
Yet to recruit
Stipulated by the
regulatory authority
Cadre ratio
Recruited
Yet to recruit
Number of persons
working on contract
basis

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17. Qualifications of the teaching staff

Highest Qualification Professor Associate Assistant Lecturer Tutor Senior

Professor/ Professor /Clinical Resident
Reader Instructor
M F M F M F M F M F M F
Permanent teachers
D.M./ M.Ch.
Ph.D./D.Sc./D.Litt/M.D./
M.S.
PG, DNB, M.Sc., MDS.,
MPT, MPH, MHA)
AB/FRCS/FRCP/
MRCP/MRCS/FDSRCS
M.Phil.
UG
Temporary teachers
D.M./ M.Ch.
Ph.D./D.Sc./D.Litt/M.D./
M.S.
PG DNB, M.Sc., MDS.,
MPT, MPH, MHA)
AB/FRCS/FRCP/
MRCP/MRCS/FDSRCS
M.Phil.
UG
Contractual teachers
D.M./ M.Ch.
Ph.D./D.Sc./D.Litt/M.D./
M.S.
PG, DNB, M.Sc., MDS.,
MPT, MPH, MHA)
AB/FRCS/FRCP/
MRCP/MRCS/FDSRCS
M.Phil.
UG
Part-time teachers
D.M./ M.Ch.
Ph.D./D.Sc./D.Litt/M.D./
M.S.
PG, DNB, M.Sc., MDS.,
MPT, MPH, MHA)
AB/FRCS/FRCP/
MRCP/MRCS/FDSRCS
M.Phil.
UG

18. Emeritus, Adjunct and Visiting Professors.

Emeritus Adjunct Visiting
M F M F M F
Number

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19. Hostels
 Boys‟ hostel
i. Number of hostels
ii. Number of inmates
 Girls‟ hostel
i. Number of hostels
ii. Number of inmates
 Hostel for interns
i. Number of hostels
ii. Number of inmates
 PG Hostel
i. Number of hostels
ii. Number of inmates

20. Students enrolled in the institution during the current academic year, with the following
details:

Students UG PG M.Phil Ph.D.

PG DM MCH
*M *F *M *F *M *F *M *F *M *F *M *F
From the state where
the institution is located
From other states
NRI students
Foreign students
Total
*M-Male *F-Female

21. Health Professional Education Unit / Cell / Department

 Year of establishment …………
 Number of continuing education programs conducted (with duration)
 Induction
 Orientation
 Refresher
 Post Graduate

22. Any other relevant data, the institution would like to include (not exceeding one page).

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3. Extended Profile of the Institution

1 Student:

1.1 Number of students year-wise during the last five years

Year
Number

1.2 Number of outgoing/ final year students year-wise during the last five years
Year
Number

1.3 Number of first year students admitted year-wise in the last five years
Year
Number

2Teachers:

2.1 Number of full time teachers year-wise during the last five years
Year
Number

3.2 Number of Sanctioned posts year-wise during the last five years

Year
Number

4. Institution:
3.1Total expenditure excluding salary year wise during the last five years (INR in lakhs)
Year
Number

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4. Quality Indicator Framework (QIF)

Essential Note:
The SSR has to be filled in an online format available on the NAAC website.
The QIF described below presents the Metrics under each Key Indicator (KI) for all the seven
Criteria.

While going through the QIF, details are given below each Metric in the form of:
 data required
 formula for calculating the information, wherever required, and
 File description – for uploading of document where so-ever required.
These will help the Institutions in the preparation of their SSR.

For Qualitative Metrics (QlM) which seek descriptive data, it is specified as to what kind of
information has to be given and how much. It is advisable to keep data accordingly compiled
beforehand.

For the Quantitative Metrics (QnM) wherever formula is given, it must be noted that these are
given merely to inform the HEIs about the manner in which data submitted will be used. That
is the actual online format seeks only data in specified manner which will be processed
digitally.

Metric-wise weightages are also given.

The actual online format may change slightly from the QIF as detailed in this Manual, in order
to bring compatibility with the IT design. Observe this carefully while filling up.

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Unified Manual for Health Sciences Colleges in RAF

(Applicable for all cycles including Re-Assessment for Grade Improvement)

Part-A 900 Weightage points

Common to all types of Health Sciences Colleges

Criterion 1 – Curricular Aspects (80)

Key Indicator – 1.1 Curricular Planning and Implementation (15)

Metric Weight
No. age
1.1.1 The Institution ensures effective curriculum planning, delivery and 10
Ql M evaluation through a well defined process as prescribed by the
respective regulatory councils and the affiliating University.

Provide description of above mentioned process within 500 words

Provide weblink to:

 Minutes of the meeting of the college curriculum committee.

 Any other relevant information.

1.1.2 Percentage of fulltime teachers participating in BoS /Academic 5

QnM Council of Universities during the last five years. (Restrict data to BoS
/Academic Council only)

Number of teachers of the Institution participating in BoS/Academic

Council of universities year-wise during the last five years

Data requirement: (As per Data Template)

 Number of teachers participated
 Name of the body in which fulltime teachersparticipated
 Total number of teachers
Formula

Number of fulltime teachers participating in such bodies

during the last five years
X 𝟏𝟎𝟎
Average number of full time teachers during the last five years
Upload:
 Details of participation of teachers in various bodies
 Scanned copies of the letters supporting the participation of
teachers
 Any other relevant information

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Key Indicator- 1.2 Academic Flexibility (20)

Metric Weight
No. age
1.2.1 Percentage of inter-disciplinary / inter-departmental courses /training across 10
QnM all the Programmes offered by the College during the last five years

1.2.1.1: Number of courses offered across all programmes during the

last five years
1.2.1.2: Number of inter-disciplinary /inter-departmentalcourses /training
offered during the last five years

Formula:
Number of interdisciplinary /interdepartmental courses
/training offered during the last five years
-----------------------------------------------------------------------------x100
Number of courses offered across all programmes
during the last five years

Upload:
 List of Interdisciplinary /interdepartmental courses /training across all
thethe programmes offered by the University during the last 5 years
 Minutes of relevant Academic Council/BoS meetings
 Institutional data in prescribed format (Data Template)
 Any other relevant information

1.2.2 Average percentage of students enrolled in subject-related Certificate/ 10

QnM Diploma / Add-on courses as against the total number of students
during the last five years

Number of students enrolled in subject-related Certificate or Diploma or

add-on courses year-wise during the last five years
Data Requirement: (As per Data Template)
 Total number of students enrolled in certificate diploma/Add-on
courses
 Total number of students across all programs
Formula:
Percentage per year=
Total number of students enrolled in Certificate ,Diploma
or Add −on courses in a year
Total number of students across all programs X100
during that year

Upload:
 Details of the students enrolled in subject-related
Certificate/Diploma/Add-on courses
 Any other relevant information

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Key Indicator- 1.3 Curriculum Enrichment (25)

Metric Weight
No. age
1.3.1. The Institution integrates cross-cutting issues relevant to gender, 5
Ql M environment and sustainability, human values, health determinants,
Right to Health and emerging demographic issues and Professional
Ethics into the Curriculum as prescribed by the University / respective
regulative councils

Provide description of curriculum integration as per the above within

500 words

Provide weblink to :
 List of courses with their descriptions
 Any other relevant information

1.3.2. Number of value-added courses offered during the last five years 5
QnM that impart transferable and life skills

Number of value-added courses offered during the last fiveyears that

impart transferable and life skills

Year
Number of value-added courses offered

Data Requirement for the last five years: (As per Data Template)
 Name of the value-added courses with 15 or more contact hours
 Number of times that a course is offered during a specified year
 Total number of students completing such course in the year

Upload:
 Brochure or any other document related to value-added course/s
 List of-value added courses (Data Template)
 Any other relevant information

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1.3.3. Average percentage of students enrolled in the value-added courses 5

QnM during the last five years

Number of students enrolled in value-added courses offered year-wise

during the last five years that impart transferable and life skills

Year
Number of
students enrolled

Data Requirement for the last five years:

 Names of the value-added courses with 15 or more contact hours
 Number of times a course was offered during the specified year
 Total number of students completing such course/s in the
specified ear

Formula: Percentage per year=

X 100

Average percentage =

Upload:
 List of students enrolled in value-added courses (Data Template)
 Any other relevant information

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1.3.4 Percentage of students undertaking field visits/Clinical / industry 10

QnM internships/research projects/industry visits/community postings (data
for the preceding academic year)

Number of students undertaking field visits/ internships/research

projects/industry visits/community postings

Data Requirement: (As per Data Template)

 Names of the programmes
 Number of students undertaking field visits/ internships/research
projects/industry visits/community postings
 Total number of students in the Institution

Formula:
No. of students undertaking field visits, Clinical, industry internships, research
projects, industry visits, community postings
X 100
Total number of students

Upload:
 List of programmes and number of students undertaking field
visits/internships/research projects/industry visits/community
postings (Data Template)
 Total number of students in the Institution
 Any other relevant information

Key Indicator- 1.4 Feedback System (20)

Metric Weight
No. age
1.4.1. Mechanism is in place to obtain structured feedback on 10
QnM curricula/syllabi from various stakeholders

Structured feedback received from

1) Students
2) Teachers
3) Employers
4) Alumni
5) Professionals

Upload:
 Stakeholder feedback reports as stated in the minutes of meetings
of the College Council /IQAC/ Curriculum Committee
 URL for feedback report
 Data template
 Any other relevant information

1.4.2 Feedback on curricula and syllabi obtained from stakeholders is 10

QnM processed in terms of:

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Options(Optany onethat is applicable):

A. Feedback collected, analysed and action taken on
feedback and relevant documents made available on
the institutional website
B. Feedback collected, analysed and action has been taken
C. Feedback collected and analysed
D. Feedback collected
E. Feedback not collected

Upload:
 URL for stakeholder feedback report
 Action taken report of the Institution on the feedback report as
stated in the minutes of meetings of the College Council/IQAC
 Any other relevant information

Criterion 2- Teaching- Learning and Evaluation (280)

Key Indicator- 2.1 Student Enrolment and Profile (20)

Metric Weight
No. age
2.1.1. Due consideration is given to equity and inclusiveness by providing 5
QnM reservation of seats to all categories during the admission process.

Average percentage of seats filled against seats reserved for various

categories as per applicable reservation policy during the last five
years

Average percentage of students admitted from the reserved categories as

per GOI or State Government norms year-wise during last five years

Year
Number of students admitted under the
reserved categories
Total number of seats earmarked for
reserved categories

Formula: Percentage per year=

X 100

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Upload:
 Copy of letter issued by state govt. or and Central
Government (which-ever applicable) Indicating the reserved
categories to be considered as per the GO rule (translated in
English)
 Final admission list published by the HEI
 Admission extract submitted to the state OBC, SC and ST cell
every year.
 Annual Report/ BOM report/ Admission report duly certified
by the Head of the Institution.
 Information as per data template
 Any other relevant information
2.1.2 Average percentage of seats filled in for the various programmes as 10
QnM against the approved intake

Number of seats filled-in for various programmes offered by the College

as against the approved intake during the last five years:

Year
Number of seats UG:
filled in PG:
Super Specialty :
Number of UG:
approved seats PG:
Super Specialty :

Formula:

Percentage per year =

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑒𝑎𝑡𝑠 𝑓𝑖𝑙𝑙𝑒𝑑 𝑖𝑛 𝑓𝑜𝑟 𝑡𝑕𝑒 𝑣𝑎𝑟𝑖𝑜𝑢𝑠 𝑝𝑟𝑜𝑔𝑟𝑎𝑚𝑚𝑒𝑠 𝑖𝑛 𝑎𝑦𝑒𝑎𝑟

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑎𝑝𝑝𝑟𝑜𝑣𝑒𝑑 𝑠𝑒𝑎𝑡𝑠 𝑓𝑜𝑟 𝑡𝑕𝑒 𝑠𝑎𝑚𝑒 𝑝𝑟𝑜𝑔𝑟𝑎𝑚𝑚𝑒 𝑖𝑛 𝑡𝑕𝑎𝑡 𝑦𝑒𝑎𝑟
X100

𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑝𝑒𝑟 𝑦𝑒𝑎𝑟

Average percentage = 5

Upload:
 Relevant details certified by the Head of the Institution clearly
mentioning the programs that are not covered under CET and
the number of applications received for the same
 Data template
 Any other relevant information

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2.1.3 Average percentage of Students enrolled demonstrates a national 5

QnM spread and includes students from other states

Number of students enrolled from other states year-wise during the last
five years
2.1.3.1 Number of students from other states year-wise, during the
last five years
2.1.3.2 Total number of students enrolled in the specified year

Year
Number of students enrolled from
other states
Total number of students enrolled in
the specified year

Formula:
Percentage per year =
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑓𝑟𝑜𝑚 𝑜𝑡𝑕𝑒𝑟 𝑠𝑡𝑎𝑡𝑒𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑖𝑛 𝑡𝑕𝑒 𝑠𝑝𝑒𝑐𝑖𝑓𝑖𝑒𝑑 𝑦𝑒𝑎𝑟
X100
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑖𝑛 𝑡𝑕𝑒 𝑠𝑝𝑒𝑐𝑖𝑓𝑖𝑒𝑑 𝑦𝑒𝑎𝑟

Upload:
 List of students enrolled from other states year-wise during the
last 5 years
 E-copies of admission letters of the students enrolled from other
states
 Institutional data in prescribed format (Data Template)
 Any other relevant information

Key Indicator- 2.2. Catering to Student Diversity (25)

Metric Weight
No. age
2.2.1. The Institution assesses the learning levels of the students, after 10
QnM admission and organises special Programmes for advanced learners
and slow performers

The Institution:
1. Follows measurable criteria to identify slow performers
2. Follows measurable criteria to identify advanced learners
3. Organizes special programmes for slow performers
4. Follows protocol to measure student achievement

Upload:
 Criteria to identify slow performers and advanced learners and
assessment methodology
 Details of special programmes for slow performers and advanced

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learners
 Student participation details and outcome records
 Any other relevant information

2.2.2. Student - Fulltime teacher ratio (data for the preceding academic year) 5
QnM
Data Requirement:
 Total number of students enrolled in the College
 Total number of fulltime teachers in the College

Formula: No. of Students : No. of full time Teachers

Upload :
 List of students enrolled in the preceding academic year
 List of full time teachers in the preceding academic year in the
University
 Institutional data in prescribed format (data Templates)
 Any other relevant information
2.2.3 Institution facilitates building and sustenance of innate talent 10
/aptitude of individual students (extramural activities/beyond the
Ql M classroom activities such as student clubs, cultural societies, etc)

Describe the initiatives to facilitate innate talent /aptitude of individual

students (extramural activities/beyond the classroom activities such as
student clubs, cultural societies, etc) within 500 words.

Provide web link to

 Appropriate documentary evidence
 Any other relevant information

Key Indicator- 2.3. Teaching- Learning Process (45)

Metric Weight
No. age
2.3.1. Student-centric methods are used for enhancing learning experiences 10
Ql M by:
 Experiential learning
 Integrated/interdisciplinary learning
 Participatory learning
 Problem solving methodologies
 Self-directed learning
 Patient-centric and Evidence-Based Learning
 Learning in the Humanities
 Project-based learning
 Role play

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Response to be provided within 500 words

Provide weblink to:

 Learning environment facilities with geotagging
 Any other relevant information

2.3.2 Institution facilitates the use of Clinical Skills Laboratory / Simulation 10

Based Learning
QnM
The Institution:
1. has Basic Clinical Skills / Simulation Training Models and
Trainers for skills in the relevant disciplines.
2. has advanced simulators for simulation-based training
3. has structured programs for training and assessment of students in
Clinical Skills Lab / Simulation based learning.
4. Conducts training programs for the faculty in the use of clinical
skills lab and simulation methods of teaching-learning

Upload :
 List of clinical skills models.
 Geo-tagged photographs of clinical skills lab and simulation centre
 List of training programmes conducted in the facilities during the last 5
years
 Any other relevant information

2.3.3. Teachers use ICT-enabled tools for effective teaching and learning 10
Ql M process including online e-resources

Response to be provided within 500 words

Provide web link to:
 Details of ICT-enabled tools used for teaching and learning
 List of teachersusing ICT-enabled tools (including LMS)
 Webpage describing the “LMS/ Academic Management System”
 Any other relevant information

2.3.4. Student :Mentor Ratio (preceding academic year) 10

QnM
Data Requirement
 Number of mentors
 Number of students assigned to each Mentor
 Data Template

Total number of mentors in

the preceding academic year
Total number of students in
the preceding academic year

Formula: Mentor : Mentee Ratio

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Upload
 Details of fulltime teachers/other recognized mentors and
students
Any other relevant information
2.3.5. The teaching learning process of the institution nurtures creativity, 5
analytical skills and innovation among students
Ql M
Describe the process by providing examples to illustrate the
development of creativity, analytical skills and innovation among
students within 500 words

Provide weblink to :
 Appropriate documentary evidence
 Any other relevant information

Key Indicator- 2.4 Teacher Profile and Quality (50)

Metric Weight
No. age
2.4.1. Average percentage of fulltime teachers against sanctioned posts 10
QnM during the last five years

Data Requirement for the last five years:

 Number of fulltime teachers
 Number of sanctioned posts

Formula:

Percentage per year = X 100

Upload:
 Year-wise list of fulltime teachers and sanctioned posts for 5
years certified by the Head of the Institution (Data Template)
 Sanction letters indicating number of posts (including
Management sanctioned posts) by competent authority (in
English/translated in English)
 Any other relevant information

2.4.2. Average percentage of fulltime teachers with 10

QnM Ph.D./D.Sc./D.Lit./DM/M Ch/DNB in super specialities /other PG
degrees (like MD/ MS/ MDS etc.,) in Health Sciences (like MD/ MS/
MDS etc.,) for recognition as Ph.D guides as per the eligibility criteria
stipulated by the Regulatory Councils/Affiliating Universities.

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Number of fulltime teachers with Ph.D/D.Sc./D.Lit./DM/M Ch/DNB in

super specialities / other PG degrees in Health Sciences (like MD/ MS/
MDS etc.,)for recognition as Ph.D guides as per the eligibility criteria
stipulated by the Regulatory Councils. Last five years data to be entered.

Year
Number fulltime
teachers

Data Requirement for the last five years:

 Number of fulltime teachers with Ph.D/D.Sc./D.Lit./DM/M
Ch/DNB in super specialities /other PG degrees in Health
Sciences (like MD/ MS/ MDS etc.,) for recognition as Ph.D
guides as per the eligibility criteria stipulated by the Regulatory
Councils/Affiliating Universities.
 Total number of fulltime teachers

Formula:

No. of fulltime teachers with PhD/D.Sc./D.Lit./DM/M.Ch/DNB in super

specialities /other PG degrees in Health Sciences (like MD/ MS/ MDS
etc.,)for recognition as Ph.D guides as per the eligibility criteria
stipulated by the Regulatory Councils/Affiliating Universities in a year
---------------------------------------------------- x 100
Number of fulltime teachers in that year

Percentage per year

Average percentage =
5

Upload :
 List of fulltime teachers with Ph.D/D.Sc./D.Lit./DM/M Ch/DNB in
super specialities / other PG degrees inHealth Sciences (like MD/
MS/ MDS etc.,) for recognition as Ph.D guides as per the
eligibility criteria stipulated by the Regulatory
Councils/Affiliating Universitiesand the number of fulltime
teachers for 5 years
 Copies of Guide-ship letters or authorization of research
guide provide by the university
 Any other relevant information

2.4.3. Average Teaching experience of fulltime teachers in number of years 10

QnM (data for the preceding academic year)
Average teaching experience of full-time teachers (cadre-wise) in
number of years.

Data Requirement:
 List of fulltime teachers with number of years of teaching
experience

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Formula:
Sum total of techaing experience of fulltime teachers in the
preceding academic year
Number of fulltime teachers in the preceding academic year

Upload :
 List of teachers including their designation, qualifications,
department and number of years of teaching experience (Data
Template)
 Any other relevant information

2.4.4. Average percentage of teachers trained for development and delivery 10

QnM of e-content / e-courses during the last 5 years
• Number of fulltime teachers in the Institution during the last 5 years
• Number of teachers trained for development and delivery of e-content
/ e-courses during the last 5 years
Year
Number of
teachers trained
Total number of
teachers
Formula:
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒇𝒖𝒍𝒍𝒕𝒊𝒎𝒆 𝒕𝒆𝒂𝒄𝒉𝒆𝒓𝒔 𝒐𝒇 𝒕𝒉𝒆
𝑰𝒏𝒔𝒕𝒊𝒕𝒖𝒕𝒊𝒐𝒏 𝒕𝒓𝒊𝒏𝒆𝒅 𝒅𝒖𝒓𝒊𝒏𝒈 𝒐𝒏𝒆 𝒚𝒆𝒂𝒓
Percentage per year = 𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒇𝒖𝒍𝒍𝒕𝒊𝒎𝒆 X100
𝒕𝒆𝒂𝒄𝒉𝒆𝒓𝒔 𝒊𝒏 𝒕𝒉𝒂𝒕 𝒚𝒆𝒂𝒓

Average percentage =

Upload:
o Reports of the e-training programmes
o e-contents / e-courses developed
o Year –wise list of full time teachers trained during the last 5 years
 Certificate of completion of training for development of and
delivery of e-contents / e-courses / video lectures /
demonstrations
o Web-link to the contents delivered by the faculty hosted in the
HEI’s website
o Any other relevant information

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2.4.5 Average Percentage of fulltime teachers who received awards 10

QnM and recognitions for excellence in teaching, student mentoring,
scholarships, professional achievements and academic
leadership at State, National, International levels from
Government / Government-recognized agencies / registered
professional associations / academies during the last five years

Number of fulltime teachers who received awards and recognitions for

excellence in teaching and student mentoring,scholarships, professional
achievements and academic leadership at State, National, International
levels from Government / Government-recognized agencies / registered
professional associations/ academiesduring the last five years

Year
Number of teachers
who received awards
etc.,
Number of fulltime
teachers

Percentage per year =

Average percentage =

Data Requirement for last five years:

 List of fulltime teachers who received awards etc., from State,
National, International levels from Govt. and Govt. –
recognisedagencies
 Data template

Upload
 Institutional data in the prescribed format/ Data Template
 e-copies of award letters (scanned or soft copy)
 Any other relevant information

Key Indicator- 2.5. Evaluation Process and Reforms (45)

Metric Weight
No. age
2.5.1. The Institution adheres to the academic calendar for the conduct of 10
Ql M Continuous Internal Evaluation and ensures that it is robust and
transparent

Provide a description within 500 words

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Provide weblink to:

 Academic calendar
 Dates of conduct of internal assessment examinations
 Any other relevant information

2.5.2. Mechanism to deal with examination-related grievances is 15

transparent, time-bound and efficient

Ql M Provide a description on Grievance redressal mechanism with reference

to continuous internal evaluation, matters relating to University
examination for submission of appeals, providing access to answer
scripts, provision of re-totaling and provision for re-assessment within
500 words

Data requirement for the last five years:

 Details of University examinations / Continuous Internal
Evaluations (CIE) conducted during the last five years
 Number of grievances regarding University
examinations/Internal Evaluation
 Any other relevant information

2.5.3. Reforms in the process and procedure in the conduct of 10

Ql M evaluation/examination; including the automation of the examination
system
Describe the reforms implemented in internal evaluation/ examinations
with reference to the following within 500 words
 Examination procedures
 Processes integrating IT
 Continuous internal assessment system
 Competency-based assessment
 Workplace-based assessment
 Self assessment
 OSCE/OSPE

Provide weblink:
 Information on examination reforms
 Any other relevant information

2.5.4. The Institution provides opportunities to students for midcourse 10

improvement of performance through specific interventions
QnM Opportunities provided to students for midcourse improvement of
performance through:
1. Timely administration of CIE
2. On time assessment and feedback
3. Makeup assignments/tests
4.Remedial teaching/support

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Upload:
 List of opportunities provided for the students for midcourse
improvement of performance in the examinations
 Information as per Data Template.
 Policy document of midcourse improvement of performance of
students
 Re-test and Answer sheets
 Any other relevant information

Key Indicator- 2.6 Student Performance and Learning Outcome (45)

Metric Weight
No. age
2.6.1. The Institution has stated the learning outcomes (generic and 10
Ql M programme-specific) and graduate attributes as per the provisions of
the Regulatory bodies and the University;which are communicated to
the students and teachers through the website and other documents
Provide details of the stated learning outcomes for each programme /
course as stipulated by the appropriate Regulatory bodies and the
University and the methods followed by the Institution for assessment of
the same within 500 words.
Provide Weblink to:
 Relevant documents pertaining to learning outcomes and
graduate attributes
 Methods of the assessment of learning outcomes and graduate
attributes
 Upload Course Outcomes for all courses (exemplars from
Glossary)
 Any other relevant information

2.6.2 Incremental performance in Pass percentage of final year students in 15

QnM the last five years

2.6.2.1: Number of final year students of all the programmes, who have
qualified in the university examinations in each of the last five years.

2.6.2.2: Number of final year students of all the programmes, who

appeared for the examinations in each of the last five years.

Year
Number of UG
final year PG
students
Total

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Upload:
 List of Programmes and the number of students passed and appeared in
the final year examination each year for the last five years.
 Link for the annual report of examination results as placed before
BoM/ Syndicate/ Governing Council for the last five years.
 Reports from Controller of Exam (COE) office/ Registrar
evaluation mentioning the relevant details and the result
analysis performed by the institution duly attested by the
Head of the Institution
 Trend analysis for the last five years in graphical form
 Data Template
 Any other relevant information
2.6.3 The teaching learning and assessment processes of the Institution are 10
aligned with the stated learning outcomes.
QlM Provide details on how teaching learning and assessment processes are
mapped to achieve the generic and program-specific learning outcomes
(for each program) within 500 words.
Provide web link to
 Programme-specific learning outcomes
 Any other relevant information
2.6.4 Presence and periodicity of parent-teachers meetings, remedial 10
measures undertaken and outcome analysis
QlM Describe structured mechanism for parent-teachers meetings, follow-up
action taken and outcome analysis within 500 words
Provide weblink to:
 Proceedings of parent –teachers meetings held during the last 5
years
 Follow up reports on the action taken and outcome analysis.
 Any other relevant information

Key Indicator- 2.7 Student Satisfaction Survey (50)

Metric Weight
No. age
2.7.1. Online student satisfaction survey regarding teaching learning process 50
QnM Data Requirement: (As per Data Template)
 Name/Class/Gender
 Student Id Number
 Mobile number
 Email Id
 Degree Programme
(Database of all currently enrolled students need to be prepared and
shared with NAAC along with the online submission of QIF)
Upload:
 Database of all currently enrolled students (Data Template)
 Any other relevant information

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Criterion 3- Research, Innovations and Extension (120)

Key Indicator 3.1 - Resource Mobilization for Research (17)

Metric Weight
No. age
3.1.1 Percentage of teachers recognized as PG/ Ph.D research guides by the 6
QnM respective University

3.1.1.1. Number of teachers recognized as PG/ Ph.D research guides during

the last 5 years
3.1.1.2. Number of full time teachers in the Institution during the last five
years

Formula :
Number of teachers recognized as PG/Ph. D research
guides during the last 5 years
× 100
Number of full time teachers during the last 5 years
Upload :
 List of full time teachers recognized as PG/ Ph.D guides during
the last 5 years.
 List of full time teacher during the last five years.
 Copies of Guide-ship letters or authorization of research
guide provide by the university
 Information as per Data Template
 Any other relevant information

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3.1.2 Average Percentage of teachers awarded national /international 6

QnM fellowships / financial support for advanced studies/collaborative
research and participation in conferences during the last five years

The Average percentage of teachers awarded national /international

fellowships / financial supportfor advanced studies / collaborative
research and conference participation in Indian and Overseas Institutions
during the last five years.

Year
Number of teachers
awarded
fellowships/financial
support
Formula:
Percentage per year =
Number 𝒐𝒇 𝒕𝒆𝒂𝒄𝒉𝒆𝒓𝒔 𝒂𝒘𝒂𝒓𝒅𝒆𝒅 𝒏𝒂𝒕𝒊𝒐𝒏𝒂𝒍, 𝑰𝒏𝒕𝒆𝒓𝒏𝒂𝒕𝒊𝒐𝒏𝒂𝒍 𝒇𝒆𝒍𝒍𝒐𝒘𝒔𝒉𝒊𝒑𝒔, 𝒇𝒊𝒏𝒂𝒏𝒄𝒊𝒂𝒍 𝒔𝒖𝒑𝒑𝒐𝒓𝒕
𝒇𝒐𝒓 𝒂𝒅𝒗𝒂𝒏𝒄𝒆𝒅 𝒔𝒕𝒖𝒅𝒊𝒆𝒔/𝒄𝒐𝒍𝒍𝒂𝒃𝒐𝒓𝒂𝒕𝒊𝒗𝒆 𝒓𝒆𝒔𝒆𝒂𝒓𝒄𝒉 𝒂𝒏𝒅 𝒑𝒂𝒓𝒕𝒊𝒄𝒊𝒑𝒂𝒕𝒊𝒐𝒏 𝒊𝒏 𝒄𝒐𝒏𝒇𝒆𝒓𝒆𝒏𝒄𝒆𝒔
𝑋100
Total number of teachers in the Institution in that year

Average percentage =

Data Requirements for last five years:

 List of the teachers awarded national/international fellowships /
Financial support year-wise for the last 5 years
 List of the awards
 Year of Awards
 Awarding Agencies

Upload:
 Fellowship award letter / grant letter from the funding agency
 List of teachers and their national/international fellowship details
(Data Templates)
 E-copies of the award letters of the teachers
 Any other relevant information

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3.1.3 Number of research projects/clinical trials funded by government, 5

QnM industries and non-governmental agencies during the last five years

3.1.3.1 Number of research projects/clinical trials funded by

government, industries and non-governmental agencies during the last
five years
3.1.3.2 Number of fulltime teachers who worked in the Institution during the
last five years

Year
Number of research
projects
Amount/Funds
Received

Data Requirements for the last five years:(As per Data Template)
 Names of Principal Investigators
 Duration of projects
 Names of research project/clinical trials
 Amount/Funds Received
 Names of funding agencies
 Year of sanction
 Departments of recipients

Upload:
 List of research projects and funding details during the last five years
(Data Template)
 Supporting documents from Funding Agencies
 Link for funding agencies‟ websites
 Any other relevant information

Key Indicator 3.2- Innovation Ecosystem (10)

Metric Weight
No. age
3.2.1 The Institution has created an ecosystem for innovations including 5
Incubation Centre and other initiatives for creation and transfer of
Ql M knowledge

Describe the available Incubation Centre and evidence of its functioning

(activities) within 500 words

Provide weblink to :
 Geo tagged facilities and innovations made
 Any other relevant information

3.2.2 Number of workshops/seminars conducted on Intellectual Property 5

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QnM Rights (IPR) Research methodology, Good Clinical, Laboratory,

Pharmacy and Collection practices, writing for Research Grants and
Industry-Academia Collaborations during the last five years
Year
Number of workshops
/ seminars conducted

Data Requirements for the last five years: (As per Data Template)
 Name of the workshops / seminars
 Number of Participants
 Dates (From -to)
Upload:
 List of workshops/seminars during last 5 years (Data Template)
 Reports of the events
 Any other relevant information

Key Indicator 3.3- Research Publications and Awards (23)

Metric Weigh
No. tage
3.3.1. The Institution ensures implementation of its stated Code of Ethics for 5
research.
QnM
The Institution has a stated Code of Ethics for research, the
implementation of which is ensured by the following:

1. There is an Institutional ethics committee which oversees the

implementation of all research projects
2. All the projects including student project work are subjected to the
Institutional ethics committee clearance
3. The Institution has plagiarism check software based on the
Institutional policy
4. Norms and guidelines for research ethics and publication guidelines
are followed

Upload
 Institutional Code of Ethics document
 Minutes of meetings of the committees with reference to the code of
ethics
 Any other relevant information

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3.3.2. Average number of Ph.D/ DM/ M Ch/ PG Degree in the respective 5

disciplines received per recognized PG teachers* of the Institution
QnM during the last five years

3.3.2.1 Number of Ph.D.s/DM/M Ch/PG degrees in the respective

disciplines received per recognized PG teachers* of the Institution
during the last five years
3.3.2.2 Number of PG teachers recognized as guides by the
Regulatory Bodies / Universities during the last five years

Formula:
Number of Ph.D.s /DM/M.Ch/PG degrees in the respective
disciplines received during the last five years
Number of PG teachers recognized as guides by the University/
Regulatory Bodies during the last five years

* Eligible PG teachers are those who are recognized as PG/PhD guides by

the University / respective Regulatory Bodies

Upload:
 List of Ph.D.s/DM/MCh/PG degrees in the respective disciplines
received year-wise during the last five years
 List of teachers recognized as guides during the last five years
 Information as per Data Template
 Letter of PG guide recogniation from competent authority
 Any other relevant information

3.3.3. Average number of papers published per teacher in the Journals 8

notified on UGC -CARE list in the UGC website/Scopus/ Web of
QnM Science/ PubMed during the last five years

Number of research papers published per teacher in the Journals notified

on UGC website/Scopus/ Web of Science/ PubMed during the last five
years
Year
Number of papers

Formula:
Number of research papers published in the Journals notified on UGC CARE list on
UGCwebsite/Scopus/ Web of Science/ PubMed during the last five years
Average number of Teachers during the last five years
Upload:
 List of papers published per teacher in the Journals notified on
UGC website/Scopus/ Web of Science/ PubMed year-wise during
the last five years
 Web-link provided by institution in the template which
redirects to the journal webpage published in UGC notified list
 Information as per Data Template
 Any other relevant information

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3.3.4. Number of books and chapters in edited volumes/books published and 5

papers published in national/ international conference
QnM proceedingsindexed in UGC-CARE list on the UGC
website/Scopus/Web of Science/PubMed/ during the last five years

Year
Number

Formula:

Upload:
 List of books and chapters in edited volumes/books published with
ISBN and ISSN number and papers in national/ international
conference proceedings year-wise during the last five years
 Information as per Data Template
 Any other relevant information

Key Indicator 3.4 - Extension Activities (50)

Metric Weight
No. age
3.4.1 Total number of extension and outreach activities carried out in 10
collaboration with National and International agencies, Industry, the
QnM community, Government and Non-Government organizations
engaging NSS/NCC/Red Cross/YRC/Institutional clubs etc. during the
last five years.

Year
No. of extension /
outreach activities
Upload:
 List of extension and outreach activities year-wise during the last
five years
 List of students in NSS/NCC/Red Cross/YRC involved in the
extension and outreach activities year-wise during the last five
years
 Detailed program report for each extension and outreach
program should be made available, with specific mention of
number of students and collaborating agency participated
 Any other relevant information

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3.4.2 Average percentage of students participating in extension and 15

outreach activities engaging/NSS/NCC/Red Cross/ YRC/
QnM Institutional clubsetc.,during the last 5 years
Year
No. of students participating in extension /
outreach activities
Formula:

Percentage per year = X 100

𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝒑𝒆𝒓 𝒚𝒆𝒂𝒓

Average percentage =
𝟓

Data Requirement for the last five years: (As per Data Template)
 Names and number of the extension and outreach
Programmesengaging/NSS/NCC/Red Cross/ YRC Institutional
clubs etc.,
 Names of the collaborating agencies: Non- government, industry,
community with contact details
 Number of students who participated in each of the programmes
Upload:
 Reports of the events organized
 Data template
 List of extension and outreach activities conducted with industry,
community etc for the last five years (Data Template)
 List of students who participated in extension activities year-wise
during the last 5 years
 Geotagged photographs of extension activities

3.4.3 Number of awards and recognitions received for extension and 10

Ql M outreach activities from Government / other recognised bodies during
the last five years
Describe the nature and basis of awards /recognitions received for
extension and outreach activities of the Institutions from Government
/other recognised bodies year-wise during the last five years within 500
words
Year
Number of awards / recognitions
Data Requirement for the last five years:
 Names of the activities
 Names of the Awards/recognitions
 Names of the Awarding Government agency/other recognized
bodies
 Year of the Awards

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Provide weblink to:

 List of awards for extension activities in the last 5 year
 e-copies of the award letters
 Any other relevant information
3.4.4 Institutional social responsibility activities in the neighbourhood 15
QlM community in terms of education, environmental issues like Swachh
Bharath, health and hygiene awareness and socio-economic
development issues carried out by the students and staff during the last
five years.
Describe the impact of extension activities in sensitising students to
social issues and holistic development within 500 words.
Provide Weblink to:
 Geo-tagged photographs
 Details of Institutional social responsibility activities in the
neighbourhood community during the last 5 years
 Any other relevant information

Key Indicator - 3.5 Collaboration (20)

Metric Weight
No. age
3.5.1. Average number of Collaborative activities for research, faculty 10
exchange, student exchange/ Industry-internship etc. per year for the
QnM last five years
Total number of Collaborative activities for research, faculty exchange,
student exchange year-wise during the last five years
Year
Number of collaborative
activities

Data Requirements for the last five years: (As per Data Template)
 Titles of the collaborating activities
 Names of the collaborating agencies with contact details
 Source of financial support
 Year of collaboration
 Duration (From-To)
 Nature of activities

Formula:

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Upload:
 List of collaborative activities for research, faculty /student
exchange etc. (Data template)
 Detailed program report for each extension and outreach
program should be made available, with specific mention of
number of students and collaborating agency participated
and amount generated
 Certified copies of collaboration documents and exchange visits
 Any other relevant information

3.5.2. Total number ofFunctional MoUs with Institutions/ Industries in 10

India and abroad for academic, clinical training / internship, on-the
QnM job training, project work, student / faculty exchange, collaborative
research programmes etc. year-wise during the last five years
Number of functional MoUs with Institutions/ industries in India and
abroad for academic, clinical training / internship, on-the job training,
project work, student / faculty exchange, collaborative research
programmes etc. year-wise during the last five years
Year
Number of MoUs /
linkages

Data Requirement for the last five years: (As per Data Template)
 Title of the MoU
 Names of the partnering Institutions/ Industries /research labs
with contact details
 Year of commencement
 Duration (From-to)
 Nature of MoUs
 Details of activities

Upload
 List of functional MoUs for the last 5 years
 List of partnering Institutions/ Industries /research labs with
contact details
 E-copies of the MoU’s with institution/ industry/ corporate
house, Indicating the start date and completion date
 Any other relevant information

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Criterion 4 - Infrastructure and Learning Resources (100)

Key Indicator – 4.1 Physical Facilities (25)

Metric Weight
No. age
4.1.1 The Institution has adequate facilities for teaching- learning. viz., 10
classrooms, laboratories, computing equipment etc.
Ql M
Describe the adequacy of facilities for teaching-learning viz.,
classrooms, ICT-enabled classrooms, seminar halls, facilities for clinical
learning, learning in the community, Teleconferences, AYUSH-related
learning cum therapy centre, well-equipped laboratories, skills labs etc.
as stipulated by the appropriate Regulatory bodies within 500 words
Provide weblink to:
 List of available teaching-learning facilities such as Classrooms,
Laboratories, ICT enabled facilities including Teleconference
facilities etc., mentioned above.
 Geo-tagged photographs
 Any other relevant information

4.1.2 The Institution has adequate facilities to support physical and 5

recreational requirements of students and staff - sports, games
Ql M (indoor, outdoor), gymnasium, auditorium, yoga centre, etc.) and for
cultural activities

Describe the adequacy of facilities for sports, games and cultural

activities including specification about area/size, year of establishment
and user rate within 500 words

Provide weblink to :
 List of available sports and cultural facilities
 Geo-tagged photographs
 Any other relevant information

4.1.3. Availability and adequacy of general campus facilities and overall 5

ambience:
Ql M
Describe the availability and adequacy of campus facilities such as
hostels, medical facilities, toilets, canteen, post office, bank, roads and
signage, greenery, alternate sources of energy, STP, water purification
plant, etc. (within 500 words)

Provide weblink to:

 Geo-tagged photographs of Campus facilities
 Any other relevant information

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4.1.4. Average percentage of expenditure incurred, excluding salary, for 5

infrastructure development and augmentation during the last five
QnM years

Year
Amount (INR in
lakhs)

Data Requirement for the last five years: (As per Data Template)
 Budget allocated for infrastructure development and
augmentation
 Total expenditure excluding salary
Formula:
Percentage per year =

Average percentage =
Upload:
 Audited utilization statements (highlight relevant items)
 Details of budget allocation, excluding salary during the last five years
(Data Template)
 Any other relevant information

Key Indicator - 4.2 Clinical, Equipment and Laboratory Learning

Resources (20)

Metric Weightage
No.
4.2.1 Teaching Hospital, equipment, clinical teaching-learning and 7
QlM laboratory facilities as stipulated by the respective Regulatory Bodies

Describe the adequacy of the Teaching Hospital, equipment, clinical

teaching- learning and laboratory facilities as stipulated by the respective
Regulatory Bodies within 500 words

Provide Weblink to:

 The facilities as per the stipulations of the respective Regulatory
Bodies with Geotagging
 The list of facilities available for patient care, teaching-learning
and research
 Any other relevant information

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4.2.2 Average number of patients per year treated as outpatients and 4

QnM inpatients in the teaching hospital for the last five years

4.2.2.1: Number of patients treated as outpatients in the teaching hospital

year-wise during the last five years.

4.2.2.2: Number of patients treated as inpatients in the teaching hospital

year-wise during the last five years.

Year
No. of outpatients
No. of inpatients
Total Patients in Five years:
Average=Total number of patients (OP+IP) in last Five years/5
Upload:

 Details of the teaching hospitals (attached hospital or shared

hospitals after due approval by the Regulatory Council /
University) where the students receive their clinical training.
 Year-wise outpatient and inpatient statistics for the last 5 years
 Link to hospital records / Hospital Management Information
System
 Any other relevant information

4.2.3 Average number of students per year exposed to learning resource such 03
as Laboratories, Animal House & Herbal Garden (in house OR hired)
QnM during the last five years
4.2.3.1: Number of UG students exposed to learning resource such as
Laboratories, Animal House & Herbal Garden(in house OR hired) year-
wise during the last five years.
4.2.3.2: Number of PG students exposed to learning resource such as
Laboratories, Animal House & Herbal Garden year-wise during the last
five years.

Year
No. of UG Students exposed
No. of PG Students exposed
Total number of students (UG+PG) utilised the resources/5=Average
number of students per year
Upload:
 Detailed report of activities and list of students benefitted due
to exposure to learning resource
 Details of the Laboratories, Animal House & Herbal Garden
 Number of UG, PG students exposed to Laboratories, Animal
House & Herbal Garden(in house OR hired) per yearbased on
time-table and attendance
 Any other relevant information

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4.2.4 Availability of infrastructure for community based learning 6

QnM Institution has:

1. Attached Satellite Primary Health Center/s
2. Attached Rural Health Center/s other than College teaching
hospital available for training of students
3. Residential facility for students / trainees at the above
peripheral health centers / hospitals
4. Mobile clinical service facilities to reach remote rural
locations

Upload:
 Description of community-based Teaching Learning activities
 Details of Rural and Urban Health Centers involved in Teaching
Learning activities and student participation in such activities
 Government Order on allotment/assignment of PHC to the
institution
 Any other relevant information

Key Indicator – 4.3 Library as a learning Resource (20)

Metric Weight
No. age
4.3.1. Library is automated using Integrated Library Management System 4
(ILMS)
Ql M
Describe the Management System of the Library within 500 words
 Name and features of the ILMS software
 Nature and extent of automation (full or partial)
 Year of commencement and completion of automation

Provide weblink to:

 Geo-tagged photographsof library facilities
 Any other relevant information

4.3.2. Total number of textbooks, reference volumes, journals, collection of 3

rare books, manuscripts, Digitalized traditional manuscripts,
Ql M Discipline-specific learning resources from ancient Indian languages,
special reports or any other knowledge resource for library enrichment
Provide details of the total number of textbooks, reference volumes,
journals, collection of rare books, manuscripts, Digitalized traditional
manuscripts, Discipline-specific learning resources from ancient Indian
languages, special reports or any other knowledge resource for library
enrichment within 500 words

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Data Requirement for the last five years:

Provide a description of library acquisition / enrichment including
 Names of the books/journals /manuscripts
 Names of the publishers
 Names of the authors
 Number of copies
 Year of publication
Provide weblink to:
 Data on acquisition of books / journals /Manuscripts / ancient
books etc., in the library.
 Geotagged photographs of relevant library sections
 Any other relevant information

4.3.3. Does the Institution have an e-Library with membership / registration 3

QnM for the following:
1. e – journals / e-books consortia
2. E-Shodh Sindhu
3. Shodhganga
4. SWAYAM
5. Discipline-specific Databases

Data Requirement for the last five years: (As per Data Template)
 Details of memberships/subscriptions
 Details of e-resources with full text access
 Details of subscriptions with validity period
 Data template.

Upload:
 Details of subscriptions like e-journals, e-ShodhSindhu, Shodhganga
Membership etc. (Data Template)
 E-copy of subscription letter/member ship letter or related document
with the mention of year to be submitted
 Any other relevant information

4.3.4 Average annual expenditure for the purchase of books and journals 5
including e-journals during the last five years
QnM
Annual expenditure for the purchase of books and journals including e-
journalsyear-wise during last five years (INR in Lakhs)

Year
Amount (INR in Lakhs)

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Data Requirement for the last five years: (As per Data Template)
 Expenditure on the purchase of books
 Expenditure on the purchase of journals including e-journalsin
the ithyear
 Year of Expenditure

Formula:

Where:Expdi= Expenditure in rupees on the purchase of books

including e-journals in the ithYear
Upload:
 Audited Statement highlighting the expenditure for
purchase of books and journal / library resources.
 Details of annual expenditure for the purchase of books and
journals including e-journals year-wise during the last five years
(Data Template)
 Any other relevant information

4.3.5 In-person and remote access usage of library and the learner 2
sessions/library usage programmes organized for the teachers and
Ql M students (data for the preceding academic year)

Describe in-person and remote access usage of library and the learner
sessions/library usage programmes organized for the teachers and
students data for the preceding academic year within 500 words

Provide weblink to:

 Details of library usage by teachers and students
 Details of learner sessions / Library user programmes organized
 Any other relevant information

4.3.6 E-content resources used by teachers: 3

QnM 1. NMEICT/NPTEL
2. other MOOCs platforms
3. SWAYAM
4. Institutional LMS
5. e-PG-Pathshala

Upload:
 Links to documents of e-contentsused
 Data Template
 Any other relevant information

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Key Indicator- 4.4 IT Infrastructure (15)

Metric Weight
No. age
4.4.1 Percentage of classrooms, seminar halls and demonstration rooms 5
linked with internet /Wi-Fi-enabled ICT facilities (data for the
QnM preceding academic year)
Formula:
Number of classrooms ,seminar halls and demonstration rooms

linked with internet ,Wi −Fi enabled ICT facilities

Total number of classrooms ,seminar halls X100
and demonstration room in the Institution
Data Requirements: (As per Data Template)

Upload:
 Number of classrooms and seminar halls and demonstration
rooms linked with internet /Wi-Fi-enabled ICT facilities (Data
Template)
 Geo-tagged photographsof the facilities
 Any other relevant information

4.4.2 Institution frequently updates its IT facilities and computer availability 5

for students including Wi-Fi
QlM
Describe computer availability for students and IT facilities including
Wi-Fi with the date(s) and nature of updation within 500 words
Provide weblink to:
 Documents related to updation of IT, computer availability and
Wi-Fi facilities
 Any other relevant information
4.4.3 Available bandwidth of internet connection in the Institution (Leased 5
line)
QnM
Optany one:

A. ≥1 GBPS
B. 500 MBPS - 1 GBPS
C. 250 MBPS - 500 MBPS
D. 50 MBPS - 250 MBPS
E. <50 MBPS

Upload:
 Details of available bandwidth of internet connection in the Institution
 Bills for any one month of the last completed academic year
indicating internet connection plan, speed and bandwidth
 Any other relevant information

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Key Indicator – 4.5 Maintenance of Campus Infrastructure (20)

Metric Weight
No. age
4.5.1 Average expenditure incurred on maintenance of physical facilities 10
and academic support facilities excluding salary component as a
QnM percentage during the last five years

Year
Amount INR in
Lakhs

Data Requirement for the last five years: (As per Data Template)
 Details of non-salary expenditure incurred on the maintenance of
physical facilities and academic support facilities for the last 5 years
in INR lakhs

Formula:
Percentage per year =

X100

Upload:
 Audited statements of accounts on maintenanceo f physical facilities
and academic support facilities duly certified by Chartered
Accountant / Finance Officer.
 Details about approved budget and expenditure on physical and academic
support facilities (Data Templates)
 Any other relevant information

4.5.2 There are established systems and procedures for maintaining and 10
Ql M utilizing physical, academic and support facilities - laboratory, library,
sports facilities, computers, classrooms etc.
Describe policy details of systems and procedures for maintaining and
utilizing physical and academic support facilities within a maximum of
500 words.
Provide weblink to:
 Minutes of the meetings of the Maintenance Committee
 Log book or other records regarding maintenance works
 Any other relevant information
 Geo-tagged photographs

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Criterion 5- Student Support and Progression (120)

Key Indicator- 5.1 Student Support (45)

Metric Weight
No. age
5.1.1 Average percentage of students benefited by scholarships 10
/freeships / fee-waivers by Government / Non-Governmental
QnM agencies / Institution during the last five years

Number of students benefited by scholarships /freeships / fee-

waivers by Government / Non-Governmental agencies /
Institution -year-wise during the last five years

Year
Number of students benefited

Data Requirement for the last five years:(As per Data Template)
 Name of the scheme
 Number of students benefited

Formula:
Percentage per year =

Average percentage =

Upload :
 Attested copies of the sanction letters from the sanctioning authorities
 List of students who received scholarships/ freeships /fee-waivers
 Data Template
 Any other relevant information

5.1.2. Capability enhancement and development schemes employed by the 15

Institution for students:
QnM
1. Soft skill development
2. Language and communication skill development
3. Yoga and wellness
4. Analytical skill development
5. Human value development
6. Personality and professional development
7. Employability skill development

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Data Requirement: (As per Data Template)

 Name of the capability enhancement scheme
 Year of implementation
 Number of students enrolled
 Name of the agencies involved with contact details

Upload:
 Link to Institutional website
 Details of capability enhancement and development schemes (Data
Template)
 Any other relevant information
 Geo-tagged photographs

5.1.3. Average percentage of students provided training and guidancefor 5

competitive examinations and career counseling offered by the
QnM Institution during the last five years

Number of students benefitted by guidance for competitive examinations

and career counseling offered by the Institution year-wise during the last
five years

Year
Number of students

Data Requirement for the last five years (As per Data Template)
 Name of the scheme
 Number of students who passed in competitive exams
 Number of students placed

Formula:

Percentage per year = X 100

Upload:
 List of students benefited by guidance for competitive
examinations and career counselling during the last five years
(Data Template)
 Institutional website. Web-link to particular program/scheme
mentioned in the metric
 Copy of circular/ brochure/report of the event/ activity report
Annual report of Pre-Examination Coaching centres
 Year-wise list of students attending each of these schemes
signed by competent authority
 Any other relevant information

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5.1.4. The Institution has an active international student cell to facilitate 2

study in India program etc..,
Ql M
Describe the international student cell activities within 500 words

Provide weblink to :
 for international student cell
 Any other relevant information

5.1.5. TheInstitutionhasatransparentmechanismfortimelyredressalof 13
studentgrievances / prevention of sexual harassment / prevention of
QnM ragging

1. Adoption of guidelines of Regulatory bodies

2. Presence of the committee and mechanism for
receiving student grievances (online/ offline)
3. Periodic meetings of the committee with minutes
4. Record of action taken

Data Requirement: (As per Data Template)

Upload
 Minutes of the meetings of student Grievance Redressal Committee
and Anti-Ragging Committee/Cell
 Circular/web-link/ committee report justifying the objective
of the metric
 Details of student grievances and action taken (Data Template)
 Any other relevant information

Key Indicator- 5.2 Student Progression (40)

Metric Weigh
No. tage
5.2.1 Average percentage of students qualifying in state/ national/ international 10
level examinations (eg: GATE/GMAT/GPAT /CAT/ NEET/ GRE/
QnM TOEFL/PLAB/USMLE/AYUSH/CivilServices/Defence/UPSC/State
Government examinations/ AIIMSPGET, JIPMER Entrance Test,
PGIMER Entrance Test etc.,) during the last five years

5.2.1.1: Number of students qualifying in state/ national/ international level

examinations (eg:GATE/GMAT/ GPAT/CAT/NEET/ GRE/TOEFL/
PLAB/USMLE/AYUSH/Civil Services/Defence/ UPSC/State government
examinations/ AIIMSPGET, JIPMER Entrance Test, PGIMER Entrance Test
etc.,)during the last five years
-

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5.2.1.2 Number of students appearing in state/ national/ international level

examinations (eg:GATE/GMAT/ GPAT /CAT/NEET/GRE/TOEFL/ PLAB/
USMLE/AYUSH/Civil Services/Defence/UPSC/ State government
examinations / AIIMSPGET, JIPMER Entrance Test, PGIMER Entrance
Test etc.,)during the last five years

Year
Number of students-Qualifying
Number of students-Appeared
Number of students qualified in:
 GATE
· GMAT
· GPAT
· CAT
· NEET
· GRE
· TOEFL
· AYUSH

Formula:
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 Number of students clearing state or national or international
level examination𝑠 𝑑𝑢𝑟𝑖𝑛𝑔 𝑡𝑕𝑒 𝑙𝑎𝑠𝑡 𝑓𝑖𝑣𝑒 𝑦𝑒𝑎𝑟𝑠
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 Number of students appearing in state or national or international × X 100
level examination during the last five years

Upload:
 List of students qualifying in state/ national/ international level
examinations during the last five years (Data Template)
 Pass Certificates of the examination
 Copies of the qualifying letters of the candidate
 Any other relevant information

5.2.2. Average percentage of placement / self-employment (in relevant field) in 15

professional services of outgoing students during the last five years
QnM
Number of outgoing students who got placed / self-employed year-wise
during the last five years

Year
Number of students
placed/self-employed

Data Requirement for the last five years: (As per Data Template)

 Name of the employer with contact details

 Names of self-employed professionals with Register Number and
contact details
 Number of students placed

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Formula:
Percentage per year= X 100

Average percentage =

Upload:

 Annual reports of Placement Cell.

 Self-attested list of students placed / self-employed
 Details of student placement / self-employment during the last five years
(Data Template)
 Any other relevant information

5.2.3 Percentage of the batch of graduated students of the preceding year, who 15
QnM have progressed to higher education

Number of outgoing student progression to higher education

Data for the preceding academic year (As per Data Template)
Number of students proceeding from

 UG to PG:
 PG to DM/ M. Ch/DNB (Super specialties)
 PG to PhD:
 PhD to Post doctoral:

Formula:
Number of 𝑙𝑎𝑠𝑡 𝑏𝑎𝑡𝑐𝑕 𝑜𝑓 𝑔𝑟𝑎𝑑𝑢𝑎𝑡𝑒𝑑 students
who have progressed to higher education
Total number of graduating students in that year

Upload:
 Supporting data for students/alumnias per data template
 Details of student progression to higher education (Data Template)
 Any other relevant information

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Key Indicator- 5.3 Student Participation and Activities (25)

Metric Weight
No. age
5.3.1 Number of awards/medals for outstanding performance in
sports/cultural activities at State/Regional (zonal)/ National / 10
QnM International levels (award for a team event should be counted as one)
during the last five years.

Number of awards/medals for outstanding performance in sports/cultural

activities at State/Regional (zonal)/National / International levels (award
for a team event should be counted as one) year-wise during the last five
years.

Year
Number of awards/medals

Data Requirement for the last five years: (As per Data Template)
 Name of the award/ medal
 National/ International
 Sports/ Cultural

Upload:
 Duly certified e-copies of award letters and certificates
 Any other relevant information

5.3.2 Presence of a Student Council, its activities related to student welfare 5

and student representation in academic & administrative bodies/
Ql M committees of the Institution

Describe the Student Council, its activities related to student welfare and
student representation in academic & administrative bodies / committees
of the Institution within 500 words

Provide weblink to :
 Reports on the student council activities
 Geo-tagged photographs
 Any other relevant information

5.3.3. Average number of sports and cultural activities/competitions 10

QnM organised by the Institution during the last five years

Number of sports and cultural activities/competitions organised by the

Institution year-wise during the last five years

Year
Number of events

Data Requirement for last five years: (As per Data template)

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Formula:

Upload:
 List of sports and cultural activities / competitions organized per
year during the last five years (Data Template)
 Report of the events with photographs
 Any other relevant information

Key Indicator- 5.4 Alumni Engagement (10)

Metric Weight
No. age
5.4.1 TheAlumniAssociation is registered and holds regular meetings to 5
plan its involvement and developmental activates with the support of
Ql M the college during the last five years.

Describe the contributions of the Alumni Association to the Institution

during the last five years within 500 words

Provide weblink to:

 Registration of Alumini association.
 Details of Alumni Association activities
 Frequency of meetings of Alumni Association with minutes
 Quantum of financial contribution
 Audited statement of accounts of the Alumni Association

5.4.2 Provide the areas of contribution by the Alumni Association / chapters 5

QnM during the last five years

1. Financial / kind
2. Donation of books /Journals/ volumes
3. Students placement
4. Student exchanges
5. Institutional endowments

Upload:
 List of Alumni contributions made during the last 5 years
 Extract of Audited statements of highlighting Alumni
Association contribution
 Certified statement of the contributions by the head of the Institution.
 Any other relevant information

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Criterion VI - Governance, Leadership and Management (100)

Key Indicator- 6.1 Institutional Vision and Leadership (10)

Metric Weight
No. age
6.1.1 The Institution has clearly stated Vision and Mission which are 5
reflected in its academic and administrative governance.
Ql M

Describe the Vision and Mission of the Institution, nature of governance,

perspective plans and stakeholders‟ participation in the decision-making
bodies highlighting the activities leading to Institutional
excellence.Response to be provided within 500 words
Provide web link for:
 Vision and Mission documents approved by the College bodies
 Achievements which led to Institutional excellence
 Any other relevant information

6.1.2 Effective leadership is reflected in various Institutional practices such 5

as decentralization and participative management.

Ql M Describe the organogram of the college management structure and its

functioning system highlighting decentralised and participatory
management and its outcomes in the Institutional governance within 500
words

Provide weblink to:

 Relevant information / documents
 Any other relevant information

Key Indicator- 6.2 Strategy Development and Deployment (10)

Metric Weight
No. age
6.2.1 The Institutional has well defined organisational structure, Statutory 5
Bodies/committees of the College with relevant rules, norms and
Ql M guidelines along with Strategic Plan effectively deployed. Provide the
write-up within 500 words

Provide web link to:

 Organisational structure
 Strategic Plan document(s)
 Minutes of the College Council/ other relevant bodies for
deployment/ deliverables of the strategic plan
 Any other relevant information

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6.2.2. Implementation of e-governance in areas of operation 5

QnM 1. Academic Planning and Development

2. Administration
3. Finance and Accounts
4. Student Admission and Support
5. Examination

Upload:
 Data template
 Institutional budget statements allocated for the heads of
E_governanceimplementation
 e-Governance architecture document
 Screen shots of user interfaces
 Policy documents
 Any other relevant information

Key Indicator- 6.3 Faculty Empowerment Strategies (30)

Metric Weight
No. age
6.3.1 The Institution has effective welfare measures for teaching and non- 5
teaching staff
Ql M
Provide web link to:
 Policy document on the welfare measures
 List of beneficiaries of welfare measures
 Any other relevant document

6.3.2 Average percentage of teachers provided with financial support to 7

QnM attend conferences/workshops and towards membership fee of
professional bodies during the last five years

Number of teachers provided with financial support to attend

conferences/workshops and towards membership fee of professional
bodies year-wise during the last five years

Year
Number of teachers provided
with financial support

Data Requirement for the last five years: (As per Data Template)
 Name of the teacher
 Name of conference/ workshop attended for which financial
support was provided
 Name of the professional body for which membership fee is
provided

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Percentage per year =

Number of teachers provided with financial support to attend conferences ,
workshops and towards membership fee of professional bodies in a year
X100
Total number of fulltime teachers in that year

Average percentage =

Upload:
 Details of teachers provided with financial support to attend
conferences, workshops etc. during the last five years (Data
Template)
 Policy document on providing financial support to teachers
 List of teachers provided membership fee for professional bodies
 Receipts to be submitted
 Any other relevant information

6.3.3 Average number of professional development / administrative training 6

QnM programmes organized by the Institution for teaching and non-
teaching/technical staff during the last five years

(Continuing education programmes, entrepreneurship development

programmes, Professional skill development programmes, Training
programmes for administrative staff etc.,)

Total number of professional development /administrative training

programmes organized by the Institution for teaching and non-teaching
/technical staff year-wise during the last five years

Year
Number of training
programmes

Data Requirement for last five years: (As per Data Template)
 Title of the professional development Programme organised for
teaching staff
 Title of the administrative raining Programme organised for non-
teaching staff
 Dates (From- to)

Formula:
Total Number of professional development and administrative
training programmes organised for teaching, non − teaching
and technical staff during the last five years
5
Upload:
 List of professional development / administrative training
programmes organized by the Institution during the last five
years and the lists of participants who attended them (Data
template)

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 Reports of Academic Staff College or similar centers

Verification of schedules of training programs
 Copy of circular/ brochure/report of training program self
conducted program may also be considered
 Any other relevant information

6.3.4 Average percentage of teachers undergoing Faculty Development 6

QnM Programmes (FDP) including online programmes during the last five
years (Orientation / Induction Programmes, Refresher Course, Short
Term Course etc.)

Number of teachers who have undergone Faculty Development

Programmes including online programmes, Orientation / Induction
Programmes, Refresher Course, Short Term Course and any other
course year-wise during the last five years

Years
Number of teachers
Data Requirement for the last five years: (As per Data Template)
 Names of teachers who have undergone such programmes
 Title of the Programme
 Duration (From –to)
Formula:
Percentage per year =

Number of teachers whohave attended such programme in a year

× 100
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑢𝑙𝑙𝑡𝑖𝑚𝑒 𝑡𝑒𝑎𝑐𝑕𝑒𝑟 𝑖𝑛 𝑡𝑕𝑎𝑡 𝑦𝑒𝑎𝑟

Average percentage =
Upload:
 AQARs for the last five years
 Details of teachers who have attended FDPs during the last five years (Data
Template)
 E-copy of the certificate of the program attended by teacher
 Days limits of program/course as prescribed by UGC/AICTE or Preferably
Minimum one day programme conducted by recognised body/academic
institution
 Any other relevant information
6.3.5 Institution has Performance Appraisal System for teaching and non- 6
Ql M teaching staff

Describe the functioning of the Performance Appraisal System for

teaching and non-teaching staff within 500 words

Provide web link to:

 Performance Appraisal System
 Any other relevant information

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Key Indicator- 6.4 Financial Management and Resource Mobilization (20)

Metric Weight
No. age
6.4.1 Institutional strategies for mobilisation of funds and the optimal 7
utilisation of resources
Ql M
Describe the resource mobilisation policy and procedures for optimal
utilization of resources within 500 words

Provide web link to:

 Resource mobilization policy document duly approved by
College Council/other administrative bodies
 Procedures for optimal resource utilization
 Any other relevant information

6.4.2 Institution conducts internal and external financial audits regularly 8

QlM
Enumerate the various internal and external financial audits carried out
during the last five years with the mechanism for settling any audit
objections within 500 words
Provide weblink to:
 Documents pertaining to internal and external audits year-wise
for the last five years
 Any other relevant information
6.4.3 Funds / Grants received from government/non-government bodies, 5
QnM individuals, philanthropists(INR in Lakhs) during the last five years
(not covered in Criterion III)
TotalGrants received from government/non-government bodies,
individuals, philanthropists year-wise during the last five years (INR in
Lakhs)
Year
Funds/grants received from
government bodies (INR in Lakhs)
Funds/grants received from non-
government bodies (INR in Lakhs)

Upload:
 Audited statements of accounts for the last five years.
 Copy of letter indicating the grants/funds received by
respective agency as stated in metric
 Provide the budget extract of audited statement towards
Grants received from Government / non-government bodies,
individuals, philanthropist duly certified by
charteredaccountant/ Finance Officer
 Information as per Data template
 Any other relevant information

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Key Indicator- 6.5 Internal Quality Assurance System (30)

Metric Weight
No. age
6.5.1 Instituion has a streamlined Internal Quality Assurance Mechanism 10

Ql M Describe the Internal Quality Assurance Mechanism in the Institution

and the activies of IQAC within 500 words

Provide web link to

 The structure and mechanism for Internal Quality Assurance
 Minutes of the IQAC meetings.
 Any other relevant information
6.5.2 Average percentage of teachers attending 10
programs/workshops/seminars specific to quality improvement in the
QnM last 5 years.

(Please exclude participations in Faculty Development Programmes

(FDP) mentioned in metric 6.3.4)

Number of quality initiatives by IQAC for promoting quality year-wise

for the last five years

Year
Number of Quality
Improvement programs
Number of teachers who
attended such programs

Percentage per year =

Number of teachers who have attended such IQAC programmes in a year

× 100
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑒𝑎𝑐𝑕𝑒𝑟 𝑖𝑛 𝑡𝑕𝑎𝑡 𝑦𝑒𝑎𝑟

Percentage per year

Average percentage =
5
Upload:
 Details of programmes/workshops/seminars specific to quality
improvement attended by teachers year-wise during the last five
years
 List of teachers who attended programmes/workshops/seminars
specific to quality improvement year-wise during the last five years
 Certificate of completion/participation in programs/
workshops/seminars specific to quality improvement
 Information as per Data Template
 Any other relevant information

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6.5.3 The Institution adopts several Quality Assurance initiatives 10

The Institution has implemented the following QA initiatives :

QnM
1. Regular meeting of Internal Quality Assurance Cell (IQAC)
2. Feedback from stakeholder collected, analysed and report submitted
to college management for improvements
3. Organization of workshops, seminars, orientation on quality
initiatives for teachers and administrative staff.
4. Preparation of documents for accreditation bodies (NAAC, NBA,
ISO, NIRF, NABH, NABL etc.,)

Upload :
 Information as per Data Template
 Annual report of the College
 Minutes of the IQAC meetings
 Copies of AQAR
 Report of the feedback from the stakeholders duly attested by
the Board of Management
 Report of the workshops, seminars and orientation program
 Copies of the documents for accreditation
 Any other relevant information

Criterion 7- Institutional Values and Best Practices (100)

Key Indicator- 7.1 Institutional Values and Social Responsibilities (50)

Metric Weight
No. age
Gender Equality (10)

7.1.1 Total number of gender equity sensitization programmes organized by 5

QnM the Institution during the last five years

Total number of gender equity sensitization programmes organized by

the Institution year-wise during the last five years

Year
Number of gender
equity sensitization
programme organized

Data Requirement for last five years: (As per Data Template)
 Title of the programmes
 Duration (From-to)
 Number of participants

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Upload:
 List of gender equity sensitization programmes organized by the
Institution year-wise (Data Template)
 Copy of circular/brochure/ Report of the program
 Extract of Annual report
 Geotagged photographs of the events

7.1.2 Measures initiated by the Institution for the promotion of gender 5

Ql M equity during the last five years.

Describe gender equity & sensitization in curricular and co-curricular

activities, facilities for women on campus within 500 words
Provide Web link to:
 Annual gender sensitization action plan
 Specific facilities provided for women in terms of
a. Safety and security
b. Counselling
c. Common Rooms
d. Day care centre for young children
 Any other relevant information

Environmental Consciousness and Sustainability (10)

7.1.3 The Institution has facilities for alternate sources of energy and 3
QnM energy conservation devices

1. Solar energy
2. Wheeling to the Grid
3. Sensor based energy conservation
4. Biogas plant
5. Use of LED bulbs/ power efficient equipment

Upload:
 Geo-tagged photographs
 Installation receipts
 Facilities for alternate sources of energy and energy conservation
measures
 Any other relevant information

7.1.4 Describe the facilities in the Institution for the management of the 3
Ql M following types of degradable and non-degradable waste (within 500
words)
 Solid waste management
 Liquid waste management
 Biomedical waste management
 E-waste management
 Waste recycling system

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 Hazardous chemicals and radioactive waste management

Provide web link to:

 Relevant documents like agreements/MoUs with Government
and other approved agencies
 Geotagged photographs of the facilities
 Any other relevant information

7.1.5 Water conservation facilities available in the Institution: 2

QnM 1. Rain water harvesting

2. Borewell /Open well recharge
3. Construction of tanks and bunds
4. Waste water recycling
5. Maintenance of water bodies and distribution system in the campus

Upload :
 Geotagged photos / videos of the facilities
 Installation or maintenance reports of Water conservation
facilities available in the Institution
 Any other relevant information

7.1.6 Green campus initiatives of the Institution include: 2

QnM 1. Restricted entry of automobiles
2. Battery-powered vehicles
3. Pedestrian-friendly pathways
4. Ban on use of plastics
5. Landscaping with trees and plants

Upload:
 Geotagged photos / videos of the facilities if available
 Geotagged photo Code of conduct or visitor instruction
displayed in the institution
 Any other relevant information
 Reports to be uploaded

Differently-abled (Divyangjan) friendliness (10)

7.1.7 The Institution has disabled-friendly, barrier-free environment in the 10
QnM campus
 Built environment with ramps/lifts for easy access to
classrooms
 Disabled-friendly washrooms
 Signage including tactile path, lights, display boards and
signposts
 Assistive technology and facilities for persons with disabilities
(Divyangjan) accessible website, screen-reading software,
mechanized equipment
 Provision for enquiry and information: Human assistance, reader,

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scribe, soft copies of reading material, screen reading

Upload:
 Geo-tagged photographsof the facilities as per the claim of the
institution
 Any other relevant information
 Data Template
 Relevant documents

Inclusion and Situatedness (10)

7.1.8 Describe the Institutional efforts/initiatives in providing an inclusive 10
Ql M environment i.e., tolerance and harmony towards cultural, regional,
linguistic, communal socio-economic and other diversities.Add a note
on how the Institution has leveraged its location for the services of the
community (within 500 words).

Provide Web link to:

 Supporting documents on the information provided (as reflected
in the administrative and academic activities of the Institution)
 Any other relevant information/documents

Human Values and Professional Ethics (10)

7.1.9 Code of conduct handbook exists for students, teachers and academic 6
QnM and administrative staff including the Dean / Principal /Officials and
support staff.

1. The Code of conduct is displayed on the website

2. There is a committee to monitor adherence to the code of conduct
3. Institution organizes professional ethics programmes for students,
teachers and the academic and administrative staff
4. Annual awareness programmes on the code of conduct are organized

Upload:
 Information about the committee composition, number of
programmes organized etc., in support of the claims
 Weblink of the code of conduct
 Details of the monitoring committee of the code of conduct
 Details of Programs on professional ethics and awareness
programs
 Any other relevant information
7.1.10 The Institution celebrates / organizes national and international 4
Ql M commemorative days, events and festivals

Describe the efforts of the Institution in celebrating /organizing National

and International commemorative days and events and festivals within
500 words

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Key Indicator- 7.2 Best Practices (30)

Metric Weight
No. age
7.2.1 Describe two Institutional Best Practices as per the NAAC format 30
provided in the Manual
Ql M (Respond within 1000 words)
Provide web link to:
 Best practices page in the Institutional web site
 Any other relevant information

Note:
FormatforPresentationofBestPractices
1. TitleofthePractice
Thistitleshouldcapturethe keywordsthatdescribethepractice.

2. Objectives ofthePractice
Whataretheobjectives/intended outcomes of this “best practice” and what are the
underlying principles or concepts of this practice (in about 100 words)?

3. TheContext
What were the contextual features or challenging issues that needed to be
addressed in designing and implementing this practice (in about 150 words)?

4. ThePractice
Describe the practice and its uniqueness in the context of India higher education.
What were the constraints / limitations, if any, faced (in about 400 words)?

5. EvidenceofSuccess
Provide evidence of success such as performance against targets and benchmarks,
review results. What do these results indicate? Describe in about 200 words.

6. ProblemsEncounteredandResourcesRequired
Please identify the problems encountered and resources required to implement the
practice (in about 150 words).

7 Notes (Optional)
Please add any other information that may be relevant for adopting/ implementing the
Best Practice in other Institutions (in about150 words).

Any other information regarding Institutional Values and Best Practices which the
Institution would like to include.

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Key Indicator- 7.3 Institutional Distinctiveness (20)

Metric Weight
No. age
7.3.1 Portray the performance of the Institution in one area distinctive to 20
its priority and thrust within 500 words
Ql M
Provide web link to:
 Appropriate web page in the institutional website
 Any other relevant information

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5. Data Templates for Quantitative Metrics (QnM)

CriterionI–CurricularAspects(80)
Key Indicator - 1.1 Curriculum Planning and Implementation (15)
1 1.1.2 Percentage of fulltime teachers participating in BoS/Academic Council of universities during the last five years (5)

No. of fulltime teachers participating No. of fulltime teachers participating in

Year in BoS of universities Academic Council of universities Total number of teachers

Note: Participation of Individual teacher in multiple bodies / multiple years to be counted only once.
Upload:
 List of teachers participating in BoS of universities year-wise during the last five years
 List of teachers participating in Academic Council of universities year-wise during the last five years
 Scanned copies of letters to support participation of teachers in BoS/Academic Council of universities

Key Indicator – 1.2 Academic Flexibility (20)

2 1.2.1 (QnM) Percentage of inter-disciplinary /inter-departmental courses /training across all the Programmes offered by the College during the last
five years (10)
No. of courses where inter-disciplinary/inter-departmental courses /
Year Name of the programe training were built in the programme

Upload:
 List of programmes offered year-wise during the last five years
 List of the courses under each programme where inter-disciplinary / inter-departmental courses /training were offered year-wise during the
last five years
 Minutes of the relevant Academic Council/BoS/College Council meetings
 Any other relevant information

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3 1.2.2 Average percentage of students enrolled in subject-related Certificate/Diploma programs/Add-on courses as against the total number of
students during the last five years (10)
Number of students enrolled in subject-related Total number of students enrolled across all the
Year Certificate/Diploma programs/Add-on courses programmes

Upload:
 Details of students enrolled in subject-related Certificate/Diploma/Add-on courses year-wise during the last five years
 Any other relevant information

Key Indicator - 1.3 Curriculum Enrichment (25)

4 A. 1.3.2 (QnM) Number of value-added courses imparting transferable and life skills offered during the last five years (5)

Name of the value-added courses Number of students who

(with 15 or more contact hours) Course Code (where Year of successfully completed the Upload relevant
offered during the last five years ever applicable) offering course in the specified year documents

Upload:
 Brochure or any other documents relating to value added courses.
 List of value-added courses year-wise offered during the last five years
 List of students enrolled in value-added courses year-wise during the last five years
 Any other relevant information

*DVV may verify random attendance sheet for at least 5% of the courses

B. 1.3.3 (QnM) Average percentage of students enrolled in the value-added courses during the last five years (5)
Year of enrolment Number of students enrolled in the value-added courses Link to the relevant document

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Upload:
 List of students enrolled in value-added courses year-wise during the last five years
 Any other relevant information

5 1.3.4 (QnM) Percentage of students undertaking field visits/Clinical / industry internships/research projects/industry visits/community
postings (data for the preceding academic year) (10)
No. of students Total No.of students undertaking
No. of undertaking No. of students field visits/clinical/industry
students Clinical No. of students No. of students undertaking internships/research projects,
undertaking /industry undertaking undertaking Community industry visits & community
field visits internships research projects Industry visits postings postings

 List of students undertaking field visits/Clinical / industry internships/research projects/industry visits/community postings during the
preceding academic year
 Documents to show the total number of students in the Institution during the preceding academic year.
*DVV may verify random attendance sheet for at least 5% of the courses.

Key Indicator - 1.4 Feedback System (20)

6
1.4.1(QnM)Mechanism in place to collect structured feedback on curricula/syllabi from various stakeholders(10)
Feedback collected Feedback collected Feedback collected Feedback collected Feedback collected from other professionals
from students from teachers from employers from alumni
Yes No Yes No Yes No Yes No Yes No

Upload:
 Stakeholder feedback reports as stated in the minutes of meetings of the College Council/IQAC/Curriculum Committee
 URL for stakeholder feedback report
 Sample filled in structure feedback forms by the institution for each category as claimed in the SSR

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 Institutional data in prescribed format (Data Template)

 Any other relevant information

7 1.4.2(QnM) Feedback on curricula and syllabi obtained from stakeholders is processed in terms of:(10)

Feedback collected, analysed and action- Feedback collected

taken on feedback is made available on the Feedback collected, analysed Feedback collected and
institutional website and action taken on feedback analysed
Yes No Yes No Yes No Yes No

Upload:
 Stakeholder feedback reports as stated in the minutes of meetings of the College Council/IQAC/Curriculum Committee
 Action taken report of the institution on feedback as stated
 URL for stakeholder feedback report
 Any other relevant information

Criterion II -Teaching-Learning and Evaluation (280)

Key Indicator - 2.1 Student Enrolment and Profile (20)
8 2.1.1 (QnM) Due consideration is given to equity and inclusiveness by providing reservation of seats to all categories during the admission process.
Average percentage of seats filled against seats reserved for various categories as per applicable reservation policy during the last five years
(5)
Number of seats earmarked for students from reserved category Number of students admitted from the reserved
Year as per GOI or State Government rules category
SC ST OBC Others (Specify) SC ST OBC Others (Specify)

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Upload:
 Average percentage of seats filled against seats reserved (As per Data Template)
 Copy of letter issued by state govt. or and Central Government Indicating the reserved categories to be considered as per the state rule (in English)
 Final admission list published by the HEI
 Admission extract submitted to the state OBC, SC and ST cell every year.
 Initial reservation of seats for admission.
 Any other relevant information

9 2.1.2 (QnM) Percentage of seats filled for the various programmes as against the approved intake during the last five years (10)

Programme code (where

Year applicable) Number of seats sanctioned/available Number of students enrolled

Upload:
 Data pertaining to the number of sanctioned seats for the various programmes year-wise during the last five years
 List of students enrolled for the various programmes year-wise during the last five years
 Institutional data in prescribed format.
 Any other relevant information

2.1.3 (QnM) Average percentage of Students enrolled demonstrates a national spread and includes students from other states (05)
10
Year of Number of students enrolled from the
enrolment same state Number of students enrolled from other states Link to the relevant document

Upload:
 List of students enrolled from other states year-wise during the last five years
 E-copies of admission letters of the students enrolled from other states year-wise during the last five years
 Any other relevant information

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*Random check for at least 5% of the students

Key Indicator - 2.2 Catering to Student Diversity (25)

11 2.2.1 The Institution assesses the learning levels of the students, after admission and organises special Programmes for advanced learners
and slow performers (10)
Measurable criteria followed to Measurable criteria followed Special programmes created for low Protocols to measure
recognize slow performers to identify advanced learners performers / advanced learners as per achievements
identified criteria
Yes No Yes No Yes No Yes No

Upload:
 Methodology and Criteria for the assessment of Learning levels; Details of special programmes
 Details of outcome measures / records
 Proforma created to identify slow learners /advanced learners
 Consolidated report submitted to Dean academics /Dean student‟s welfare on special programs for advanced learners and slow learners
 Any other relevant information

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12 2.2.2 (QnM) Student - full-time teacher ratio(data for the preceding academic year) (5)

Number of students enrolled in the Institution Number of students Number of full-time teachers in Student: Teacher Ratio
(Undergraduates) enrolled in the Institution (Postgraduates) the Institution
UG PG

Upload:
 List of students enrolled in the preceding academic year
 List of full-time teachers in the preceding academic year in the institution (with Designation and Highest Qualification obtained)
 Institutional data in prescribed format (data Templates)
 Any other relevant information

Key Indicator – 2.3 Teaching-Learning Process (45)

13 2.3.2 (QnM) Has provision for the use of clinical skills laboratory / simulation-based learning (10)
The Institution has Clinical The Institution has advanced structured programs for Training programs for the faculty in
Skills / Simulation Training simulators for simulation- training and assessment of the use of clinical skills lab and
Models and Trainers for skills based training students in Clinical Skills Lab simulation methods of teaching-
in the relevant disciplines. / Simulation based learning learning
Yes No Yes No Yes No Yes No
Upload:
 Geo-tagged photographs of clinical skills lab facilities, clinical skills models, patients simulators
 List of training programmes conducted in the faculties during the last 5 years
 Proof of Establishment of Clinical Skills Laboratories
 Proof of patient simulators for simulation-based training
 Report on training programmes in Clinical skills lab/simulator Centre
 List of clinical skills training models
 Any other relevant information

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14 2.3.4 (QnM) Student : Mentor ratio (data for the preceding academic year) (10)
Number of fulltime teachers/other Number of students Number of students assigned to each Mentor: Mentee ratio
recognized mentors enrolled mentor

Upload:
 Details of fulltime teachers/other recognized mentors and students
 Records of mentors-mentee meetings
 Allotment order of mentor to mentee and records of mentor- mentee meetings
 Copy of circular pertaining to the details of mentor and their allotted mentees
 Approved Mentor list as announced by the HEI
 Log Book of mentors
 Institutional data in prescribed format (Data Template)
 Any other relevant information

Key Indicator - 2.4 Teacher Profile and Quality (50)

15 2.4.1 (QnM) Average percentage of full-time teachers against sanctioned posts during the last five years (10)

Year of Nature of the

Year Name of the Full-time teacher Designation Name of the department appointment sanctioned post

Upload:
 Year-wise list of fulltime teachers and sanctioned posts for the last 5 years (Certified by the Head of the Institution)
 Faculty Position sanction letters by competent authority.
 Appointment letters of faculty during last five years
 Institutional data in prescribed format (Data Template)
 Any other relevant information

16 2.4.2 (QnM) Average percentage of full-time teachers with PhD, DM/M.Ch/DNB in super specialties/DSc./DLit/other PG degrees in health sciences
(like MD, MS, MDS etc.) for recognition as Ph D guides as per the eligibility criteria stipulated by the regulatory councils/Affiliating Universities
during the last five years (10)

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Name of full-time teachers with

PhD/DM/M.Ch/DSc/DLit/ DNB in Year of obtaining PhD/DM/M.Ch/
superspecialties/ other PG degrees in health DSc./DLit/DNB in superspecialties/other PG
sciences (like MD, MS, MDS etc.)for degrees in health sciences (like MD, MS, MDS Whether
recognition as Ph D guides as per the eligibility etc.)for recognition as Ph D guides as per the recognised as Total
criteria stipulated by the Regulatory eligibility criteria stipulated by the research guide number of
Year Councils/Affiliating Universities Regulatory Councils/Affiliating Universities for PG/PhD teachers
Yes No
Upload:
 List of fulltime teachers with Ph.D/D.Sc./D.Lit./DM/M Ch/DNB in super specialities / other PG degrees (like MD/ MS/ MDS etc.,)in Health
Sciences for recognition as Ph.D guides as per the eligibility criteria stipulated by the Regulatory Councils and the number of fulltime
teachers for 5 years
 Recognition letter as guides for Ph.D/DM/M.Ch duly attested by the competent Authorities.
 Copies of Guide-ship letters or authorization of research guide provide by the competent authority
 Institutional data in prescribed format (Data Template)
 Any other relevant information

17 2.4.3 (QnM) Average teaching experience of full-time teachers (cadre-wise) in number of years (data for the preceding academic year) (10)
Name of the Year of
Name of the Full-time teacher Designation department appointment Number of years of teaching experience

Upload:
 List of fulltime teachers including details of their designation, department, total number of years of their teaching experience
 Experience certificate of full-time teacher
 Institutional data in prescribed format (Data Template)
 Any other relevant information

18 2.4.4 (QnM) Average percentage of teachers trained for development and delivery of e-contents/e-courses during the last five years (10)

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Total number Number of teachers trained for development

Year of teachers & delivery of e-contents/e-courses Provide link to a few courses

Upload:
• List of teachers trained for development and delivery of e-contents / e-courses / video lectures / demonstrations during the last 5 years
• Reports of the e-training programmes
 Certificate of completion of training for development of and delivery of e-contents / e-courses / video lectures / demonstrations
• Web-link to the contents delivered by the faculty hosted in the HEI‟s website
• List of e-contents / e courses / video lectures / demonstrations developed
• Any other relevant information

19 2.4.5 (QnM) Average Percentage of fulltime teachers who received awards and recognitions for excellence in teaching, student mentoring,
scholarships, professional achievements and academic leadership at State/ National/ International levels from Government / Government-
recognized agencies / registered professional associations / academiesduring the last five years (10)
Name(s) of teachers Title of the State level International Name of the agency/agencies
Year who received awards Award (s) awards National level awards level awards that awarded

Upload:
 List of fulltime teachers who received State/National/ International level awards
 Certified e-copies of award letters
 Any other relevant information

Key Indicator - 2.5 Evaluation Process and Reforms (45)

20 2.5.4 (QnM) Opportunities provided to students for mid-course improvement of academic performance (10)

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Timely administration of On time assessment and feedback Makeup assignments/tests Remedial teaching/support
CIE
Yes No Yes No Yes No Yes No
Upload:
 List of initiatives provided to students for mid-course improvement of academic performance
 List of opportunities provided for the students for midcourse improvement of performance in the examinations
 Institutional data in prescribed format.
 Policy document of the options claimed by the instititution duly signed by the Head of the Institution
 Re-test and Answer sheets

*Check 5% sample from the Office of the Controller of Examinations (COE).

Key Indicator – 2.6 Student Performance and Learning Outcome (45)

21 2.6.2 (QnM) Incremental performance in Pass percentage of final year students in the last five years (15)

Programme Number of students appeared in the Number of students passed in final year
Year code Programme name final year examination (UG + PG) examination (UG + PG)

Upload:
 List of programmes and the number of students who appeared and the number of students who passed in the final year examinations each year for
the last five years
 Annual Reports of examination results as placed before BOM/Syndicate/Governing Council for the last five years
 Trend analysis for the last five years in graphic form
 Reports from Controller of Exam (COE) office/ Registrar evaluation mentioning the relevant details and the result analysis performed by
the institution duly attested by the Head of the Institution

Key Indicator - 2.7 Student Satisfaction Survey(50)

22 2.7.1 Online student satisfaction survey regarding teaching learning process (all currently enrolled students). (50)
(Online survey to be conducted and details of the students in the format mentioned below should be uploaded)

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Name of Gender Categor State of Nationality (if Email Programme Student Unique Mobile Year of
the student y Domicile other than Indian) ID name Enrolment ID Number joining

Upload:
 Database of all currently enrolled students
 Any other relevant information

Criterion III – Research, Innovations and Extension (120)

Key Indicator - 3.1 Resource Mobilization for Research (17)
23 3.1.1 Percentage of teachers recognized as PG/ Ph.D research guides by the respective University (6)
Year Name of full-time teachers recognized as PG/ Ph D research guides Name(s) of research scholar(s) guided

Upload:
 List of full-time teachers recognized as PG/ Ph D research guides during the last five years
 List of full-time teachers during the last five years
 Copies of Guide-ship letters or authorization of research guide provide by the university
 Institutional data in prescribed format.

24 3.1.2 (QnM) Average percentage of teachers awarded National/International fellowships/financial support for advanced studies/collaborative
research and participation in conferences during the last five years (6)
Year Name of the teacher awarded Name of the award (s) Awarding agency/ Source of
national/International fellowship/financial funding
support for advanced studies / collaborative
studies and participation in conferences

Upload:
 Fellowship award letter / grant letter from the funding agency
 List of teachers awarded National/International fellowships/financial support for advanced studies/collaborative research year-wise during

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the last five years

 Certified e-copies of the award letters of the teachers.
 Institutional data in prescribed format.
 Any other relevant information

25 3.1.3 (QnM) Number of research projects/clinical trials funded by government, industries and non-governmental agencies during the last five
years (5)
Name of the Name of the Type Department of Duration
Principal Funding agency (Government/Non Principal Year of Funds provided of the
Year Investigator -Government) Investigator Award (INR in Lakhs) project

Upload:
 Year-wise list of teachers (principal investigator) awarded funds during the last five years
 List of research projects/clinical trials and funding details during the last five years
 Supporting documents from funding agencies
 Link for funding agency website

Key Indicator - 3.2 Innovation Ecosystem (10)

26 3.2.2 (QnM) Number of workshops/seminars conducted on Intellectual Property Rights (IPR) Research methodology, Good Clinical,
Laboratory, Pharmacy and Collection practices, writing for Research Grants and Industry-Academia Collaborations during the last five years
(5)
Number of
Year Name of the workshop/ seminar Date: From - To participants Link to the Activity report on the website

Upload:

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 List of the workshops/seminars year-wise during the last five years.

 Report of the events
 Any other relevant information

Key Indicator - 3.3 Research Publications and Awards (23)

27 3.3.1 TheInstitution ensures im pl em entati on of it s st at ed CodeofEthics for research. The implementation of the stated Code of Ethics
for research is ensured by: (5)
There is an Institutional ethics All research projects including The Institution has
committee that oversees student projects are subjected to plagiarism check software Norms and guidelines for
implementation of all research Institutional ethics committee based on the Institutional research ethics and publication
projects clearance. policy guidelines are followed
Yes No Yes No Yes No Yes No

Upload:
 Institutional code of Ethics document
 Course content of research ethics and details of members of ethical committee
 Copy of software procurement for plagiarism check
 Details of committee on publication guidelines.
 Minutes of meetings of the relevant committees with reference to the code of ethics
 Any other relevant documents

28 3.3.2 (QnM) Average number of Ph.D/ DM/ M Ch/ PG Degree in the respective disciplines received per recognized PG teachers* of the Institution
during the last five years (5)

Name of the Year of Year of award of

PhD/DM/M.Ch/PG Name of the registration of the PhD/DM/M.Ch/PG
scholar Department Name of the guide Title of the thesis scholar degree

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* Eligible PG teachers are those who are recognized as PG/PhD guides by the University / respective Regulatory Bodies

Upload:
 List of Ph.D.s/DM/MCh/PG degrees in the respective disciplines awarded year-wise during the last five years
 List of teachers recognized as guides during the last five years
 Web page for research in the Institutional website.
 List of PhD/DM/M.Ch candidates with details like name of the guide, title of the thesis, year of award, award letter etc.
 Institutional data in prescribed format (Data Template)
 Any other relevant information

29 3.3.3 Average number of papers published per teacher in the Journals notified on UGC -CARE list in the UGC website/Scopus/ Web of Science/
PubMed during the last five years (8)
Title of the Name/s of the Department Name of the Year of ISSN Link of the Name of the
paper author/s of the journal publication number recognition in indexing
teacher UGC enlistment database
of the Journal

Upload:
 List of research papers for the last five years by title, author, department, name of the UGC-listed journal with ISSN number and year of
publication
 Web-link provided by institution in the template which redirects to the journal webpage published in UGC notified list
 Names of the indexing databases
 Any other relevant information

*The Data obtained from Inflibnet will be used for the purpose of calculation of scores.

30 3.3.4 Number of books and chapters in edited volumes/books published and papers published in national/ international conference
proceedingsindexed in UGC-CARE list on the UGC website/Scopus/Web of Science/PubMed/ during the last five years (5)

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ISBN/ISSN
Title of the Year number of Affiliating
Name of book/chapt Title of the of the Institute at Name of
the er Title of proceedings of Name of the National / public proceeding the time of the
teacher published the paper the conference conference international ation s publication publisher

Upload:
 List with the names of the teachers and the titles of the papers published during the last five years
 Titles of the books published with ISBN number, name of the author/s, name of the publisher
 Titles of the papers published in national/international conference proceedings, year of publication and details like ISSN number etc.

Key Indicator - 3.4 Extension Activities (50)

31 3.4.1 (QnM) Number of extension and outreach activities carried out in collaboration with National and International agencies, Industry, the
community, Government and Non-Government organizations engaging NSS/NCC/Red Cross/YRC/Institutional clubs etc. during the last five
years. (10)
Organising unit/ agency/ Number of students who Number of teachers who
Year Name of the extension activity collaborating agency participated in such activities participated in such activities

Upload
 Photographs or any supporting document in relevance
 Detailed program report for each extension and outreach program should be made available, with specific mention of number of students
and collaborating agency participated
 List of extension activities year-wise during the last 5years
 Description of participation by NSS/NCC/Red cross/YRC, Institutional clubs etc., year-wise for the last 5 years
 Any other relevant information

32 3.4.2 (QnM) Average percentage of students participating in extension and outreach activities engaging/NSS/NCC/Red Cross/ YRC/
Institutional club setc., during the last 5 years (15)

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Number of students participated in

Year Name of the activity Organising unit/ agency/ collaborating agency such activities

Upload
 Reports of the events organized
 Number of extension and outreach programmes conducted with industry, community etc. for the last five years
 List of collaborating agencies/industry/community/Govt and non-Govt organizations etc.
 Geotagged photographs of events/activities

Key Indicator - 3.5 Collaboration (20)

33 3.5.1 QnM) Average number of Collaborative activities for research, faculty exchange, student exchange, industry-internship etc. per year for
the last five years (10)
Year of Name of the Title of the Link to the
collabo collaborating agency Collaborative Names of the Source of Nature of relevant
ration with contact details activity participants financial support Duration the activity document

Upload:
 List of Collaborative activities conducted for research, faculty exchange, student exchange, industry-internship etc. per year for the last
five years
 Detailed program report for each extension and outreach program should be made available, with specific mention of number of
students and collaborating agency participated and amount generated
 Certified copies of collaboration documents and exchange visits
 Link with collaborating Institutional website

34 3.5.2 (QnM) Total number ofFunctional MoUs with Institutions/ Industries in India and abroad for academic, clinical training / internship,
on-the job training, project work, student / faculty exchange, collaborative research programmes etc. year-wise during the last five years
(10)

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Year of Name of the partnering Number of

commencem Institution/ Industry List the actual students/teachers Link to the
ent of the /research lab/corporate Title of the Duration activities under each participated under relevant
MoU house with contact details MoU (From-To) MoU the MoUs document

Upload
 List of functional MoUs for the last 5 years
 List of partnering Institutions/ Industries /research labs with contact details
 E-copies of the MoU’s with institution/ industry/ corporate house, Indicating the start date and completion date
 Any other relevant information

Criterion IV – Infrastructure and Learning Resources (100)

Key Indicator - 4.1 Physical Facilities (25)
35 4.1.4 (QnM) Average percentage of expenditure incurred, excluding salary, for infrastructure development and augmentation during the last
five years(5)
Budget allocated for infrastructure development (INR Budget allocated for infrastructure augmentation (INR
Year Lakhs) Lakhs)

Upload:
 Details of budget allocation excluding salary year-wise during the last five years
 Audited utilization statements
 Any other relevant information

Key Indicator - 4.2 Clinical and Laboratory Learning Resources (20)

36 4.2.2 (QnM) Average number of patients per year treated as outpatients and inpatients in the teaching hospital for the last five years (4)

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Year Number of outpatients Student: Patient Number of Student: Patient ratio

treated ratio inpatients treated

Upload:
 Details of the teaching hospitals (attached hospital or shared hospitals after due approval by the Regulatory Council / University)
where the students receive their clinical training.
 Year-wise outpatient and inpatient statistics for the last 5 years
 Link to hospital records / Hospital Management Information System
 Any other relevant information

36 4.2.3 Average number of students per year exposed to learning resource such as Laboratories, Animal House & Herbal Garden (in
house OR hired) during the last five years (3)
Year 1 Year 2 Year 3 Year 4 Year 5
Number Number Number Number Number Number Number Number Number of Number of
of UG of PG of UG of PG of UG of PG of UG of PG UG students PG
students students students students students students students students exposed students
exposed exposed exposed exposed exposed exposed exposed exposed exposed
Laboratory
resources
Herbal Garden
Animal House

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Upload:
 Detailed report of activities and list of students benefitted due to exposure to learning resource
 Details of the Laboratories, Animal House & Herbal Garden
 Number of UG, PG students exposed to Laboratories, Animal House & Herbal Garden per year
 Any other relevant information

37 4.2.4 (QnM) Availability of infrastructure for community-based learning; (6)

Attached satellite Primary Health Attached Rural Health Center(s) for training of Residential facility for students/trainees in
Center students the Health Center(s)
Yes No Yes No Yes No

Upload:
 Description of community-based Teaching Learning activities
 Details of Rural and Urban Health Centers involved in Teaching Learning activities and student participation in such activities
 Government Order on allotment/assignment of PHC to the institution
 Any other relevant information

Key Indicator - 4.3 Library as a Learning Resource (20)

38 4.3.3 (QnM) Does the Institution have an e-Library with membership/registration for the following: (3)

1. e – journals/e-books consortia
2. e-ShodhSindhu
3. Shodhganga
4. SWAYAM
5. Discipline-specific databases

Name of service with Full text access Validity period Whether remote access Web link of remote
Year membership/registration provided access
Yes No Yes No

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Upload:
 Details of subscriptions like e-journals, e-ShodhSindhu, Shodhganga Membership etc. (Data Template)
 E-copy of subscription letter/member ship letter or related document with the mention of year to be submitted
 Any other relevant information

39 4.3.4 (QnM) Average annual expenditure for the purchase of books and journals (including e-resources) during the last five years (5)
Expenditure on the purchase of books Expenditure on the purchase of Expenditure on subscription to e-journals and
Year (INR in lakhs). journals (INR in Lakhs) other e-resources (INR in Lakhs).

Upload:
 Audited Statement highlighting the expenditure for purchase of books and journal / library resources.
 Details of annual expenditure for the purchase of books and journals including e-journals year-wise during the last five years (Data
Template)
 Any other relevant information

40 4.3.6 (QnM) E-content resources used by teachers: (3)

E-content resources used by teachers:
1. NMEICT/NPTEL
2. other MOOCs platforms
3. SWAYAM
4. Institutional LMS
5. e-PG-Pathshala

Platform on which module Date of launching e- Link to the

Name of the teacher Name of the module is used content relevant document

Upload:

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 Links to documents of e-contents used

 Data Template
 Any other relevant information

Key Indicator - 4.4 IT Infrastructure (15)

41 4.4.1 (QnM) Percentage of classrooms, seminar halls and demonstration rooms linked with internet /Wi-Fi enabled ICT facilities (data for the
preceding academic year) (5)

Number of Number of classrooms Number of classrooms and Number of classrooms and seminar Total number
classrooms and and seminar halls seminar halls with LCD, halls with LCD, smart board, Wi-Fi / of classrooms
seminar halls withLCDandWi-Fi / smart board andWi-Fi / LAN, audio video recording facilities and seminar
with LCD only LAN facilities LAN facilities and any other mobile technology halls

Upload:
 Details of classrooms and seminar halls with ICT-enabled facilities
 Consolidated list duly certified by the Head of the institution.
 Geotagged photographs of the facilities
 Any other relevant information

42 4.4.3 (QnM) Available bandwidth of internet connection in the Institution (Leased line) (5)
≥1 GBPS 500 MBPS - 1 GBPS 250 MBPS - 500 MBPS 50 MBPS - 250 MBPS <50 MBPS

Upload:
 Details of available bandwidth of internet connection in the Institution
 Bills for any one month of the last completed academic year indicating internet connection plan, speed and bandwidth
 Annual subscription bill / receipt
 Any other relevant information

Key Indicator - 4.5 Maintenance of Campus Infrastructure (20)

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43 4.5.1 (QnM) Average expenditure incurred on maintenance of physical facilities and academic support facilities excluding salary component as
a percentage year-wise during the last five years (10)
Expenditure on maintenance of academic support Expenditure on maintenance of physical facilities (excluding
Year facilities (excluding salary component) (INR in lakhs) salary component) (INR in lakhs)

Upload:
 Audited statements of accounts on maintenance o f physical facilities and academic support facilities duly certified by Chartered
Accountant.
 Details about approved budget and expenditure on physical and academic support facilities (Data Templates)
 Any other relevant information

Criterion V - Student Support and Progression (120)

Key Indicator - 5.1 Student Support (45)
44 5.1.1 (QnM) Average percentage of students benefited by scholarships /freeships/fee waivers by Government/non-governmental agencies/the
Institution during the last five years (10)

Number of students Number of students benefited by

benefited by government scholarships/fee waivers by non- Total number of
Year Name of the scheme scholarships/fee-waivers governmental agencies or the Institution students

Upload:
 Attested copies of the sanction letters from the sanctioning authorities
 Consolidated document in favor of free ships and number of beneficiaries duly signed by the Head of the institution
 List of students who received scholarships/ free ships /fee-waivers
 Data Template
 Any other relevant information

45 5.1.2 (QnM) Capability enhancement and development schemes employed by the Institution for students (15)

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Capability enhancement and development schemes:

1. Soft skills development
2. Language and communication skills development
3. Yoga and wellness
4. Analytical skill development
5. Human value development
6. Personality and professional development
7. Employability skills development

Name of the capability enhancement Year of Number of students Name of the agencies involved with
scheme implementation enrolled their contact details

Upload:
 Details of capability enhancement and skills development schemes
 Detailed report of the Capacity enhancement programs and other skill development schemes
 Link to Institutional website

46 5.1.3 (QnM) Average percentage of students provided training and guidance for competitive examinations and career advancement offered by
the Institution during the last five years (5)

Number of students benefited by/attended / participated in Total number of students

Year Name of the scheme career advancement/ competitive exams activities in the Institution

Upload:
 List of students benefited by guidance for competitive examinations and career counselling during the last five years (Data Template)
 Institutional website. Web-link to particular program/scheme mentioned in the metric
 Copy of circular/ brochure/report of the event/ activity report Annual report of Pre-Examination Coaching centres
 Year-wise list of students attending each of these schemes signed by competent authority

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 Any other relevant information

47 5.1.5 (QnM) TheInstitutionhasatransparentmechanismfortimelyredressalofstudentgrievances / prevention of sexual harassment /

prevention of ragging (13)
Student grievances/ complaints / Prevention of Sexual harassment / Prevention of ragging
Adoption of guidelines Presence of committee and mechanism for Periodic meetings of the Record of action taken
of Regulatory bodies receiving student grievances (Online/offline) committee with minutes
Yes No Yes No Yes No Yes No

Upload:
 Minutes of the meetings of student Grievance Redressal Committee and Anti-Ragging Committee/Cell
 Circular/web-link/ committee report justifying the objective of the metric
 Details of student grievances and action taken (Data Template)
 Any other relevant information.

Key Indicator - 5.2 Student Progression (40)

48 5.2.1 (QnM) Average percentage of students qualifying in state/ national/ international level examinations (eg: GATE/GMAT/GPAT /CAT/
NEET/ GRE/ TOEFL/PLAB/USMLE/AYUSH/CivilServices/Defence/UPSC/State Government examinations/ AIIMSPGET, JIPMER
Entrance Test, PGIMER Entrance Test etc.,) during the last five years (10)
Civil Others
No. of Total no. service/
students of GMA GPA UPS State Govt
Year qualifying students GATE T T CAT NEET AYUSH GRE TOEFL PLAB USMLE C exams

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Instruction: Please do not include individual university's entrance examinations.

Grand total
Upload:
 List of students qualifying for state/national/international-level examinations during the last five years with their roll numbers and
registration numbers
 Pass Certificates of the examination
 Copies of the qualifying letters of the candidates
 Any other relevant information

49 5.2.2 (QnM) Average percentage of placement / self-employment (in relevant field) in professional services of outgoing students during the
last five years (15)
Number of
Number of students students self- Total number of Programme
Year placed employed students Name of the employer with contact details graduated from

Upload:
 Annual reports of Placement Cell
 Self-attested list of students placed
 Self-attested list of students self-employed
 Details of student placement/self-employment during the last five years

50 5.2.3 (QnM) Percentage of last batch of graduated students who have progressed to higher education (data for the preceding academic year) (15)
Name(s) of students
progressed into higher Programme graduated Department graduated Name of Institution Name of programme
Year education from from joined admitted to

Upload:
 List of the last batch of graduated students who have progressed to higher education
 Supporting data for student/alumni as per data template.

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 Any other relevant information.

Key Indicator - 5.3 Student Participation and Activities (25)

51 5.3.1 (QnM) Number of awards/medals for outstanding performance in sports/cultural activities at State/Regional
(Zonal)/National/International levels (award for a team event should be counted as one) during the last five years (10)

Name of the award/ Regional Student ID

Year medal Sports Cultural State /Zonal National International Name of the student number

Upload:
 Certified e-copies of award letters and certificates.
 Any other relevant information.

52 5.3.3 (QnM) Average number of sports and cultural activities / competitions organised by the Institution year-wise during the last five years (10)
Year Name of the activity Sports Cultural

Upload:
 List of sports and cultural activities / competitions organised by the Institution year-wise during the last five years
 Event photographs (random selection with titles and date(s) of the events marked)
 Report of the events/along with photographs appropriately dated and captioned year-wise.
 Copy of circular/brochure indicating such kind of activities
 Information as per Data template
 Any other relevant information

53 5.4.2 (QnM) Provide the areas of contribution by the Alumni Association / chapters during the last five years (05)

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Year Areas of contribution (as given in option A-E) List of Alumni contributions

A. Financial / kind
B. Donation of books /Journals/ volumes
C. Students placement
D. Student exchanges
E. Institutional endowments

Upload:
 List of Alumni contributions made during the last 5 years
 Extract of Audited statements of highlighting Alumni Association contribution
 Certified statement of the contributions by the head of the Institution.
 Any other relevant information

Criterion VI – Governance, Leadership and Management (100)

Key Indicator - 6.2Strategy Development andDeployment(10)
54 6.2.2 (QnM) Implementation of e-governance in areas of operation (5)

Areas of e governance Yes No Year of implementation Link of relevant website/ document

AcademicPlanning and Development Yes No
Administration Yes No
Finance and Accounts Yes No
Student Admission and Support Yes No
Examination Yes No
Upload:

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 Data template
 Institutional budget statements allocated for the heads of E-governance implementation
 e-Governance architecture document
 Screen shots of user interfaces
 Policy documents
 Any other relevant information

Key Indicator - 6.3 Faculty Empowerment Strategies (30)

55 6.3.2 (QnM) Average percentage of teachers provided with financial support to attend conferences / workshops and towards membership fee of
professional bodies during the last five years (7)
Name of conference/ workshop
attended for which financial support Name of the professional body for Amount
Year Name of the teacher was provided which membership fee was provided (INR)

 Details of teachers provided with financial support to attend conferences, workshops etc. during the last five years (Data Template)
 Policy document on providing financial support to teachers
 List of teachers provided membership fee for professional bodies
 Receipts to be submitted
 Any other relevant information

56 6.3.3 (QnM) Average number of professional development / administrative training programmes organized by the Institution for teaching and
non- teaching/technical staff during the last five years
(Continuing education programmes, entrepreneurship development programmes, Professional skill development programmes, Training
programmes for administrative staff etc.,) (6)
Title of the professional Title of the administrative
development Programme Dates: No. of training Programme Dates: No. of
Year organised for teaching staff From - To participants organised for non-teaching From - To participants

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staff

Upload:
 Certified list of the participants who attended the professional development/administrative training programmes during the last five years
 Consolidated lists of participants who attended the above programmes year-wise during the last 5 years (Data template)
 Detailed program report for each program should be made available Reports of the Human Resource Development Centres (UGC ASC
or other relevant centres).
 Reports of Academic Staff College or similar centres Verification of schedules of training programs
 Copy of circular/ brochure/report of training program self conducted program may also be considered
 Certified list of organisations / agencies that sponsored/supported/supervised the programmes

57 6.3.4 (QnM) Average percentage of teachers attending Faculty Development Programmes (FDP) and online programmes during the last five
years (Orientation / Induction Programmes, Refresher Courses, Short-term Courses etc.) (6)
Names of teachers who attended Total
Faculty Development Programmes number of Duration
Year (including online programmes) teachers Title of the Programme From – To

Upload:
 AQARs for the last five years
 Details of teachers who have attended FDPs during the last five years (Data Template)
 E-copy of the certificate of the program attended by teacher
 Days limits of program/course as prescribed by UGC/AICTE or Preferably Minimum one day programme conducted by
recognised body/academic institution
 Any other relevant information

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Key Indicator - 6.4 Financial Management and Resource Mobilization (20)

58 6.4.3 (QnM) Funds / Grants received from government/non-governmental bodies/individuals/philanthropists during the last five years
(excluding scholarships and research grants covered under Criterion III) (5)
Funds/ Grants Funds/ Grants
received (INR in Name of the non-governmental funding received (INR
Year Name of the government funding agency lakhs). agency/philanthropist in lakhs).

Upload:
 Audited statements of accounts for the last five years.
 Copy of letter indicating the grants/funds received by respective agency as stated in metric
 Provide the budget extract of audited statement towards Grants received from Government / non-government bodies,
individuals, philanthropist duly certified by charteredaccountant / Finance Officer
 Information as per Data template
 Any other relevant information

Key Indicator - 6.5 Internal Quality Assurance System (30)

59 6.5.2 (QnM) Average percentage of teachers attending programs/workshops/seminars specific to quality improvement in the last 5 years
(10)
Total number of Number of
Title of the workshop/seminar teachers in the teachers
Year specific to quality improvement Venue Institution attended

Upload:
 Details of programmes/workshops/seminars specific to quality improvement attended by teachers year-wise during the last five years
 List of teachers who attended programmes/workshops/seminars specific to quality improvement year-wise during the last five years
 Certificate of completion/participation in programs/ workshops/seminars specific to quality improvement
 Information as per Data Template
 Any other relevant information

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60 6.5.3 (QnM) The Institution adopts several Quality Assurance initiatives: (10)
The Institution has implemented the following QA initiatives:

Regular meetings of Feedback from stakeholders Organization of workshops, Preparation of documents

the Internal Quality collected, analysed and report seminars and orientation for Accreditation bodies
Assurance Cell submitted to College programmes on quality initiatives (NAAC, NBA, ISO, NIRF,
Year (IQAC) Management for improvements for teachers and administrative staff NABL, NABH etc.)
Yes No Yes No Yes No Yes No Yes No

Upload:
 Annual reports of the College
 Minutes of the IQAC meetings
 Report of the feedback from the stakeholders duly attested by the Board of Management
 Report of the workshops, seminars and orientation program Copies of AQARs prepared by the IQAC
 e-copies of the accreditations and certifications.
 Any other relevant information.

CriterionVII –Institutional Values and Best Practices (100)

Key Indicator 7.1 - Institutional Values and Social Responsibilities (50)
Gender equity (10)

61 7.1.1 (QnM) Total number of gender sensitization programmes organized by the Institution during the last five years (5)

Year Title of the Gender sensitization programme Duration (From – To) Number of participants

Upload:
 List of gender sensitization programmes organized by the Institution year-wise during the last five years
 Copy of circular/brochure/ Report of the program
 Extract of Annual report

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 Geo-tagged photographs of the events

 Any other relevant information.

Environmental Consciousness and Sustainability (10)

7.1.3 (QnM) The Institution has facilities for alternate sources of energy and energy conservation devices (data for the preceding academic
62 year) (3)
Sensor-based energy Use of LED bulbs/power
Solar energy Wind energy conservation Biogas plant efficient equipment
Yes No Yes No Yes No Yes No Yes No
Upload:
 Geo-tagged photographs of the facilities
 Installation receipts
 Facilities for alternate sources of energy and energy conservation measures
 Any other relevant information.

63 7.1.5 (QnM) Water conservation facilities available in the Institution (2)

Rain water Borewell / Open well Construction of tanks Waste water Maintenance of water bodies and
harvesting recharge and bunds recycling distribution system in the campus
Yes No Yes No Yes No Yes No Yes No
Upload
 Geo-tagged photographs/videos of the facilities
 Installation or maintenance reports of Water conservation facilities available in the Institution
 Any other relevant information.

64 7.1.6 (QnM)Green campus initiatives of the Institution include: (2)

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Restricted entry of Battery-powered Pedestrian-friendly Landscaping with trees

automobiles vehicles pathways Ban on the use of plastics and plants
Yes No Yes No Yes No Yes No Yes No
Documents:
 Geo-tagged photographs/videos of the facilities
 Geotagged photo Code of conduct or visitor instruction displayed in the institution
 Any other relevant information.

Differently-abled (Divyangjan) friendliness: (10)

65 7.1.7:The Institution has disabled-friendly, barrier-free environment in the campus(10)

Built environment Disabled- Signage including Assistive technology and facilities for Provision for enquiry and
with ramps/lifts friendly tactile paths, lights, persons with disabilities (Divyangjan), information: Human assistance,
with easy access to washrooms display boards and accessible website, screen-reading reader, scribe, soft copies of
classrooms signposts software, mechanized equipment reading material, screen reading
Yes No Yes No Yes No Yes No Yes No

Upload:
 Geo tagged photos of the facilities as per the claim of the institution
 Any other relevant information

Human Values and Professional Ethics (10)

66 7.1.9 (QnM) Code of conduct handbook exists for students, teachers and academic and administrative staff including the
Dean/Principal/Officials and support staff (6)
The Code of conduct is Committee to monitor Professional ethics programmes are Annual awareness programmes
displayed on the website adherence to the code organized regularly for students, teachers, on the code of conduct are
of conduct academic and administrative staff organized
Yes No Yes No Yes No Yes No

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Upload:
 Information about the committee composition, number of programmes organized etc., in support of the claims
 Weblink of the code of conduct
 Details of the monitoring committee of the code of conduct
 Details of Programs on professional ethics and awareness programs
 Any other relevant information

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National Assessment and Accreditation Council (NAAC), Bengaluru

Unified Manual for Health Sciences Colleges

UNIFIED Manual for Health Sciences Colleges

Part –B for 100 weightage.
Part-A is applicable to all types of Health Sciences Colleges where as Part -
B is discipline specific (Medical, Dental, Pharmacy, Nursing, Ayurveda,
Yoga / Naturopathy, Unani, Siddha, Homeopathy Physiotherapy and Allied
Health Sciences). This Manual is applicable for all cycles including the Re-
Assessment. This is applicable to affiliated / Constituent Colleges only.

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Unified Manual for Health Sciences Colleges

Part- B- Health Science Disciplines

Key Indicator 8.1 –B 1 -Medical College

Weightage -100
Sl. No. Weight
age
8.1.1 NEET percentile scores of students enrolled for the MBBS programme 8
QnM for the preceding academic year.

The range of NEET percentile scores of students enrolled for the

MBBS programme during the preceding academic year:

Number of students enrolled Range of Mean SD-

for the MBBS programme NEET NEET NEET
during the preceding percentil percentile percentile
academic year e scores score score

1. Compute 𝑋 (College), the mean NEET Score for the College

2. Let n denote the number of students admitted to the college
3. Compute the Z score

𝑋 College −𝑋 (National )
Formula: Z= σ
𝑛
General Objective of the metric:
The metric seeks to ascertain the relative standing of the College being
assessed as reflected by students‟ preference for admission
Data requirement :
(a) National level Mean NEET score, call it 𝑋 (National)
(b) National level Standard Deviation, call it σ

The college should provide data on the NEET scores of students

admitted to it.

Upload:
 List of students enrolled for the MBBS programme for the
preceding academic year
 NEET percentile scores of students enrolled for the MBBS
programme during the preceding academic year.
 Any other relevant information

8.1.2 Students are exposed to quality of care and patient safety procedures 8
QlM including infection prevention and control practices as practiced by
the teaching hospital in didactic and practical sessions during their

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clinical postings.

Describe the procedures followed by the College in providing theoretical

and practical exposure to quality of care and patient safety issues and
practices followed by the teaching hospital within 500 words.

Provide weblink to:

 Documents pertaining to quality of care and patient safety
practices followed by the teaching hospital
 Any other relevant information

8.1.3 Average percentage of fulltime teachers who have acquired additional 8

QnM postgraduate Degrees/Diplomas/Fellowships beyond the eligibility
requirements from recognized centers/universities in India or abroad.
(Eg: AB, FRCS, MRCP, FAMS, FAIMER & IFME Fellowships, Ph
D in Medical Education etc.)
(excluding those mentioned in metric 2.4.2)

Data to be provided for the last five years

Year
Number of full-time teachers
with additional PG Degrees
/Diplomas /Fellowships

Formula:
Percentage of full-time teachers in the last five years with additional PG
Degrees/Diplomas/Fellowships in their specialties =

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑢𝑙𝑙𝑡𝑖𝑚𝑒 𝑡𝑒𝑎𝑐𝑕𝑒𝑟𝑠 𝑤𝑖𝑡𝑕 𝑎𝑑𝑑𝑖𝑡𝑖𝑜𝑛𝑎𝑙 𝐷𝑒𝑔𝑟𝑒𝑒𝑠, 𝐷𝑖𝑝𝑙𝑜𝑚𝑎𝑠

𝑜𝑟 𝐹𝑒𝑙𝑙𝑜𝑤𝑠𝑕𝑖𝑝𝑠 𝑖𝑛 𝑡𝑕𝑒 𝑙𝑎𝑠𝑡 5 𝑦𝑒𝑎𝑟𝑠
X100
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑢𝑙𝑙𝑡𝑖𝑚𝑒 𝑡𝑒𝑎𝑐𝑕𝑒𝑟𝑠 𝑑𝑢𝑟𝑖𝑛𝑔 𝑡𝑕𝑒 𝑙𝑎𝑠𝑡 𝑓𝑖𝑣𝑒 𝑦𝑒𝑎𝑟𝑠

Upload:
 List of fulltime teachers with additional Degrees, Diplomas such
as AB, FRCS, MRCP, FAMS, FAIMER/IFME Fellowships, Ph
D in Medical Education etc. during the last 5 years
 Attested e-copies of certificates of postgraduate Degrees,
Diplomas or Fellowships
 Any other relevant information

8.1.4. The Institution has introduced objective methods to measure and 10

QlM certify attainment of specific clinical competencies by MBBS
students/interns as stated in the undergraduate curriculum by the
Medical Council of India

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Describe theobjective methods adopted by the College to measure and

certify the attainment of clinical competenciesby MBBS students/interns
as stated in the undergraduate curriculum by the Medical Council of
India

Response to be provided within 500 words

Provide weblink to:

 Report on the list and steps taken by the College to measure
attainment of specific clinical competencies by the MBBS
students/interns stated in the undergraduate curriculum during
the last five years
 Geotagged photographs of the objective methods used like
OSCE/OSPE
 Any other relevant information.

8.1.5. Instructional sessions for students introduced by the College on the 10

QlM Medical, Legal, Ethical and Social Issues involved in organ
transplantation.

Give a description of the instructional sessions for students introduced

by the Collegeon the Medical, Legal, Ethical and Social Issues involved
in organ transplantation.

Provide a response within 500 words.

Provide weblink to:

 National/State level policies on organ transplantation as adopted
by the Institution
 Report on the teaching sessions on medical, legal, ethical and
social issues involved in organ transplantation
 Any other relevant information

8.1.6. Students are exposed to the organization and operational features of 10

the Immunization Clinic functioning in the hospital as per WHO
QlM guidelines for childhood immunization.

Describe the functioning of the Immunization Clinic in the Institution as

per the quality specifications stated in WHO guidelines and the steps
taken to provide students with information on its relevance and
operational features within 500 words.

Provide weblink to:

 Report on the functioning of the Immunization Clinic
 Report on the teaching sessions carried out on the relevance and
operational features of the Immunization clinic.
 Quality maintenance records in compliance with WHO

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guidelines during the preceding academic year

 Any other relevant information.

8.1.7. The College has adopted methods to define and implement Medical 10
QlM graduate attributes with a system of evaluation of attainment of the
same.
Describe the Medical graduate attributes developed by the College and
the steps taken to implement and assess the attainment of the same.

Provide weblink to:

 Medical graduate attributes as described in the website of the
College.
 Any other relevant information.

8.1.8. Activities of the Medical Education Unit of the College in conducting 10

Ql M a range of Faculty Development Prgrammes in emerging trends in
Medical Educational Technology.

Describe the Faculty Development Programmes organized by the MEU

of the College in the areas of emerging trends in Medical Educational
Technology during the last 5 years.

Response to be provided within 500 words

Provide weblink to:

 List of seminars/conferences/workshops on emerging trends in
Medical Educational Technology organized by the MEU year-
wise during the last five years.
 Year-wise list of teachers who participated in the
seminars/conferences/ workshops on emerging trends in Medical
Educational technology organized by the MEU of the College
during the last five years
 Any other relevant information

8.1.9. Is the teaching hospital / clinical laboratory accredited by any 10

QnM National Accrediting Agency?

1. NABH Accreditation of the teaching hospital

2. NABL Accreditation of the laboratories
3. ISO Certification of the departments / divisions
4. Other Recognized Accreditation / Certifications

Upload:
 e-copies of Certificate/s of Accreditations
 Any other relevant documents

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8.1.10. Average percentage of first year students, provided with prophylactic 8

QnM immunization against communicable diseases like Hepatitis-B during
their clinical work in the last five years.

Year Number of students admitted in the Number of First year

first year of the teaching programmes students administered
during the last five years immunization
/prophylaxis
Year 1
Year 2
Year 3
Year 4
Year 5

Formula:
Percentage per year =
provided prophylactic immunization during last five year
X100
Number of first year Student s admitted in last five years

Upload:
 Policies documents regarding preventive immunization of
students, teachers and hospital staff likely to be exposed to
communicable diseases during their clinical work.
 List of first year students, teachers and hospital staff, who
received such immunization Year-wise during the last five years
 Any other relevant information.

8.1.11 Steps/procedures adopted by the College to expose students to 8

QlM contemporary medico-legal practices and third-party payers/insurance
mechanisms, indemnity insurance protection etc. relevant to the
clinician/provider as well as the patient/recipient.

Describe the procedure/method and policy the Institution follows within

500 words.

Provide weblink to:

 Policy documents regarding relevant laws, insurance policies
medical indemnity insurance cover for the clinical faculty
 List of clinical faculty covered by medical indemnity insurance

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policy by the Institution

 Any other relevant information

Key Indicator 8.2 – B 2 Dental College

Weightage -100
Sl. No. Weightage
8.1.1. NEET percentile scores of students enrolled for the BDS programme 5
QnM for the preceding academic year.

The range of NEET percentile scores of students enrolled for the BDS
programme during the preceding academic year:

Number of students enrolled Range of Mean SD-

for the BDS programme NEET NEET NEET
during the preceding percentil percentile percentile
academic year e scores score score

1. Compute 𝑋 (College), the mean NEET Score for the College

2. Let n denote the number of students admitted to the college
3. Compute the Z score
𝑋 College −𝑋 (National )
Formula: Z= σ
𝑛
General Objective of the metric:
The metric seeks to ascertain the relative standing of the College being
assessed as reflected by students‟ preference for admission

Data requirement :
(c) National level Mean NEET score, call it 𝑋 (National)
(d) National level Standard Deviation, call it σ

The college should provide data on the NEET scores of students admitted
to it.

Upload:
 List of students enrolled for the BDS programme for the preceding
academic year
 NEET percentile scores of students enrolled for the MBBS
programme during the preceding academic year.
 Any other relevant information.

8.1.2. The Institution ensures adequate training for students in pre-clinical 5

QlM skills
Describe the steps taken to improve pre-clinical skills along with

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details of facilities available for students such as pre-clinical skill labs

(within 500 word)

File Description:
1. Geo tagged Photographs of the pre clinical laboratories
2. Any other relevant information

8.1.3. Institution follows infection control protocols during clinical 10

QnM teachingduringpreceding academic year
1. Central Sterile Supplies Department (CSSD) (records)
2. Provides Personal Protective Equipment (PPE) while
working in the clinic
3. Patient safety manual
4. Periodic disinfection of all clinical areas (Register)
5. Immunization of all the care-givers (Registers maintained)
6. Needle stick injuryrecord

Upload
 Central Sterile Supplies Department (CSSD) Register (Random
Verification by DVV)
 Disinfection register (Random Verification by DVV)
 Immunization Register of preceding academic year
 Relevant records / documents for all 6 parameteres
.
8.1.4. Orientation / Foundation courses practiced in the institution for 5
QlM students entering the college / clinics / internship:

Describe in less than 500 words about

a. Orientation for fresh students

b. White coat ceremony
c. Workshops on patient care (community skills, infection control,
biomedical waste management, professional ethics)
d. Internship orientation
e. Any other

Provide weblink to
 Orientation circulars
 Programme report

8.1.5. The students are trained for using High End Equipment for 10
QnM Diagnostic and therapeutic purposes in the Institution.

Data for the preceding academic year

1. Cone Beam Computed Tomogram (CBCT)

2. CAD/CAM facility
3. Imaging and morphometric softwares
4. Endodontic microscope
5. Dental LASER Unit

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6. Extended application of light based microscopy (phase contrast

microscopy/polarized microscopy/fluorescent microscopy)
7. Immunohistochemical (IHC) set up

Upload:
 Invoice of Purchase
 Usage registers
 Geotagged photos of the facilities, and list of students trained
in the opted facilities.

8.1.6. Institution provides student training in specialized clinics and 10

QnM facilities for care and treatment such as:

1. Comprehensive / integrated clinic

2. Implant clinic
3. Geriatric clinic
4. Special health care needs clinic
5. Tobacco cessation clinic
6. Esthetic clinic

Upload:
 Certificate from the principal/competent authority
 Geotagged photos of the facilities, and list of students trained
in the opted facilities
 Any other relevant information
.
8.1.7. Average percentage of full-time teachers who have acquired 5
QnM additional postgraduate Degrees/Diplomas/Fellowships beyond the
eligibility requirements from recognized centers/universities in
India or abroad. (Eg: AB, FRCS, MRCP, FAMS, FAIMER & IFME
Fellowships, Ph D in Dental Education etc.) during last five years

Data to be provided for the last five years

During the last five Years

Number of fulltime teachers with additional PG
Degrees /Diplomas /Fellowships

Formula:
Percentage of full time teachers in the last five years with additional
PG Degrees/Diplomas/Fellowships in their specialties =

𝑁𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑓𝑢𝑙𝑙𝑡𝑖𝑚𝑒𝑡𝑒𝑎𝑐 𝑕𝑒𝑟𝑠𝑤𝑖𝑡 𝑕𝑎𝑑𝑑𝑖𝑡𝑖𝑜𝑛𝑎𝑙𝐷𝑒𝑔𝑟𝑒𝑒𝑠 ,𝐷𝑖𝑝𝑙𝑜𝑚𝑎𝑠

𝑜𝑟𝐹𝑒𝑙𝑙𝑜𝑤𝑠 𝑕𝑖𝑝𝑠𝑖𝑛𝑡 𝑕𝑒 𝑙𝑎𝑠𝑡 𝑓𝑖𝑣𝑒 𝑦𝑒𝑎𝑟𝑠
X100
𝑇𝑜𝑡𝑎𝑙𝑛𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑓𝑢𝑙𝑙𝑡𝑖𝑚𝑒𝑡𝑒𝑎𝑐 𝑕𝑒𝑟𝑠𝑑𝑢𝑟𝑖𝑛𝑔 𝑡𝑕𝑒 𝑙𝑎𝑠𝑡 𝑓𝑖𝑣𝑒 𝑦𝑒𝑎𝑟𝑠

Upload:

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 List of fulltime teachers with additional Degrees, Diplomas such

as AB, FRCS, MRCP, FAMS, FAIMER/IFME Fellowships, Ph D in
Dental Education etc. during the last 5 years
 Attested e-copies of certificates of postgraduate Degrees,
Diplomas or Fellowships
 Any other relevant information.

8.1.8. The Institution has introduced objective methods to measure and 10

QlM certify attainment of specific clinical competencies by BDS
students/interns as stated in the undergraduate curriculum by the
Dental Council of India

Describe theobjective methods adopted by the College to measure

and certify the attainment of clinical competenciesby BDS
students/interns as stated in the undergraduate curriculum by the
Dental Council of India

Response to be provided within 500 words

Provide weblink to:

 Report on the list and steps taken by the College to measure
attainment of specific competencies by the BDS
students/interns stated in the undergraduate curriculum during
the last five years
 Geotagged photographs of the objective methods used like
OSCE/OSPE
 List of competencies
 Any other relevant information

8.1.9. Average percentage of first year students, provided with prophylactic 10

QnM immunization against communicable diseases like Hepatitis-B during
their clinical work in the last five years.

Year Number of students admitted Number of First year students

in the first year of the administered immunization
teaching programmes /prophylaxis for Hepatitis-B
Year 1
Year 2
Year 3
Year 4
Year 5

Formula:
Percentage per year =
Number of first year students
provided prophylactic immunization −Hepatitis −B during last five year
X100
Number of first year Students admitted in last five years

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Upload:
 Policies documents regarding preventive immunization of students,
teachers and hospital staff likely to be exposed to communicable
diseases during their clinical work.
 List of students, teachers and hospital staff, who received such
immunization during the preceding academic year
 Any other relevant information.

8.1.10. The College has adopted methods to define and implement Dental 10
QlM graduate attributes with a system of evaluation of attainment of such
attributes.
Describe theDental graduate attributes developed by the College and the
steps taken to implement and assess the attainment of such attributes.

Provide weblink to:

 Dental graduate attributes as described in the website of the
College.
 Any other relevant information.

8.1.11. Average per capita expenditure on Dental materials and other 10

QnM consumables used for student training during the last five years.

Year

Amount inINR (Lakhs)

Formula:
Per capita expenditure per year :
Expenditure on consumables used for student
clinical training in a year
Total number of students in that year

Per capita expenditure per year

Average Per capita expenditure =
5

Data Requirement for last five years:(As per Data Template in Section
B)
 Details of expenditure on consumables used for student
clinical training during the last five years

Upload
 Audited statements of accounts.
 Any other relevant information
.
8.1.12. Establishment of Dental Education Department by the College for 10
QlM the range and quality of Faculty Development Programmes in
emerging trends in Dental Educational Technology organized by it.

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Describe the Faculty Development Programmes organized by the

department of the College in the areas of emerging trends in Dental
Educational Technology during the last 5 years.

Response to be provided within 500 words

Year Name of the programme Number of teachers attended

Provide weblink to:

 List of seminars/conferences/workshops on emerging trends in
Dental Educational Technology organized by the DEU year-
wise during the last five years.
 List of teachers year-wise who participated in the
seminars/conferences/ workshops on emerging trends in
Medical Educational technology organized by the DEU of the
College during the last five years
 Any other relevant information

Key Indicator 8.3 – B 3 Nursing College

Weightage -100
Sl. No. Weightag
e
8.1.1. Training in the clinical skills and simulation labs are organized with 20
QlM reference to acquisition and enhancement of skills in basic and advance
procedures such as BLS/ALS, Venepuncture, ET intubation/suctioning,
central line insertion procedures (PG- as per clinical specialty).

Describe the organization and functioning of the clinical skills and

simulation labs with reference to acquisition and enhancement of skills in
basic and advance procedures such as BLS/ALS, Venepuncture, ET
intubation/suctioning, central line insertion procedures (PG- as per clinical
specialty).

Describe the mechanism for monitoring of student learning in the clinical

skills labs.

Response to be provided within 500 words

Provide weblink to:

 Policy on the use of clinical skills and simulation labs in the
acquisition and enhancement of skills in basic and complex
procedures such as endoscopic surgery and interventional
procedures.
 Geotagged photographs/videos of the facilities

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 Student feedback on the effectiveness of the facilities.

 Any other relevant information

8.1.2. Average percentage of fulltime teachers who have acquired additional 10

QnM postgraduate Degrees/Diplomas/Fellowships/ Master trainer
certifications beyond the eligibility requirements from Universities/
Recognized Centers/ /Professional bodies in India or abroad. (Eg:
additional PG degree, Ph D, Fellowships, Master trainer certifications
etc.)
Data to be provided for the last five years

Year
Number of fulltime teachers with
additional PG Degrees /Diplomas
/Fellowships/Master Trainer certificate

Formula:
Percentage of fulltime teachers in the last five years with additional PG
Degrees/Diplomas/Fellowships in their specialties =
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑢𝑙𝑙𝑡𝑖𝑚𝑒 𝑡𝑒𝑎𝑐 𝑕𝑒𝑟𝑠 𝑤𝑖𝑡 𝑕 𝑎𝑑𝑑𝑖𝑡𝑖𝑜𝑛𝑎𝑙 𝐷𝑒𝑔𝑟𝑒𝑒𝑠 ,𝐷𝑖𝑝𝑙𝑜𝑚𝑎𝑠
𝑜𝑟 𝐹𝑒𝑙𝑙𝑜𝑤𝑠 𝑕𝑖𝑝𝑠 𝑖𝑛 𝑎 𝑦𝑒𝑎𝑟𝑠
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑢𝑙𝑙𝑡𝑖𝑚𝑒 𝑡𝑒𝑎𝑐 𝑕𝑒𝑟𝑠 𝑑𝑢𝑟𝑖𝑛𝑔 𝑡𝑕𝑎𝑡 𝑦𝑒𝑎𝑟
X100

(To be calculated for each year of the last five years)

Upload:
 List of fulltime teachers with additional Degrees, Diplomas such as
PG degree, Fellowships, Ph D, Master trainer etc. during the last 5
years
 Attested e-copies of certificates of postgraduate Degrees, Diplomas
or Fellowships certificates.
 Any other relevant information.

8.1.3. Students are exposed to quality of care and patient safety procedures 15
including infection prevention and control practices as practiced by the
QlM teaching hospital in didactic and practical sessions during their clinical
postings.

Describe the procedures followed by the College in providing theoretical

and practical exposure to quality of care and patient safety issues and
practices followed by the teaching hospital within 500 words.

Provide weblink to:

 Documents pertaining to quality of care and patient safety practices
followed by the teaching hospital

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 Any other relevant information

8.1.4. Average percentage of first year students, provided with prophylactic 10

immunization against communicable diseases like Hepatitis-B during
QnM their clinical work in the last five years.

Year Number of students admitted Number of First year students

in the first year of the administered immunization
teaching programmes /prophylaxis for Hepatitis-B
Year 1
Year 2
Year 3
Year 4
Year 5

Formula:
Percentage per year =
Number of first year Students addmitted in last five years
Number of first year students X100
provided prophylactic immunization during last five year

Upload:
 Policies documents regarding preventive immunization of students,
teachers and hospital staff likely to be exposed to communicable
diseases during their clinical work.
 List of students, teachers and hospital staff, who received such
immunization during the preceding academic year
 Any other relevant information.

8.1.5. Is the teaching hospital / clinical laboratory accredited by any National 10

QnM Accrediting Agency?
1. NABH Accreditation of the teaching hospital
2. NABL Accreditation of the laboratories
3. ISO Certification of the departments / divisions
4. Other Recognized Accreditation / Certifications

Upload:
 e-copies of Certificate/s of Accreditations
 Any other relevant documents.

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8.1.6. Describe how the College facilities were utilized by students from other 10
institutions (PG/UG/GNM) for administrative/educational visits and critical
QlM evaluation during the last 5 years within 500 words.
Provide weblink to :
 List of facilities used by other Institutions
 List of Institutions utilizing facilities in the College
 Any other relevant information

8.1.7. College undertakes community oriented activities 15

QlM - Community mapping

- Community survey
- Health education
- Camps and clinics
- Celebrating national health and welfare programs
- Organize in-service education for SC/PHC/CHC staff
- School health program

Describe the activities in less than 500 words

Provide weblink to
 Geo-tagging / Photographs of events / activities
 Any other relevant document

8.1.8. Number of full time faculty serving in various committees of the 10

University/ Technical advisory group/ Core Committee members of
QnM various committees of Govt/WHO/INC/State/National Bodies during the
last 5 years.

(Memberships included in 1.1.2 should not be included)

S.No. Year Name of Faculty member Name of Committee

Upload :

 Nomination letter of the faculty or invitation letter to attend the

meetings in various committees of the University/ Technical
advisory group/ Core Committee members of various
committees of Govt/WHO/INC/State/National Bodies
 Any other relevant information

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Key Indicator 8.4 – B 4Physiotherapy

Weightage -100
Sl.No. Weighta
ge
8.1.1. The college/institution provides students/interns with physiotherapy 10
QnM exposure for hands-on practical training in the following clinical setups on
an ongoing basis:

1. OPD and IPD

2. Surgical and Medical ICUs
3. Plastic Surgery and Burns
4. Transplant Units.
5. Orthopedic /Cardiac / Neuro units

Upload:
 Year wise OPD and IPD patient statistics of the attached teaching
hospital for the last five years
 Details of the posting of students / interns in the above units
 Video evidence/geotagged pictures of hands on physiotherapy
practice in the above setups
 Any other relevant information.

8.1.2 Steps/procedures adopted by the college to train students in Clinical Skills 10

QlM and Simulation Laboratories in advanced physiotherapy techniques such
as manual therapy, functional electrical stimulation, Biofeedback, etc.

Describe the organization and functioning of the clinical skills and

simulation labs with reference to acquisition and enhancement of skills in
advanced physiotherapy techniques. Describe the mechanism for monitoring
of students‟ learning in the clinical skills labs.

Response to be provided within 500 words

Provide weblink to:

 Examples of the use of clinical skills and simulation labs in the
acquisition and enhancement of skills.
 Geotagged photographs/videos of the examples/facilities
 Student feedback on the effectiveness of the facilities.
 Any other relevant information

8.1.3 Steps/procedures adopted by the College to expose students to Quality of 10

QlM care and Patient Safety procedures including Falls Prevention, Equipment
Safety, utilization of principles of ergonomics, infection prevention and
control practices etc.,

Describe the procedures followed by the College in providing theoretical and

practical exposure to quality of care, patient safety issues and practices

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followed by the teaching hospital/facilities/institutions within 500 words.

Provide weblink to:

 Documents/policy and procedures pertaining to quality of care and
patient safety practices followed by the teaching institution/hospital
 Any other relevant information

8.1.4 Average percentage of full-time teachers who have acquired additional 10

QnM certifications/postgraduate Degrees/Diplomas/Fellowships, in addition to
the minimum eligibility requirements from recognized
agencies/centers/universities/associations in India or abroad. (e.g.: NDT
certificate, various Manual therapy certificate (e.g., Paris, McKenzie,
Maitland, Kaltenborg, Cyriax etc.), SI certificate and certification in
orthopedics/neurology/women’s health/pediatrics/geriatrics/acute care,
EMG & Nerve conduction cert, post graduation in Medical Education etc.)

(Qualifications mentioned in 2.4.2. should not be included)

Data to be provided for the last five years

Year
Number of full-time teachers with
additional qualifications as above

Formula:
Percentage of full-time teachers in the last five years with additional
certifications/PG Degrees/Diplomas/Fellowships in their specialties =
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑢𝑙𝑙𝑡𝑖𝑚𝑒 𝑡𝑒𝑎𝑐 𝑕𝑒𝑟𝑠 𝑤𝑖𝑡 𝑕 𝑎𝑑𝑑𝑖𝑡𝑖𝑜𝑛𝑎𝑙 𝑄𝑢𝑎𝑙𝑖𝑓𝑖𝑐𝑎𝑡𝑖𝑜𝑛𝑠
𝑖𝑛 𝑡𝑕𝑒 𝑙𝑎𝑠𝑡 5 𝑦𝑒𝑎𝑟𝑠
X100
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑢𝑙𝑙𝑡𝑖𝑚𝑒 𝑡𝑒𝑎𝑐 𝑕𝑒𝑟𝑠 𝑑𝑢𝑟𝑖𝑛𝑔 𝑡𝑕𝑒 𝑙𝑎𝑠𝑡 𝑓𝑖𝑣𝑒 𝑦𝑒𝑎𝑟𝑠

Upload:
 List of fulltime teachers with additional qualifications during the last
5 years
 Attested e-copies of certificates, postgraduate Degrees, Diplomas or
Fellowships
 Any other relevant information.

8.1.5 The Institution has introduced objective methods to measure and certify
QlM attainment of specific clinical competencies by BPT students/interns as 10
defined in the undergraduate curriculum.

Describe theobjective methods adopted by the College to measure and certify

the attainment of competencyby the physiotherapy students.

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Response to be provided within 500 words

Provide weblink to:

 Report on the list and steps adopted by the College to measure
attainment of specific competencies by the BPT students/interns.
 Relevant Geotagged photographs/Video.
 Any other relevant information

8.1.6 Is the teaching Hospital / clinical laboratory accredited by any National 10

QnM Accrediting Agency?

1. NABH Accreditation of the teaching hospital

2. NABL Accreditation of the laboratories
3. ISO Certification of the departments / divisions
4. Other Recognized Accreditation / Certifications

Upload:
 e-copies of Certificate/s of Accreditations
 Any other relevant documents.

8.1.7 Steps/procedures adopted by the college to sensitize students to 10

QlM contemporary medico-legal practices and third-party payers/insurance
mechanisms, indemnity insurance protection etc. relevant to the
clinician/provider as well as the patient/recipient.

Describe the procedure/method and policy the Institution follows within 500
words.

Provide weblink to:

 Policy documents regarding relevant laws, insurance policies medical
indemnity insurance cover for the clinical faculty
 List of clinical faculty covered by medical indemnity insurance
policy by the Institution
 Any other relevant information

8.1.8 Steps/procedures adopted by the college to introduce students to healthcare

QlM practices that are inter-disciplinary, such as clinical psychology, social 10
work, wellness programs, Yoga etc. during their clinical training in the last
five years.

Describe the steps/procedures that the College has followed during the last
five years in less than 500 words.

Provide weblink to:

 Documents regarding steps initiated /procedures adopted etc.

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 Any other relevant information

8.1.9 Measures taken by the college to familiarize students to Rehabilitation and 10

QlM Disability practices as per WHO guidelines relevant to community-based
rehab (CBR) and rehabilitation in India.

Describe the steps and procedures taken within the context of WHO
guidelines/policies etc. within 500 words.

Provide weblink to:

 Report on the exposure to rehab and CBR facilities following WHO
guidelines
 Report on the teaching sessions carried out on the relevance and
operational features of the facilities/procedures etc.
 Any other relevant information.

8.5.10 College has advanced Equipment / Instrumentation facilities for 10

Evaluation and Treatment for Physiotherapy as follows:
QlM
A. Treatment (Low tech and high tech – ranging from paraffin
wax/moist heat to low level LASER/combinations of multiple
currents/advanced manual techniques etc.)
B. Clinical, functional and behavioral assessments (Uni-dimensional
measures to assess pain, balance, coordination and locomotion to
scales measuring multidimensional constructs such as activities of
daily living, cognition, community living function and gait etc.)
C. Diagnostic/assessment test and tools (Low tech solutions such as
Paper and pencil tests/stop watches to high tech solutions such as
gait, balance, ergonomic analysis labs)

Enumerate and describe the availability of the above treatment and tests in
less than 500 words.

Provide weblink to:

 Documents establishing a record of the equipment/instrumentation.
 Geo-tagged pictures/video evidence of tests/instruments/equipment
 Any other relevant information

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Key Indicator 8.5 – B 5Ayurveda

Weightage -100
Sl. No. MODIFICATION/SUGGESTON WEIGH
TAGE
8.1.1. Integration of different systems of health care in the teaching hospital. 5
QlM
Describe the activities undertaken by the Institution to integrate other systems
of AYUSH and with health care systems other than AYUSH, within 500 words

Provide Web link to:

 Institutional policy of integration
 Letter of approval from the appropriate authority
 Details of integration in terms of number of departments,
faculty/consultants involved, clinical conditions considered for
integration and integrated protocols developed
 Any other relevant documents

8.1.2. Institutional mechanism towards classical way of Ayurveda learning 10

QlM
Describe the additional efforts made by the Institution to facilitate Sanskrit
learning, spoken Sanskrit, Samhita Pathana, Nighantu /
RasashaGranthapathana etc. within 500 words
Provide link to:
 Teaching schedule including total hours of teaching
 Attendance and certificate of completion of schedule hours of teaching.
 Assessment, feedback and outcome

8.1.3. Promotion of seasonal Panchakarma and implementation of lifestyle 10

QlM modifications including Kaumarapanchakarma

Seasonal Panchakarma:
Describe the steps taken by the Institution to promote Seasonal
Panchakarma including both Vasantika Vamana and Sarada Virechana and
life style modifications through the principles of Ayurveda within 500
words

Provide web link to:

 Protocols incorporating Principles of Ayurveda and their
implementation
 Number of activities to promote seasonal Panchakarma, and number
of seasonal Panchakarma procedures performed.
 Protocols developed for lifestyle modifications through Ayurveda
and the promotional activities undertaken, number of people who
were advised lifestyle modifications and the outcome thereof.
5
Kaumara Panchakarma:

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Describe the details of activities undertaken by the Institution towards the

practice of Kaumara Panchakarma in 500 words
Provide Web link to:
 Details of activities towards maintenance of quality, details of training
content, frequency of training, skill development programs of therapists
 SOPs of development, implementation, monitoring and revision of SOPs
 Activities towards improvement of clinical documentation, details of
new initiations in administering Panchakarma procedures.
 Details of mock drill to manage complications etc.

8.1.4. Steps adopted by the Institution towards implementation of Swasthavritta 05

QlM activities such as Sadvritta, Achararasayana, Dinacharya and Ritucharya etc.
in the last five years

Describe the details of activities undertaken by the Institution towards

implementation of Swasthavritta activities such as Sadvritta, Achararasayana,
Dinacharya and Ritucharya etc. in the last five years in 500 words:

Provide Web link to:

 Details of promotional measures undertaken for each activity
 List of people who have undergone such activity and their outcomes,
in the last five years

8.1.5. The institution has taken adequate measures to develop and maintain Herbal 5
QnM Garden in terms of the number of species and plants.

o Total area:
 20 acres and above
 Between 10 and 15 acres
 Between 5 and 10 acres
 Between 2 and 5 acres
 Less than two acres

o Total number of Species plants:

 500 and above
 400 to 500
 300 to 400
 200 than 300
 Less than 200

Year Number of ofMenicinal Plant species Area of the Garden in acres

Upload:
 List of medicinal plant species in the herbal garden
 Area in acres

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 Geo tagged photographs of the herbal garden

.
8.1.6. The institution has taken adequate measures for the preservation and 5
QlM propagation of rare and endangered medicinal plantsas per the list provided
by the National Medicinal Plant Board

Response to be provided within 500 words

Sr. No. Name of the species No. of plants Total

Web link to
 Details of activities undertaken by the institution to promote
conservation and propagation of rare and endangered plants.
 Geo tagged photographs of the facilities/garden
 Any other relevant information

8.1.7. Average annual expenditure incurred towards herbal garden development 5

QnM and maintenance, purchase of raw-materials and Medicines during the last
five years

Year
Amount (in INR Lakhs)

Formula:
Total expenditure incurred towards herbal garden development and maintenance,
purchase of raw − materials and Medicines during the last five years
5
Upload:
 Details of the land documents of the plantation area
 Report of activities undertaken by the institution for cultivation and
propagation of medicinal plants.
 Expenditure on the purchase of raw-materials and Medicines
 Geotag photographs of the plantation area
 Audited statements of the accounts for the expenditure incurred during
the last five years
 Any other relevant information
.

8.1.8. Efforts of the institution to involve students in Yogic practices & promotion of 5
QnM such practices among the public/community

1. Availability of full-fledged Yoga hall

2. Availability of trained Yoga demonstrator
3. Facility for Yoga for common public
4. Facility for therapeutic Yoga
5. Facility for advance Yogic practices like jalaneti, sutra neti etc.

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Year
Attendance for Common Yoga
Attendance for Therapeutic Yoga
Attendance for Advance Yogic practices

Upload:
 Geo tagged photographs
 Documents relating to the qualification and experience of the Yoga
demonstrator
 Yearly data of attendance of common public and patients attending
common Yoga and therapeutic Yoga.
 Attendance certified by the principal for advanced Yogic practices

8.1.9. Efforts of the Institution towards conservation and validation of local health 10
QnM traditions during the last five years

Number of activities/interactive programmes organized by the Institution

towards conservation and validation of local health traditions in collaboration
with traditional healers, during the last five years

Year
Number of programmes
Number of participants

Upload:
 Details of the activities / programme with geo tagging
 Any other relevant information.

8.1.10. Describe the availability of licenced and certified teaching Pharmacy for
QlM teaching and demonstration for students and medicine manufacturing within
500 words
5
Provide weblink to:
 Blue print of the Pharmacy
 List of functional equipments available,
 Manufactured dosage forms
 Copy of the license and GMP certificates
 Any other relevant documents

8.1.11. Describe the activities undertaken by the Institution towards practice of 5

QlM various procedures of Kriyakalpa

Describe the details of the activities undertaken by the Institution towards

practice of various procedures of Kriyakalpa within 500 words

Provide Web link to:

 Details of activities towards maintenance of quality, details of training

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content, frequency of training, skill development programs of therapists

 SOPs of development, implementation, monitoring and revision of SOPs
 Activities towards improvement of clinical documentation,
 Details of new initiations in administering Kriyakalpa procedures.
 Details of availability of emergency kits and mock drill carried out to
manage complications etc.

8.1.12. Describe the activities undertaken by the Institution towards practice of 05

QlM various types of Anushastra

Describe the details of the activities undertaken by the Institution towards

practice of various types of Anushastra within 500 words
Provide Web link to:
 Details of activities towards maintenance of quality, details of training
content, frequency of training, skill development programs of therapists
 SOPs of development, implementation, monitoring and revision of SOPs
 Activities towards improvement of clinical documentation,
 Details of new initiatives in administering Anushastra Karma.
 Details of availability of emergency kits and mock drill carried out to
manage complications etc.

8.1.13. Describe the activities undertaken by the Institution towards practice of 05

QlM various procedures related to Prasuti and streeroga (uttarabasti,
garbhasanskara etc.)
Describe the details of activities undertaken by the Institution towards practice
of various procedures related to Prasuti and streeroga (uttarabasti,
garbhasanskaraetc) within 500 words

Provide Web link to:

 Details of activities towards maintenance of quality, details of training
content, frequency of training, skill development programs of therapists
 SOPs of development, implementation, monitoring and revision of SOPs
 Activities towards improvement of clinical documentation,
 Details of new initiations in administering Uttarabasti and following the
practice of Garbhasanskaraetc
 Details of availability of emergency kits and mock drill carried out to
manage complications etc.

8.1.14. Describe the facilities available in the Institution towards delivering 05

QlM Pathyakalpana

Describe the facilities available in the Institution towards delivering

Pathyakalpana within 500 words, such as :

 Availability of well equipped and well maintained pathya facility

 Training & skill development activities to improve the quality of human
resource working in pathya

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 Documents of SOPs for pathya preparations

 Facilities for instant preparations like svarasa, kalka, ksheerapaka etc.
 Maintenance of Hygiene of raw material storage and finished products

Provide web link to:

 Details of activities and number of pathya preparations year wise
 Any other relevant information

8.1.15. Efforts made by the Institution for carrying out Pharmacovigilance activities 05
QlM related to Ayurvedic drugs.

Describe the efforts made by the institution for carrying out

Pharmacovigilance-related activities to Ayurvedic drugs in 500 words

Provide Web link to:

 Documents related to established pharmacovigilance centre including
minutes of the meetings
 Mechanism of collection, analysis and reporting of ADRs
 Details of the training of human resource
 Year-wise data of reporting of ADRs
 Certificates for supporting recognition by National Body

8.1.16. Is the teaching hospital / clinical laboratory accredited by any National 5

QnM Accrediting Agency?

1. NABH Accreditation of the teaching hospital

2. NABL Accreditation of the laboratories
3. ISO Certification of the departments / divisions
4. Other Recognized Accreditation / Certifications

Upload:
 e-copies of Certificate/s of Accreditations
 Any other relevant documents.

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Key Indicator 8.6 – B 6Unani

Weightage -100

S.No Metric Definition Weightage

8.1.1 The College Hospital has the required TashkhishZaraye (Unani diagnostic 10
units) for Teaching, Training and service delivery
QlM
Describe the adequacy of the following within 500 words:
1. Nabz (Pulse) Examination unit
2. Moa‟naBaul (Urine) Examination unit
3. Moa‟naBraz (Stool) Examination unit
4. Other Diagnostic / Examination Units

Provide weblink to :
 OPD data and IPD data
 Geotagged photographs of the units
 Any other relevant information

8.1.2 The College Hospital has Ilaj bit Tadbeer units as follows: 10

QnM 1. Hijama unit

2. Dalk unit
3. Hamam unit
4. Irsalalaq unit
5. Nutool unit
6. Huquna unit
7. Fasd unit
8. Pashoya unit
9. Aabzan unit
10. Riyazat unit

Upload:
 List of Ilaj bit Tadbeer units available in the College Hospital
 OPD and IPD /patient statistical / attendance
 Any other relevant information.
 Geotagged photographs of the facilities in options selected /
confirmation certificate from the head of the Institution

8.1.3 The College Hospital has the required Jild, Taziniyat and 10
TadabeerMashayakh units for Teaching, Training and Service delivery
QlM
Describe the adequacy of the following within 500 words:
 Zeenat e Chehera
 Zeenat e Shaar

Provide weblink to
 Jild, Taziniyat and TadabeerMashayakh facilities
 Any other relevant information

8.1.4 Describe the structure and functioning of the Unani Formulations Review 5
Committee of the College within 500 words
QlM
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Provide weblink to :
 Minutes of the meetings of the Unani Formulation Review Committee
for the last 5 years.
 Any other relevant information

8.1.5 Number of formulations and dosage forms prepared by the Teaching Hospital 10
in the preceding Academic year
QnM
1. Joshanda
2. Khisanda
3. Nuqoo
4. Sharbat
5. Arq
6. Kushta
7. Majoon
8. Khamira
9. Huboob
10. Zimad
11. Roghaniyat
12. Jawarishat
13. Lauq
14. Maraham
15. Safoof
16. Qurs

Upload:
 List of formulations and dosage forms prepared during the preceding
academic year
 Geotagged photographs of the facilities with confirmation certificate
from the head of the Institution
 Any other relevant information.

8.1.6 Describe the structure and functioning of the Dawasazi (Classical pharmacy) 10
laboratory with the available equipment / instruments for Teaching, Training
QlM and service delivery within 500 words

Provide weblink to :
 Inventory of Equipment / Instruments in the department of Saidla
 Any other relevant information

8.1.7 The Department of IlmulSaidla (Unani Pharmacy) has the following units / 10
facilities:
QnM 1. KushtaSaazi unit
2. Stability chamber
3. Distillation unit
4. Quality Control unit

Upload:
 List of facilities available in the Department of IlmulSaidla (Unani
Pharmacy)

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 Geo tagged photos

 Any other relevant information.

8.1.8 Describe the functioning of the Museums of Kulliyat, IlmulAdvia (Unani 10

Pharmacology) and Mufridat within 500 words.
QlM
Provide weblink to :
 Specimens / Exhibits in the Museum
 Any other relevant information

8.1.9 Provide a description of Pharmocognosy lab / Pharmacology lab / Clinical 10

Research Lab / Animal House facility / Herbal Garden available in the
QlM campus within 500 words:

Provide weblink to :
 Geotagged photographs of the facilities
 List of Equipments and Instruments
 Copy of the License of the CPCSEA, if available
 Any other relevant information.

8.1.10 The College provides training to the students in the following skills in respect 10
of Unani Medicine:
QnM
1. Identification of Mizaj
2. Identification of Nabz
3. Identification of Drugs
4. NuskhaNavesi (Prescription writing)

Details of soft skill development record to be uploaded which should contain the
following information

Data Template:
Skill Identific Identific Identific NuskhaNavesi
ation of ation of ation of (Prescription
Mizaj Nabz Drugs writing)
Number of
Demonstrations/
Practical‟s
conducted

Upload:
 List out the details of the training in skills provided to students in respect
of Unani Medicine
 List of practical demonstrations conducted / organized during the last
five years.
 Any other relevant information

8.1.11 Institution provides student training in exclusive clinics and facilities for 5
specialised treatment such as:
QnM

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1. Geriatric care
2. Neuro-rehabilitation
3. Regimental
4. Parasurgical Unani procedures

Data Template:
Exclusive Geriatric Neuro- Regimenal Parasurgical
clinic care rehabilitation Therapy Unani procedures
Records of
OPDs

Upload :
 List of training sessions in the exclusive clinics for specialized treatment
year-wise during the last five years
 Geo tagged photos
 List of students undergone training
 Any other relevant information.

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Key Indicator 8.7 - B 7Siddha

Weightage -100
Sl. No Details of Metrics Weightage
8.1.1 The college facilitates documentation, adoption and dissemination of 10
traditional Siddha Knowledge acquired from traditional Siddha
QnM Vaidhyas, community/folklore during the last five years.

1. Field visits
2. Consent for knowledge transfer
3. Documentation of procedures including audio-visual recording
4. Presentations
5. Publications

Upload:
 Links of documentation preferably hosted in the institution’s
web site.
 Field visits certified Consent for knowledge transfer, Publication
 Documentation of procedures including audio-visual recording

8.1.2 The students have scope/facility for collecting, reading, conserving and 10
digitizing of Palm leaves/ cudgeon leaves/ manuscripts during the last
QnM five years.

1. Collection with consent from traditional vaidyas

2. Conservation
3. Reading
4. Digitizing
5. Publishing

Upload:
 Collection with consent and Conservation
 Provide link for Digitized material with subtitles in english
 Attach Published work.
 Upload the consent from the Vaidyaswith English translation

8.1.3 Describe the measures taken by the college to provide the Knowledge 5
on Siddha Nutraceutical and traditional Siddha foods:
QlM (UnaveMarunthu; Maruntheunavu) to the students during the last five
years.
 Workshops on disease specific culinary practices
 Visiting Food related industry/institutions

Upload : File description that includes the above points(500 words)

8.1.4 Capacity building in Siddha diagnostic methods such as Naadi, 10

Neerkkuri, Neikkuri, ManikkadaiNool, etc.adopted by the

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QnM institutionduring the last five years.

1. Didactic learning
2. Hands on training
3. Documentation
4. Instrumentation development

Upload:
 Details of establishment of units and facilities available with Geo-
tagged photos of the claimed units with due certification of the Head
of the institution
 Any other relevant information.

8.1.5 Knowledge on traditional Siddha bone setting during the last five years. 5

QlM  Adaptation of the traditional methods from the

community/vaidhyas

Provide weblink to:

 File description of the above points(500 words)
 Geo tagged photographs
 Any other relevant information

8.1.6 Occupational/physiotherapy and Thokkanam for differently abled 10

children during the last five years.
QnM
1 .Podithimirthal
2. Thokkanam
3. Varmam
4. Occupational therapy
5. Physiotherapy

Upload:
 Provide the treatment record details
 Links of Detailed Report of the event with certified photos hosted on
the institutional website with geotagged photos
 Any other relevant information.

8.1.7 Hands on training on Siddha external therapy techniques/procedures 10

during the last five years.
QnM
1. Chuttigai
2. Vedhu
3. Pugai
4. Poochu
5. Otradam

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6. Keeral
7. Leech Therapy
8. PodiThimirthal
9. Patru
10. Peechu

Upload
 Details of establishment of units and facilities available with Geo-
tagged /videos photos of the claimed units with due certification of
the Head of the institution
 The treatment record details
 Training records
 Any other relevant information.

8.1.8 Measures taken for providing applied knowledge on Sothidam 5

(Astrology), Panchapatchi,ManikkadaiNool, etc. during the last five
QlM years.

Provide weblink to :
 File description of the above points(600-1000 words)

8.1.9 Knowledge and training in palliative care in Siddha (current year) 6

QlM  Visits to palliative care centres

Provide weblink to :
 File description of the above points(500 words)

8.1.10 Implementation of Hospital management software. (current year) 7

1. Readiness for hospital information software
QnM
2. Policy for hospital record management in Accordance with
GoI.
3. Hospital Data reflects disease codes as per NAMASTHE.
4. Any other hospital management system.
Upload:
 Provide documents for the above for the assessment year.
 Copy of AMC of the softwares claimed or procurement invoice of the
software
 Any other relevant information.

8.1.11 Describe the measures taken by the college to provide continuous skill 6
up-gradation and training for the Siddha Teaching Hospital/College
QlM staff on patient care and dispensing of medicines, etc. during the last 5
years (500 words).

Weblink :

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 Details of activities for skill up-gradation and training

 Any other relevant information

8.1.12 Functioning of Pharmacovigilance cell and its role in teaching learning 6

QlM process (500 words)

Provide Web link:

 List of training sessions conducted for the students in
pharmacovigilence during the preceding academic year
 List of trained staff on Pharmacovigilence.
 Number of Reported cases during the reporting year

8.1.13 Enhancement of knowledge related to preparation and documentation 10

of Higher Order Siddha medicines/Unique Siddha preparations during
QnM last five years.
 Kattu, Kalangu, Chunnam, Pooneeru and muppu
 Learning and documentation of purification processes of raw
materials, methods of preparation
1.Field visits related to the above processes
2.Documentation of photo/video evidences
3.Hands on Training
4. Ability to reproduce
5. Field application
Upload:
 Field visit reports
 Documentary evidences for training with geotagged photos
 Training provided in the last five years
 Any other relevant information.

Key Indicator 8.8 – B 8Homeopathy College

Weightage -100
Sl. No Title of the metric Weightage
8.1.1 Institution provides training for students and teachers in Homeopathic 10
Practice Ethics. Provide a description within 500 words
QlM
Provide weblink to :
 Teaching and training sessions conducted for Students and Teachers in
Ethics in Homeopathic practices
 Any other relevant information
8.1.2 Average percentage of full time teachers who have undergone orientation 10
training in Pharmcovigilence / NAMSTP / NABH / other quality training in
QnM the last five years.

Formula:

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No. of full time Teachers undergone orientation training in a year×100

Average No. of full time teachers in that year

(To be calculated for each year of the last five years)

Year. Number of teachers trained

Pharmcovigilence NAMSTP NABH Other Quality
Training Training

Upload
 List of teachers undergoing such training with training completion
certificate
 Training certificates of teachers year-wise during the last 5 years.
 Data Templates
 Any other relevant information..
8.1.3 Describe the standard Inspection Control Policy and the practices followed by 10
the Institution within 500 words
QlM
Provide weblink to :
 The Inspection Control Policy of the Institutions
 Any other relevant information

8.1.4 The measures taken by the Institution to provide foundation courses in 10

disciplines like the Humanities, Behavioral Sciences etc. Provide description
within 500 words
QlM
Provide weblink to :
 Teaching sessions in the Humanities, Behavioral Sciences etc., during
the last 5 years.
 Any other relevant information

8.1.5 The Institution uses methods including software for training of students and 15
teachers in Homoeopathic Clinical Decision making and Medicine Selection,
QlM (Provide description within 500 words)

Provide weblink to
 Details of the teaching /training sessions conducted during the last 5
years.
 Details of software used
 Any other relevant information
8.1.6 The Students are exposed to the requirements of The Clinical Establishments 5
Act (Registration and Regulation) 2010 as applied to Homeopathy.

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Describe the details of teaching sessions on The Clinical Establishments Act

QlM (Registration and Regulation) 2010 as applied to Homeopathy within 500
words.

Provide weblink to:

 List of teaching sessions conducted on The Clinical Establishments
Act-2010 during the last five years.
 The Registration certificate of the Institutions as per the Act.
 Any other relevant information

8.1.7 Describe the activities of specialized units like Physiotherapy / Yoga and 15
Naturopathy in the Institution within 500 words
QlM
Provide weblink to :
 List of teaching and practice session of the Physiotherapy / Yoga and
Naturopathy unit for the last 5 years.
 List of students and teachers who participated in the specialized
activities of Physiotherapy / Yoga and Naturopathy in the preceding
academic year.
 Any other relevant information

8.1.8 Provide a description of the number and variety of Medicinal plants in the 10
Herbal Garden in the campus within 500 words
QlM Sl Total Area No of Plants (No of Whether any
No. (Minimum 250 sq Species---------------) (as collaboration is
meters) prescribed by regulatory established with
authority, Minimum 30) NMPB

Provide weblink to:

 List of Medicinal plants /species in the Herbal Garden
 Geotagged photographs of the Herbal Garden in the campus
 Any other relevant information

8.1.9 Provision has been made to provide comprehensive student training in 10

General, Exclusive Clinics, Research and in facilities for specialitytreatments
QnM 1. General
2. Speciality
3. Research
4. Outreach / Peripheral

Upload:
 List of teaching / training sessions conducted during the last 5 years.
 Data Template
 Geotagged photos
 Any other relevant information.

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8.1.10. Is the teaching hospital / laboratory accredited by any National 5

Accrediting Agency /Agencies?

QnM 1. NABH Accreditation of the teaching hospital

2. NABL Accreditation of the laboratories
3. ISO Certification of the departments / divisions
4. Other Recognized Accreditation / Certifications

Upload:
 e-copies of Certificate/s of Accreditations
 Any other relevant documents

Key Indicator 8.9 – B 9Allied Health Sciences College

Weightage -100
Sl. No Weighta
ge
8.1.1 Describe the programmes offered by the Institution during the last 5 years 15
add a note on the percentage of programmes approved by the Regulatory
Body/ies within 500 words.
Ql M
Provide weblink to:
 Details of the programs/courses offered during the last 5 years
 Minutes of relevant Academic Council/ BOS meetings
 Any other relevant information

8.1.2 Provide a description of how the Clinical / Equipment/ Instruments and 20

Laboratory Learning Resources are used for the AHS students within 500
words.
QlM
Provide weblink to:
 Year-wise outpatient and inpatient statistics for the last 5 years
 Link to hospital records / Clinical / Equipment/ Instruments and
Laboratory Learning Resources / Hospital Management Information
System
 Any other relevant information

8.1.3 Mechanism in place in the teaching Institute/ Hospital for providing 10

disability certificates/ concessional facilities to the needy population as
per RPWD Act 2016. Describe within 500 words.
Ql M
Provide weblink to :
 Details of disability certificates issued in the last 5 years
 Any other relevant information

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8.1.4 Describe the mechanism in place in the teaching Institute/ Hospital for 10
implementing the various schemes for the needy population under
schemes such as Assistance to Disabled Persons (ADIP) scheme/
Ql M Empanelled professionals, within 500 words

Provide weblink to:

 List of schemes
 Year-wise list of beneficiaries under different schemes during the
last 5 years
 Any other relevant information

8.1.5 Provide details of continuous approval received by the Institution from 15

the Regulatory Bodies, year-wise for continuing the courses offered by it,
Ql M during the last 5 years within 500 words.

Provide web link to:

 E-copies of approval letters from the Regulatory Bodies
 Any other relevant information

8.1.6 Institution has up-to-date clinical instrumentations and tools as per the 15
specifications of the Regulatory Bodies
Qnm
1) Diagnostic equipment
2) Treatment equipment
3) Clinical tests and tools
4) Research equipment

Upload:
 List of Diagnostic, treatment, clinical tests and research equipment
available in the College
 Geotagged photos
 Invoices of clinical instrumentation and tools
 Any other relevant information.
8.1.7 Describe the opportunities provided to the students for hands-on training 15
in Clinical and Community settings and for exposure to diagnostic and
QlM therapeutic equipment within 500 words.

Provide weblink to :

 Details of student postings in Clinical and community settings.

 Any other relevant information.

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Key Indicator 8.10–B 10Yoga and Naturopathy

Weightage-100

Metric Metric Description Weightage

s no.
8.1.1 Describe the Institutional practice of blending the theory and 10
practices for implementing the curriculum for various
(QlM) programmes and courses offered by the institution of Yoga and
Naturopathy within 500 words.

Provide weblink to:

 Lesson plans and practice plans
 Minutes of Board of Studies /Governing Council / College
Council / Academic Council
 Any other relevant information
8.1.2 The institution blends traditional and modern principles of Yoga 5
and Naturopathy as learning outcome of the curriculum.
(QlM) Describe within 500 words.

Provide weblink to:

 Minutes of Board of Studies /Governing Council / College
Council / Academic Council
 Any other relevant information

8.1.3 Teaching-Learning facilities available in the institution for Yoga 10

and Naturopathy.
(QnM)
a. Traditional classrooms
b. Class roomsICT enabled
c. Yoga studio, museum, practice of shat karmas
d. Provision for the practice of self study
e. Provision for meditation and Gurukul Education, Sathkarma
and sathvikahara
f. Naturopathy Infrastructure and Nature works

Upload :
 Detailed report and geotagged photos to explain the institutional
claim
 Any other relevant information.

8.1.4. Detail the activities of the specialized diet unit of the Institution 10
(QlM) for the preparation of diet charts, diet for different diseases and
appropriate cooking facility within 500 words

Provide weblink to :
 Geotagged photographs of the facilities

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 List of equipment in the cooking facility

 Any other relevant information

8.1.5. Describe the evaluation process of the spiritual progress and 10

(QlM) subjective experiences of the aspirants / students using
standardized tools and tests (biomarkers) evolved by the
institution within 500 words

Provide weblink to :
 List of standardized tools and tests developed by the
Institution.
 Any other relevant information

8.1.6. The institution has received Funds/Grants from Govt./ non Govt. 10
(QnM) bodies, donors, philanthropists during the last five years.

The Institution has received funds / grants from:

1. Government
2. Philanthropists / Donors
3. Charities /Voluntary organizations
4. Foundations

Upload:
 Copies of the sanction orders for the grants and the amount
received
 CA certified financial details of fund received fromGovt./ non Govt.
bodies, individuals, philanthropists year-wise during the last five years
 Any other relevant information.

8.1.7. Describe the measures adopted by the institution to promote 10

(QlM) Yoga and Naturopathy as the main stream career for its students
within 500 words

Provide weblink to:

 Analysis report of the measures adopted and certified by the
head of the Institution.
 Any other relevant information

8.1.8. Funds generated from Yoga Research projects / Clinical trials / 10

(QnM) Standardizations funded by government as well as non-
government agencies during the last 5 years (INR in Lakhs)

Year
Number of funded research projects
Funds generated (INR in lakhs)

Upload:

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 Copies of sanction letters

 Detailed report and geotagged photos to explain the institutional claim
 Any other relevant information.

8.1.9. Total number of Yoga / Naturopathy-related events organized by 05

(QnM) the Institution for the public during the last 5 years

Year
Number of Yoga / Naturopathy-related
events organized
Number of participants

Upload:
 List of Yoga / Naturopathy-related events organized year-wise by the
Institution
 Detailed report and geotagged photos to explain the institutional claim
 Any other relevant information.

8.1.10. Average percentage of teachers organizing teaching and training 10

(QnM) programmes through conferences / workshops /seminars
/spiritual retreats/discourses / symposia etc in Yoga and
Naturopathy during the last five years

Year
Number of teachers organizing teaching and
training programmes
Total number of teachers

Formula:
number of teacher organising teaching and
training programmes in a year
Percentage per year =
Total number of teachers in that year
X100

Upload:
 Year-wise list of teaching and training programmes conducted for
public and students on Yoga / Naturopathy during the last five years.
 List of teachers who organized teaching and training programmes
during the last five years
 Detailed report and geotagged photos to explain the institutional claim

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 Any other relevant information.

8.1.11 Number of popular articles/programmes on Yoga / Naturopathy 10

(QnM) presented by teachers in State / Regional / National /
International print and/or electronic media during the last five
years.

Year
Name of of popular
articles/programmes on Yoga /
Naturopathy presented
Name of teachers presented of popular
articles/programmes on Yoga /
Naturopathy
Name of the State / Regional /
National / International print
and/or electronic media
Date of Publicaion

Upload:
 Copies of Popular articles/programmes on Yoga / Naturopathy
presented by teachers in State / Regional / National / International print
and/or electronic media
 Links of telecast, electronic media
 Upload the published print media
 Any other relevant information.

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Data templates for Part -B 1 – Medical College

(8.1.1) NEET percentile scores of students enrolled for the MBBS programme for the preceding
academic year. (8)

Number of students enrolled for Range of NEET Mean NEET

the MBBS programme during the percentile percentile SD- NEET
preceding academic year scores score percentile Score

Upload:
 List of students enrolled for the MBBS programme for the preceding academic year
 NEET percentile scores of students enrolled for the MBBS programme during the preceding
academic year.
 Any other relevant information

8.1.3 Average percentage of fulltime teachers who have acquired additional postgraduate
Degrees/Diplomas/Fellowships beyond the eligibility requirements from recognized
centers/universities in India or abroad. (Eg: AB, FRCS, MRCP, FAMS, FAIMER &
IFME Fellowships, Ph D in Medical Education etc.)
(excluding those mentioned in metric 2.4.2)(8)

Instituion from which

Degrees/Diplomas/Fellow Year of
Number of full-time teachers with ships beyond the joing the
additional PG Degrees /Diplomas Year of eligibility requirement present
/Fellowships completion obtained insituon

Note: additional Degrees, Diplomas such as AB, FRCS, MRCP, FAMS, FAIMER/IFME Fellowships,
Ph.Din Medical Education etc only to be considered here

Upload:
 List of fulltime teachers with additional Degrees, Diplomas such as AB, FRCS,
MRCP, FAMS, FAIMER/IFME Fellowships, Ph D in Medical Education etc. during
the last 5 years
 Attested e-copies of certificates of postgraduate Degrees, Diplomas or Fellowships
 Any other relevant information

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Is the teaching hospital / clinical laboratory accredited by any National Accrediting Agency? (10)
8.1.9
Yes/NO Year of
Accreditiation
NABH Accreditation of the teaching hospital
NABL Accreditation of the laboratories
ISO Certification of the departments / divisions
Other Recognized Accreditation / Certifications
(Specifiy details)
Upload:
 e-copies of Certificate/s of Accreditations
 Any other relevant documents

8.1.10 Average percentage of first year students, provided with prophylactic immunization
against communicable diseases like Hepatitis-B during their clinical work in the last five
years. (8)

Year Number of students admitted in the first Number of First year students
year of the teaching programmes during administered immunization
the last five years /prophylaxis
Year 1
Year 2
Year 3
Year 4
Year 5
Upload:
 Policies documents regarding preventive immunization of students, teachers
and hospital staff likely to be exposed to communicable diseases during their
clinical work.
 List of first year students, teachers and hospital staff, who received such
immunization Year-wise during the last five years
 Any other relevant information.

Data templates for Part -B 2 – Dental College

8.1.1 NEET percentile scores of students enrolled for the BDS programme for the preceding academic
year. (5)

Number of students enrolled Range of Mean NEET SD- NEET

for the BDS programme NEET percentile percentile
during the preceding academic percentile Score
year scores

Upload:
 List of students enrolled for the BDS programme for the preceding academic year

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 NEET percentile scores of students enrolled for the MBBS programme during the
preceding academic year.
 Any other relevant information.

8.1.3 Institution follows infection control protocols during clinical teachingduringpreceding

academic year(10)
Central Sterile Provides Patient Periodic Immunizatio Needle
Supplies Personal safety fumigation / n of all the stick
Department Protective curriculu fogging for all caregivers injury
(CSSD) (Registers Equipment (PPE) m clinical areas (Registers Registe
maintained) while working in (Registers maintained) r
the clinic maintained)

Yes/NO Yes/NO Yes/NO Yes/NO Yes/NO Yes/NO

Upload
 Central Sterile Supplies Department (CSSD) Register (Random Verification by
DVV)
 Disinfection register (Random Verification by DVV)
 Immunization Register of preceding academic year
 Relevant records / documents for all 6 parameteres

The students are trained for using High End Equipment for Diagnostic and therapeutic
8.1.5 purposes in the Institution.(10)

Cone CAD/C Imaging Endodon Dental Extended application of Immun

Beam AM and tic LASER light based microscopy ohistoc
Computed facility morphom microsco Unit (phase contrast hemical
Tomogra etric pe microscopy/polarized (IHC)
m (CBCT) softwares microscopy/fluorescent set up
microscopy)
Yes/NO Yes/NO Yes/NO Yes/NO Yes/NO Yes/NO Yes/NO

Upload:
 Invoice of Purchase
 Usage registers
 Geotagged photos of the facilities, and list of students trained in the opted
facilities

Institution provides student training in specialized clinics and facilities for care and treatment
8.1.6 such as: (10)
Comprehensive Implant Geriatric Special Tobacco Esthetic
/ integrated clinic clinic health care cessation clinic
clinic needs clinic
clinic
Yes/NO Yes/NO Yes/NO Yes/NO Yes/NO Yes/NO

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Upload:

 Certificate from the principal/competent authority

 Geotagged photos of the facilities, and list of students trained in the
opted facilities
 Any other relevant information

Average percentage of full-time teachers who have acquired additional postgraduate

Degrees/Diplomas/Fellowships beyond the eligibility requirements from recognized
centers/universities in India or abroad. (Eg: AB, FRCS, MRCP, FAMS, FAIMER & IFME Fellowships, Ph
8.1.7 D in Dental Education etc.) during last five years(5)
Number of full-time teachers Year of Instituion from which Year of joing
with additional PG Degrees completion of Degrees/Diplomas/Fellowshi the present
/Diplomas /Fellowships degree (beyond ps beyond the eligibility insituon
eligibility) requirement obtained

Note: additional Degrees, Diplomas such as AB, FRCS, MRCP, FAMS, FAIMER/IFME Fellowships, Ph D in
Medical Education etc only to be considered here

Average percentage of first year students, provided with prophylactic immunization against
8.1.9 communicable diseases like Hepatitis-B during their clinical work in the last five years. (10)

Year Number of students Number of First year students

admitted in the first year of administered immunization
the teaching programmes /prophylaxis for Hepatitis-B
Year 1
Year 2
Year 3
Year 4
Year 5
Upload:
 Policies documents regarding preventive immunization of students, teachers and
hospital staff likely to be exposed to communicable diseases during their clinical
work.
 List of students, teachers and hospital staff, who received such immunization during
the preceding academic year
 Any other relevant information.

Average per capita expenditure on Dental materials and other consumables used for
8.1.11 student training during the last five years. (10)

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Year Name of the Dental materials and other Expenditure in

consumables used for student training Rupees

Upload
 Audited statements of accounts.
 Any other relevant information

Data templates for Part -B 3 – Nursing College

8.1.2 Average percentage of fulltime teachers who have acquired additional postgraduate
Degrees/Diplomas/Fellowships/ Master trainer certifications beyond the eligibility requirements
from Universities/ Recognized Centers/ /Professional bodies in India or abroad. (Eg: additional PG
degree, Ph D, Fellowships, Master trainer certifications etc.) (10)

Number of full-time Year of Instituion from which Year of joing

teachers with completion of Degrees/Diplomas/Fellowships the present
additional PG Degrees degree (beyond beyond the eligibility institution
/Diplomas eligibility) requirement obtained
/Fellowships

Upload:
 List of fulltime teachers with additional Degrees, Diplomas such as PG degree,
Fellowships, Ph D, Master trainer etc. during the last 5 years
 Attested e-copies of certificates of postgraduate Degrees, Diplomas or Fellowships
certificates.
 Any other relevant information.

Note: additional Degrees, Diplomas such as AB, FRCS, MRCP, FAMS, FAIMER/IFME Fellowships, Ph D
in Medical Education etc only to be considered here

Average percentage of first year students, provided with prophylactic immunization against
communicable diseases like Hepatitis-B during their clinical work in the last five years. (10)
8.1.4
Year Number of students Number of First year students
admitted in the first year administered immunization
of the teaching /prophylaxis for Hepatitis-B
programmes

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Year 1
Year 2
Year 3
Year 4
Year 5
Upload:
 Policies documents regarding preventive immunization of students, teachers
and hospital staff likely to be exposed to communicable diseases during their
clinical work.
 List of students, teachers and hospital staff, who received such immunization
during the preceding academic year
 Any other relevant information.

8.1.5 Is the teaching hospital / clinical laboratory accredited by any National Accrediting Agency? (10)

Yes/NO Year of
Accreditiation
NABH Accreditation of the teaching hospital
NABL Accreditation of the laboratories
ISO Certification of the departments / divisions
Other Recognized Accreditation / Certifications
(Specifiy details)
Upload:
 e-copies of Certificate/s of Accreditations
 Any other relevant documents.

Number of full time faculty serving in various committees of the University/ Technical advisory
group/ Core Committee members of various committees of Govt/WHO/INC/State/National Bodies
8.1.8 during the last 5 years. (10)
Year Name of Name of committees of the University/ Tenure
Faculty Technical advisory group/ Core Committee of
member members of various committees of service
Govt/WHO/INC/State/National Bodies

 Nomination letter of the faculty or invitation letter to attend the meetings in

various committees of the University/ Technical advisory group/ Core

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Committee members of various committees of

Govt/WHO/INC/State/National Bodies
 Any other relevant information

Data templates for Part B 4 – Physiotherapy

The college/institution provides students/interns with physiotherapy exposure for hands-on

8.1.1 practical training in the following clinical setups on an ongoing basis: (10)

Supporting letters from

Type of Physiotheraphy Geotagged photographs the Head of the
Exposure of the claim Instituions
OPD and IPD
Surgical and Medical ICUs
Plastic Surgery and Burn
Transplant Units.
Orthopedic /Cardiac / Neuro
units
Upload:
 Year wise OPD and IPD patient statistics of the attached teaching hospital for the
last five years
 Details of the posting of students / interns in the above units
 Video evidence/geotagged pictures of hands on physiotherapy practice in the
above setups
 Any other relevant information.

8.1.4 Average percentage of full-time teachers who have acquired additional

certifications/postgraduate Degrees/Diplomas/Fellowships, in addition to the minimum
eligibility requirements from recognized agencies/centers/universities/associations in India or
abroad. (e.g.: NDT certificate, various Manual therapy certificate (e.g., Paris, McKenzie,
Maitland, Kaltenborg, Cyriax etc.), SI certificate and certification in
orthopedics/neurology/women’s health/pediatrics/geriatrics/acute care, EMG & Nerve
conduction cert, post graduation in Medical Education etc.)

(Qualifications mentioned in 2.4.2. should not be included) (10)

Number of full-time teachers Year of Instituion from which Year of joing
with additional PG Degrees completion Degrees/Diplomas/Fellowships the present
/Diplomas /Fellowships beyond the eligibility institution
requirement obtained

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Upload:
 List of fulltime teachers with additional qualifications during the last 5 years
 Attested e-copies of certificates, postgraduate Degrees, Diplomas or Fellowships
 Any other relevant information.

8.1.6 Is the teaching Hospital / clinical laboratory accredited by any National Accrediting Agency? (10)
Yes/NO Year of Accreditation
NABH Accreditation of the teaching hospital
NABL Accreditation of the laboratories
ISO Certification of the departments / divisions
Other Recognized Accreditation / Certifications
(Specifiy details)
Upload:
 e-copies of Certificate/s of Accreditations
 Any other relevant documents.

Data templates for Part B 5 – Ayurveda

The institution has taken adequate measures to develop and maintain Herbal
8.1.5 Garden in terms of the number of species and plants. (5)

Number of of Medicinal Plant Area of the Garden in

Year species acres

Upload:
 List of medicinal plant species in the herbal garden
 Area in acres
 Geo tagged photographs of the herbal garden

8.1.7 Average annual expenditure incurred towards herbal garden development and maintenance,
purchase of raw-materials and Medicines during the last five years(5)

Year Expenditure incurred towards herbal garden development and maintenance,

purchase of raw-materials and Medicines in Rupees

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Upload:
 Details of the land documents of the plantation area
 Report of activities undertaken by the institution for cultivation and propagation of
medicinal plants.
 Expenditure on the purchase of raw-materials and Medicines
 Geotag photographs of the plantation area
 Audited statements of the accounts for the expenditure incurred during the last five
years
 Any other relevant information

Efforts of the institution to involve students in Yogic practices & promotion of such practices
among the public/community (5)
8.1.8
Availability of Availability of Facility for Yoga for Facility for Facility for advance
full-fledged Yoga trained Yoga common public therapeutic Yoga Yogic practices like
hall (Geotagged demonstrator (Geotagged (Geotagged jalaneti, sutra neti etc.
Photographs with (List of Yoga Photographs and Photographs and (Geotagged
area) Demonstrator attendence records attendence Photographs and
) for last academic records for last attendence records for
year) academic year) last academic year)
Yes/NO Yes/NO Yes/NO Yes/NO Yes/NO

Upload:
 Geo tagged photographs
 Documents relating to the qualification and experience of the Yoga demonstrator
 Yearly data of attendance of common public and patients attending common Yoga and
therapeutic Yoga.
 Attendance certified by the principal for advanced Yogic practices

8.1.9 Efforts of the Institution towards conservation and validation of local health traditions during the last
five years (10)

Year Name of the Program Duration of

towards conservation the Program
and validation of local (No of days) Start Date End Date Number of
health traditions (DD/MM/YYYY) (DD/MM/YYYY) Participants

Upload:
 Details of the activities / programme with geo tagging
 Any other relevant information.

8.1.16 Is the teaching hospital / clinical laboratory accredited by any National Accrediting Agency? (5)

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Yes/NO Year of Accreditation

NABH Accreditation of the teaching hospital
NABL Accreditation of the laboratories
ISO Certification of the departments / divisions
Other Recognized Accreditation / Certifications
(Specifiy details)

Upload:
 e-copies of Certificate/s of Accreditations
 Any other relevant documents.

Data templates for Part B 6 – Unani

8.1.2 The College Hospital has Ilaj bit Tadbeer units as follows: (10)

Name of the Unit Yes/No

Hijama unit
Dalk unit
Hamam unit
Irsalalaq unit
Nutool unit
Huquna unit
Fasd unit
Pashoya unit
Aabzan unit
Riyazat unit

Upload:
 List of Ilaj bit Tadbeer units available in the College Hospital
 OPD and IPD /patient statistical / attendance
 Any other relevant information.
 Geotagged photographs of the facilities in options selected /
confirmation certificate from the head of the Institution

Number of formulations and dosage forms prepared by the Teaching Hospital in the preceding
8.1.5 Academic year (10)
formulations and dosage forms prepared by the Teaching Hospital Yes/No
Joshanda
Khisanda
Nuqoo
Sharbat
Arq

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Kushta
Majoon
Khamira
Huboob
Zimad
Roghaniyat
Jawarishat
Lauq
Maraham
Safoof
Qurs

Upload:
 List of formulations and dosage forms prepared during the preceding academic year
 Geotagged photographs of the facilities with confirmation certificate from the head of the
Institution
 Any other relevant information.

8.1.7 The Department of IlmulSaidla (Unani Pharmacy) has the following units / facilities: (10)

KushtaSaazi unit Stability chamber Distillation unit Quality Control unit

Yes/NO Yes/NO Yes/NO Yes/NO

Upload:
 List of facilities available in the Department of IlmulSaidla (Unani Pharmacy)
 Geo tagged photos
 Any other relevant information.

8.1.10 The College provides training to the students in the following skills in respect of Unani Medicine:
(10)
Identification of Identification of Identification of NuskhaNavesi (Prescription
Mizaj Nabz Drugs writing)
Yes/No Yes/No Yes/No Yes/No

Upload:
 List out the details of the training in skills provided to students in respect of Unani Medicine
 List of practical demonstrations conducted / organized during the last five years.
 Any other relevant information

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Institution provides student training in exclusive clinics and facilities for specialised treatment such
as: (5)
8.1.11
Regimental
Geriatric care Neuro-rehabilitation Therapy Parasurgical Unani procedures
Yes/No Yes/No Yes/No Yes/No

Upload :
 List of training sessions in the exclusive clinics for specialized treatment year-wise during the last five
years
 Geo tagged photos
 List of students undergone training
 Any other relevant information.

Data templates for Part B 7 - Siddha

The college facilitates documentation, adoption and dissemination of traditional Siddha
Knowledge acquired from traditional Siddha Vaidhyas, community/folklore during the last five
8.1.1 years. (10)

Year Names of Names /details of Number of Links/Docu

teachers traditional Siddha publications/present mentation
/Students vaidhyas, ations/Field of
participated community/folklore from visits/Documentation procedures
whom Knowledge s procedures including
acquired. including audiovisual audio-visual
recording recording

Upload:
 Links of documentation preferably hosted in the institution’s web site.
 Field visits certified Consent for knowledge transfer, Publication
 Documentation of procedures including audio-visual recording

8.1.2 The students have scope/facility for collecting, reading, conserving and digitizing of Palm leaves/
cudgeon leaves/ manuscripts during the last five years (10)
Names /details of traditional Number of
Siddha vaidhyas, Institutions visits,no of
Names of /community from where the palm leaves, Provide
teachers collection conservation, digitization manuscripts link for
/Students & reading knowledge/ manuscripts acquired, Digitized
Year participated acquired digitized materia

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Upload:
 Collection with consent and Conservation
 Provide link for Digitized material with subtitles in english
 Attach Published work.
 Upload the consent from the Vaidyas with English translation

Capacity building in Siddha diagnostic methods such as Naadi, Neerkkuri, Neikkuri,

ManikkadaiNool, etc.adopted by the institution during the last five years.
(10)
8.1.4
Name of the Links of Detailed Report
capacity Names of of the evnet with photos /
building students/Teachers videos hosted on the
Year programs participated insitutional website

Upload:
 Details of establishment of units and facilities available with Geo-tagged photos of the
claimed units with due certification of the Head of the institution
 Any other relevant information.

8.1.6 Occupational/physiotherapy and Thokkanam for differently abled children during the last five
years. (10)

Links of Detailed Report of the

Name of the Names of event with certified photos
capacity building students/Teachers hosted on the institutional
Year programs participated website

Upload:
 Provide the treatment record details
 Links of Detailed Report of the event with certified photos hosted on the institutional website with
geotagged photos
 Any other relevant information.

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Hands on training on Siddha external therapy techniques/procedures during the last five
8.1.7 years. (10)

Theraphy Techniques Yes/No

Chuttigai
Vedhu
Pugai
Poochu
Otradam
Keeral
Leech Therapy
PodiThimirthal
Patru
Peechu

Upload
 Details of establishment of units and facilities available with Geo-tagged /videos photos of the
claimed units with due certification of the Head of the institution
 The treatment record details
 Training records
 Any other relevant information.

8.1.10 Implementation of Hospital management software. (current year) (7)

Name of the Licenced/Ope Validity of
Yes/No Software nsource Licence
Readiness for hospital
information software
Policy for hospital record
management in Accordance with GoI.
Hospital Data reflects disease codes
as per NAMASTHE.
Any other hospital management
system.
Upload:
 Provide documents for the above for the assessment year.
 Copy of AMC of the softwares claimed or procurement invoice of the software
 Any other relevant information.

8.1.13 Enhancement of knowledge related to preparation and documentation of Higher Order

Siddha medicines/Unique Siddha preparations during last five years. (10)

• Kattu, Kalangu, Chunnam, Pooneeru and muppu

• Learning and documentation of purification processes of raw materials, methods of
preparation

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Field visits related Documentation of

to the above photo/video Hands on Ability to Field
processes evidences Training reproduce application
Yes/No Yes/No Yes/No Yes/No Yes/No

Upload:
 Field visit reports
 Documentary evidences for training with geotagged photos
 Training provided in the last five years
 Any other relevant information.

Data templates for Part B 8 – Homeopathy College

Average percentage of full time teachers who have undergone orientation training in
8.1.2 Pharmcovigilence / NAMSTP / NABH / other quality training in the last five years. (10)

Year. Number of teachers trained

Pharmcovigilence NAMSTP NABH Other Quality
Training Training

Upload
 List of teachers undergoing such training with training completion certificate
 Training certificates of teachers year-wise during the last 5 years.
 Data Templates
 Any other relevant information.

8.1.9 Provision has been made to provide comprehensive student training in General,
Exclusive Clinics, Research and in facilities for speciality treatments (10)

No of
Type of Students (links of Photogrphs of
Year training trained the events

Upload:
 List of teaching / training sessions conducted during the last 5 years.
 Data Template
 Geotagged photos
 Any other relevant information.

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8.1.10 Is the teaching hospital / laboratory accredited by any National Accrediting Agency
/Agencies? (5)
Yes/NO Year of
Accreditation
NABH Accreditation of the teaching hospital
NABL Accreditation of the laboratories
ISO Certification of the departments / divisions
Other Recognized Accreditation / Certifications
(Specifiy details)
Upload:
 e-copies of Certificate/s of Accreditations
 Any other relevant documents

Data templates for Part B 9 – Allied Health Sciences College

Institution has up-to-date clinical instrumentations and tools as per the specifications of
8.1.6 the Regulatory Bodies (15)
Diagnostic Treatment
equipment equipment Clinical tests and tools Research equipment
Yes/No Yes/No Yes/No Yes/No

Upload:
 List of Diagnostic, treatment, clinical tests and research equipment available in
the College
 Geotagged photos
 Invoices of clinical instrumentation and tools
 Any other relevant information.

Data templates for Part B 10 – Yoga & Naturopathy College

Teaching-Learning facilities available in the institution for Yoga and Naturopathy.
8.1.3 (10)

Num
ber
of
ICT
Trad enabl links of
etion ed Number of Details of Number of Number of Geotag
alCla Class Yoga Facilities rooms for rooms for ged
ssroo room studio/muse avaialble for meditation/gur Naturopathy/N Photog
ms s um self-study ukula education ature works raps

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Upload :
 Detailed report and geotagged photos to explain the institutional claim
 Any other relevant information.

8.1.6 The institution has received Funds/Grants from Govt./ non Govt. bodies,
donors, philanthropists during the last five years..(10)

Amount Recieved in Rs. From

Charities
Philanthropists /Voluntary
Government / Donors organizations Foundations
Year 1
Year 2
Year 3
Year 4
Year 5
Upload:
 Copies of the sanction orders for the grants and the amount received
 CA certified financial details of fund received fromGovt./ non Govt. bodies, individuals,
philanthropists year-wise during the last five years
 Any other relevant information.

Funds generated from Yoga Research projects / Clinical trials / Standardizations funded by
8.1.8 government as well as non-government agencies during the last 5 years (INR in Lakhs) (10)

Name of the Name of the Amount in Duration of Date of

Year research Project Funding Agency Rupees the Project Sanction

Upload:
 Copies of sanction letters
 Detailed report and geotagged photos to explain the institutional claim
 Any other relevant information.

8.1.9 Total number of Yoga / Naturopathy-related events organized by the Institution for the
public during the last 5 years(05)

Number of Yoga /
Naturopathy-related Duration of the From - to Number of
Year events organized event in days (DD/MM/YYYY) participants

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Upload:
 List of Yoga / Naturopathy-related events organized year-wise by the Institution
 Detailed report and geotagged photos to explain the institutional claim
 Any other relevant information.

Average percentage of teachers organizing teaching and training programmes through

conferences / workshops /seminars /spiritual retreats/discourses / symposia etc in Yoga
8.1.10 and Naturopathy during the last five years (10)

Name of teachers organizing Name of the Duration of From - to

teaching and training Training the event (DD/MM Number of
Year programmes Program in days /YYYY) participants

Upload:
 Year-wise list of teaching and training programmes conducted for public and students on
Yoga / Naturopathy during the last five years.
 List of teachers who organized teaching and training programmes during the last five years
 Detailed report and geotagged photos to explain the institutional claim
 Any other relevant information.

8.1.11 Number of popular articles/programmes on Yoga / Naturopathy presented by teachers in State

/ Regional / National / International print and/or electronic media during the last five years.
(10)
Year Name of of popular Name of teachers Name of the State / Date of
articles/programmes presented of Regional / National / Publication
on Yoga / popular International print
Naturopathy articles/programm and/or electronic
presented es on Yoga / media
Naturopathy

Upload:
 Copies of Popular articles/programmes on Yoga / Naturopathy presented by teachers in State /
Regional / National / International print and/or electronic media
 Links of telecast, electronic media
 Upload the published print media
 Any other relevant information.

*********Data Templates end*********

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Section - C

Appendices

Appendix 1: Glossary& Notes

AcademicAudit : An exercise which serves to provide assurance that the delegated responsibilities
for quality and standards of academic provision are being appropriately
discharged.
AcademicCalen : The schedule of the Institution for the academic year, giving details of all academic
dar and administrative events.
AcademicFlexi : Choiceofferedtothestudentsinthecurriculum
bility offeringandthecurriculumtransactions.
In most educational Institutions and universities in India, the academic year is
Academic Year considered from July to May.

Accreditation : Certificationofqualitythatisvalidforafixedperiod,
whichinthecaseofNAACisfiveyears
Advanced : Students who perform very much better than the class averages
Learners
Assessment : PerformanceevaluationofanInstitutionoritsunits basedoncertainestablishedcriteria
Assessors : Trained academics or experts who represent NAAC on peer teams.
Attainment of : COs are to be attained by all students at the end of a formal course. The Institution
Course has to follow well-defined methods of computing attainment of Course outcomes
Outcomes based on the course objectives as defined by the respective statutory councils,
(COs) student performance in all assessments and the computed course outcomes
perceived by the model developed by the Institution.
Example: in MBBS programme, Anatomy is a course which has course objectives
and student assessment methods defined by MCI, based on which the Institution
needs to develop appropriate course outcomes (refer respective website of
Regulatory Bodies).
Benchmarks : An example of good performance that serves as a standard for comparison of one‟s
own performance. It is a technique in which an Institution measures its
performance against that of the best of others.
Bibliometrics : Is a statistical analysis of the publications in indexed journals in the form of books
or articles
BlendedLearni : A mixing of different learning environments such as traditional face-to-face
ng classroom methods with modern computer-mediated activities.
BridgeCourse : Ateachingmodulewhichhelpstoclosethegap betweentwolevelsofcompetence.
CarbonNeutral : A termusedtodescribefuelsthatneithercontribute
tonorreducetheamountofcarbon(measuredinthe
releaseofcarbondioxide)intotheatmosphere.
CateringtoStud : The strategies adopted by Institution to fulfil the needs of a heterogeneous group of
ent Diversity students.
CEC (Under : Career Education Centre
Graduate)
ChoiceBasedCr : A mode of learning in higher education which facilitates a student to have some
edit System freedom in selecting his/her own choices, across various disciplines for completing
(CBCS) a UG / PG program. All UG and PG programs, as per UGC, have to implement
CBCS
CitationIndex : Thenumberoftimesaresearch papersisreferred tobyotherresearchers
inrefereedjournals,andisa measureofvalidityofitscontents.
Co- : Activities, which support the curriculum such as field trips, display of academic
CurricularActiv achievements, quiz, debate, discussion, seminars, role-play, etc

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ities
Collaboration : Formalagreement/understandingbetweenanytwo
ormoreInstitutionsfortraining,research, student/
facultyexchangeorextensionsupport.
CompletionRat : The ratio of the total number of learners successfully completing a course/
es(course/) graduating from a programme in a given year to the total number of learners who
initially enrolled on the course/programme.
Constituencies : All the academic, administrative and support units of the Institution.

Providing expert knowledge/advice or making high-end research equipment

Consultancy: /R&D projects available to a third party; usually for a fee.

Counselling : Assisting and mentoring students individually or collectively for academic, career,
personal and financial decision-making.
Course : A course is a unit in both credit based and non-credit based formal programme. A
3-credit course will have three classroom sessions of one-hour duration during
each week for the entire semester. Example: Non-credit Program: BDS; Course:
Prosthodontics; Credit based programme; Human Genetics Course; Genetic
Engineering (4 credits).
Course : COs are statements that describe what students should acquire in the form of
Outcomes knowledge, skills and attitude at the end of a course. (examples are given in the
(COs) “Notes”)
CourseOutline : List of the course modules, similar to a table of contents in a book or the outline
s used for writing papers. The outline defines the scope and content of the course.
CourseSchedul : Details of classes being offered, its time, location, faculty, and its unique number
e which students must know in order to register. The course schedule is published
prior to the commencement of registration for each semester / session.
Credit : A credit system is a systematic way of describing an educational programme by
attaching credits to its components. University Grants Commission defines one
credit as
1 Theory period of one hour per week over a semester
1 Tutorial period of one hour per week over a semester
1 Practical period of two hour per week over a semester
Criteria : Pre-determinedstandardsoffunctioningofan Institutionof
highereducationthatformthebasisof assessmentandaccreditationas
identified/defined byNAAC.
Cross Cutting : Cross cutting issues refer to the abilities of students to have sufficient disciplinary
Issues knowledge, to engage in public discussions on related issues; are careful
consumers of scientific and technological information related to their everyday
lives; are able to continue to learn outside school; and have the skills to enter
careers of their choice.
CurriculumDes : Process of defining the contents of units of study and usually obtained through
ignand needs assessment, feedback from stakeholders and expert groups. Curriculum
Development design and curriculum development are procedures which are closely linked to the
description of learning outcomes.
CyclesofAccred : AnInstitutionundergoingtheaccreditation process
itation byNAACforthefirsttimeissaidtobeinCycle1and
theconsecutivefiveyearperiodsasCycle2,3 and so on.
DareDatabase- : Provides access to world wide information on social science, peace, and human
InternationalSo rights research and training institutes, social science specialists, and social science
cial periodicals.
SciencesDirect
ory
Demand Ratio : The ratio of the number of seats available in a program/institute to the number of
valid applications
Dualdegree : Pursuingtwodifferentuniversitydegreesinparallel,

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eitheratthesameInstitutionoratdifferentInstitutions
(sometimesindifferentcountries),completingthem inlesstimethanitwould
taketoearnthem separately.
EBSCO host : Is an online reference resource with designed to cater to user needs and preferences
at every level of research, with over 350 full text and secondary databases available.
Eco system for : Eco system for innovation comprises material resources (funds, equipment,
Innovations facilities, etc.) and the human resources (students, faculty, staff, industry
representatives, etc.) and linkages among them that make up the Institutional
entities to promote the development of products and systems that are likely to have
significant economic value.
E-learning : Learning resources available on Internet
Resources
e-PG : High quality, curriculum-based, interactive content in different subjects across all
Pathshala disciplines of social sciences, arts, fine arts & humanities, natural & mathematical
sciences, linguistics and languages developed under the initiative of MHRD, under
its National Mission on Education through ICT (NMEICT) Mission.
e-Shodhganga : Shodhganga@INFLIBNET provides a platform for research students to deposit
their Ph.D. theses and make it available to the entire scholarly community in open
access.
e- : e-Shodh Sindhu (https://www.inflibnet.ac.in/ess) provides current as well as
ShodhSindhu archival access to more than 15,000 core and peer-reviewed journals and a number
of bibliographic, citation and factual databases in different disciplines from a large
number of publishers and aggregators to its member Institutions including
centrally-funded technical Institutions.
ElectiveCourse : Achoiceavailabletostudentstoselectfromamonga largenumberofsubjects.
s
EmergingAreas : New areas of study and research deemed important to pursue. These areas may
have been identified by national agencies or international bodies.
EnrichmentCo : ValueaddedcoursesofferedbyInstitutionfor
urses studentempowerment.Theyenhancethecurriculum
byamplifying,supplementingand replacingsuch partsorfeaturesashavebecome
ineffectiveor obsolete.
EvaluationProc : Assessmentoflearning,teachingandevaluationprocessandreformstoincreasetheeffici
ess encyand effectivenessofthesystem.
andReforms
Examination : Examination management system is a well-defined document or a software
Management application for the planning, administration, documentation, tracking, evaluation
System of students responses, and announcement of grades/marks obtained by students in
all formal learning activities in an educational program
Experiential : Is a process of learning through experience and is more specifically defined as
Learning “learning through reflection on doing”.
ExtensionActiv : The aspect of education, which emphasizes neighbourhood services. These are
ities often integrated with curricula as extended opportunities intended to help, serve
reflect and learn. The curriculum- extension interface has educational values,
especially in rural India.
FacultyDevelo : Programs aimed at updating the knowledge, pedagogical and research skills of the
pment Program faculty.
Feedback : Formative and evaluative comments given by tutors on the performance of
individual learners.
Evaluative comments made by stakeholders to the Institution on the quality and
effectiveness of a defined process.
Response from students, academic peers and employers for review and design of
curriculum.
Field Project : Formal projects students need to undertake that involve conducting surveys
outside the college/university premises and collection of data from designated
communities or natural places

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FinancialMana : Budgeting and optimum utilization of financial resources.

gement
Flexibility : A mechanism through which students have wider choices of Programmes to
choose from, as well as, multiple entry and exit points for Programmes /courses.
Functional : Memoranda of Understanding that are currently operational, signed by the
MoUs Institute with national and international agencies
Full Time : A teacher employed for at least 90 per cent of the normal or statutory number of
Teachers hours of work for a full-time teacher over a complete academic year is classified as
a full-time teacher.
GenderAudit : Atoolandaprocessbasedonamethodologyto
promoteorganizationallearningattheindividual,
workunitandorganizationallevels onhowto
practicallyandeffectivelymainstreamgender.
Geotagging Process of adding geographical identification metadata to various media such as
a geotagged photograph or video, websites, SMS messages etc. The data usually
consists of latitude and longitude coordinates, though they can also
include altitude, bearing, distance, accuracy data, and place names.

GraduateAttrib : Thedisciplinaryexpertiseor technicalknowledgethathastraditionallyformedthe

utes coreofmostuniversitycourses.Theyarequalities thatalsoprepare graduates asagents
forsocialgood inanunknownfuture.
GreenAudit : Theprocessofassessingtheenvironmentalimpact
ofanorganization,process,project,product,etc
GrievanceRedr : Mechanisms for receiving, processing and addressing dissatisfaction expressed,
essal complaints and other formal requests made by learners, staff and other
stakeholders on the Institutional provisions promised and perceived.
H- : An index that attempts to measure both the productivity and impact of the
index(HirschIn published work of a scientist or scholar. The index is based on the set of the
dex) scientist‟s most cited papers and the number of citations that they have received in
other publications.
HumanResourc : The process of assessing the human resource requirements, recruiting, monitoring
eManagement the growth and appraising them periodically and plan the staff development
programs for the professional development and provide the necessary incentives
and feedback.
Humanities : A comprehensive database covering journals, books and reference sources in the
International humanities. This database provides citation information for articles, essays and
Complete reviews, as well as original creative works including poems and fiction.
Photographs, painting and illustrations are also referenced
ICT : Information and Communication Technology consists of the hardware, software,
networks and media for the collection, storage, processing, transmission and
presentation of information (voice, data, text, images) as well as related services.
Impactfactor(IF : A measure of the citations to science and social sciences journals. The impact factor
) for a journal is calculated based on a three-year period and can be considered to be
the average number of times published papers are cited up to 2 years after
publication.
Inclusion, : Inclusiveness in educational Institutions refers to the educational experiences
Inclusiveness practiced with reference to gender, ethnicity, social class and differently abled.

INFLIBNET : Information and Library Network Centre maintains a database on books, theses
Database and serials
Infrastructure : Physicalfacilitieslikebuilding,playfields,hostels etc. whichhelp run an Institutional
Programme.
InstitutionalInf : IIQA is a requirement, which needs to be submitted online by all categories of
ormation HEIs
forQualityAsse
ssment (IIQA)

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Institutional : Institutional distinctiveness is characterized by its reason for coming to existence,

Distinctiveness vision, mission, nature of stakeholders, access to resources, cultural ambience and
physical location
InstitutionalSo : FocusesontheInstitution‟sresponsibilitiestothe
cial publicintermsofprotectionofpublichealth,safety
Responsibility andtheenvironment,thepublicethicalbehaviour and
(ISR) theneedtopracticegoodcitizenship.
Inter : Course designed to illuminate the principles, methods and skills that crossed
disciplinary disciplinary boundaries (Eg: Course in which instruction in biomedical science,
Course the humanities, ethics, environmental science, dentistry etc., is included.
Interdisciplinar : Anintegrativeapproachinwhichinformationfrom morethanonediscipline
yresearch isusedininterpretingthe contentofasubject,phenomenon,theoryorprinciple.
Internal : Forming Internal Quality Assurance Cell (IQAC) is to be established in every
Quality accredited Institution as a post-accreditation quality sustenance measure.
Assurance Cell http://www.naac.gov.in/IQAC.asp
(IQAC)
InternalQuality : Selfregulated responsibilitiesofthehighereducation
Assurance Institutionsaimedatcontinuousimprovementof
System(IQAS) qualityforachievingacademicandadministrativeexcellence.
Internship : A designated activity that carries some credits involving more than 25 days of
working in an organization under the guidance of an identified mentor
ISO : ISO 9001 certification enhances customer satisfaction by meeting customer
Certification requirements. The Institution is able to provide right services. ISO certification
enhances functional efficiency of an organization.
Leadership : Term used for setting direction and create a student- focused, learning oriented
climate, clear and visible values and high expectation by ensuring the creation of
strategies, system and methods for achieving excellence, stimulating innovation
and building knowledge and capabilities
Learning : A learning management system (LMS) is a software application for the
Management administration, documentation, tracking, reporting and delivery of educational
Systems courses or training Programmes. They help the instructor deliver material to the
students, administer tests and other assignments, track student progress, and
manage record-keeping. MOODLE is an example of open source LMS
LearningOutco : Specific intentions of a Programme or module, written in clear terms. They describe
mes what a student should know, understand, or be able to do at the end of that
Programme or module
LibraryasaLear : The library holdings in terms of titles of books, journals and other learning
ningResource materials and technology aided learning mechanism, which enable the students to
acquire information, knowledge and skills required for their study.
Levels of :  Programme Outcomes: POs are statements that describe what the
Outcomes students graduating from any of the educational Programmes should be
able to do.
 Programme Specific Outcomes: PSOs are statements that describe what
the graduates of a specific educational Programme should be able to do.
 Course Outcomes: COs are statements that describe what students
should be able to do at the end of a course
NewTechnolog : Digital tools and resources (hardware and software) and their application in
ies the field of education.
NIRF : National Institutional Ranking Framework (NIRF), approved by the MHRD,
outlines a methodology to rank Institutions across the country. The
parameters and sub-parameters associated with this mechanism are evolving
from year to year.
https://www.nirfindia.org/Docs/Ranking_Methodology_And_Metrics_2017.pdf
N-LIST : N-LIST stands for "National Library and Information services Infrastructure for
Scholarly Content". http://nlist.inflibnet.ac.in/faq.php
OBE: Outcome : OBE is an educational theory that bases each part of an educational system around

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Based goals (outcomes). Each student should have achieved the goal by the end of the
Education educational experience
OpenEducation : Educational materials and resources offered freely and openly for anyone to
alResources use and under some licenses to re-mix, improve and redistribute.
OptimumUtiliz : The infrastructure facilities are made available to the student for their
ationof maximum utilization. e.g. Extended hours for computer center and library,
Infrastructure sharing of facilities for interdisciplinary and multidisciplinary Programmes.
Organogram : Organogram is the word that refers to a diagram that shows the structure of an
organization and the relationships between the relative ranks of its part and
position/ job. It is also known as Organisational Structure.
Outcome : An outcome of an educational Programme is what the student should be able to do
at the end of a Programme/ course/ instructional unit.
OutreachActivi : Is the practice of conducting local public awareness activities through targeted
ties community interaction
Participative : Participatory Learning and Action is a family of approaches, methods, attitudes,
Learning behaviours and relationships, which enable and empower people to share, analyze
and enhance their knowledge of their life and conditions, and to plan, act, monitor,
evaluate and reflect.
ParticipativeM : Refers to an open form of management where employees are actively involved in
anagement the Institution‟s decision making process.
PerspectiveDev : Isablueprintregardingtheobjectivesandtargetsof longtermgrowth
elopment
PhysicalFaciliti : Infrastructure facilities of the Institution to run the educational Programmes
es efficiently and the growth of the infrastructure to keep pace with the academic
growth of the Institution.
Policy for : Processes defined by the Institution to facilitate the teachers to write research
Promotion of proposals, seek funding, conduct research, publish, and evaluate and reward the
Research research done.
Pre-qualifiers : For the Assessment and Accreditation (A&A) in revised framework the NAAC has
proposed a pre-qualifier test. It is a condition for peer team visit and will be based
on Institutional system generated score (SGS) in all QnM after undergoing DVV
process. As a Pre-qualifier, the Institution should score at least 25% in Quantitative
Metrics (QnM) as per the final score after the DVV Process. If the HEI does not clear
the Pre-qualifier stage then HEI will have to apply afresh by submitting the IIQA
and its fees.
Problem Based : Is a student-centred pedagogy in which students learn about a subject through the
Learning (PBL) experience of solving an open-ended problem found in trigger material. The PBL
process does not focus on problem solving with a defined solution, but it allows for
the development of other desirable skills and attributes. This includes knowledge
acquisition, enhanced group collaboration and communication.
Professional : Activities designed to enhance the professional acumen or advance a person‟s
Developmental career. (Continuing education programmes, entrepreneurship development
Programmes programmes, Professional skill development programmes etc.,)
: A range of learning experiences offered to students in a formal manner over a
period of one-to-four years leading to certificates/ diplomas/ degrees. Examples:
Programme
BA (Economics) BSc (Physics). All possible formal degree Programmes are
identified by UGC
ProgrammeOpt : A range of courses offered to students to choose at various levels leading to
ions degrees/ diplomas/ certificates.
Programme : Programme Outcomes (POs) are what knowledge, skills and attitudes a graduate
Outcomes should have at the time of graduation. While no agency has formally defined the
POs of General Higher Education 3-year degree Programmes in India, POs of all
professional Programmes in engineering and other areas are identified at national
level by the concerned accrediting agency. POs are not specific to a discipline.
PromotionofRe : Theprocessofpromotingresearchcultureamong faculty and students by facilitating
searchand

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ResearchSuppo faculty and student participation in research budgetallocation, research

rt System fellowshipandotherfaculties.
RemedialCours : Courses offered to academically disadvantaged students in order to help them
es cope with academic requirements.
Research : Systematic intellectual investigations aimed at discovering, interpreting and
revising human knowledge.
ResearchGrant : Grantgenerated/receivedfromdifferentagencies bythe
Institutionforconductingresearchprojects.
ResearchOutpu : Quality research outcome beneficial for the discipline, society, industry and
t dissemination of knowledge including theoretical and practical findings.
ResourceMobil : Generation of funds through internal and external sources such as donations,
ization consultancy, self-financing courses and so on.
SCOPUS : The world‟slargestabstractand citationdatabaseof peer-
reviewedliteratureandqualitywebsources.
Seed money : Funds provided to a teacher or a group of teachers by the Institution to get the
for Research research initiated to facilitate the preparation of formal research proposal for
funding.
Situatedness : Situatedness refers to involvement within a context. It also refers to placement of
learning experiences in authentic contexts or settings
SJR(SCImagoJo : This takes three years of publication data into account to assign relative scores to
urnalRank) all the sources (journal articles, conference proceedings, review articles, etc.) in a
citation network (Journals in SCOPUS database).
Slow Learners : Students who perform very much below the class averages
SNIP(SourceN : Is the ratio of the source‟s average citation count per paper in a three year citation
ormalized window over the “citation potential” of its subject field?
ImpactperPerso
n)
StakeholderRel : Affiliation and interaction with groups or individuals who have an interest in the
ationship actions of the Institutions and the ability to influence its actions, decisions, policies,
practices or goals of the organization.
StrategicPlan : A specific, action-oriented medium or long-term plan for making progress towards
a set of Institutional goals.
StrategyDevelo : Formulation of objectives, directives and guidelines with specific plans for
pment Institutional development.
Student Centric : Methods of instruction that focus on products of learning by the students
Methods
StudentProfile : 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/ urban.
StudentProgres : Vertical movement of students from one level of education to the next higher level
sion successfully or towards gainful employment.
StudentSuppor : Facilitatingmechanismforaccesstoinformationfee structureand refundpoliciesand
t also guidanceand placementcellwithstudentwelfaremeasuresto give necessary
learning support to the students.
SWAYAM : SWAYAM is a Programme initiated by Government of India and designed to
achieve the three cardinal principles of Education Policy viz., access, equity and
quality. https://swayam.gov.in/
TeacherQuality : Acompositetermtoindicatethequalificationofthe faculty,theadequacy
meantforrecruitment procedures,professionaldevelopment,
recognitionandteacherscharacteristics.
Trend analysis Statistical method of conducting review and analysis of academic publications in
scientific databases (such as Web of Science, Scopus, PubMed etc.) and generating
historical charts. Search can be made by using the title of the publication, author‟s

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name, name of the Institution, key words etc.

TwinningProgr : An arrangement between two Institutions where a provider in source country A

ammes collaborates with a provider in Country B to allow students to take course credits
in Country B and/or in source Country A. Only one qualification is awarded by
the provider in source Country A. Arrangements for twinning Programmes and
awarding of degrees usually comply with national regulations of the provider in
source Country A.

Value Added : Courses with 16 or more contact hours which are optional, and offered outside the
Courses curriculum that add value and help them students in getting placed.

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Appendix 2: Abbreviations
A&A - Assessment and Accreditation
AC - AcademicCouncil
ACM - AssociatesofComputingMachinery
AMC - AnnualMaintenanceContract
AVRC - Audio-Visual ResearchCentre
AICTE - All IndiaCouncilfor TechnicalEducation
AQAR - AnnualQualityAssuranceReport
BoS - BoardofStudies
BCUD - BoardofCollegeandInstitutionDevelopment
CAL - ComputerAided Learning
CAS - CenterforAdvancedStudies
CAT - CommonAptitudeTest
CBCS - ChoiceBasedCreditSystem
CD - CompactDiskette
CDC - CollegeDevelopmentCouncil
CEC - Consortiumfor EducationalCommunication
CGPA - CumulativeGradePointAverage
Cr - Criteria
Cr-GPA(s) - Criterion-wiseGradePointAverage(s)
COHSSIP - CommitteeforHumanitiesandSocialScience
ImprovementProgramme
COSIP - CommitteeforScienceImprovementProgramm
e
COSIST - CommitteeforStrengtheningofInfrastructure
Improvement Programme
inScienceandTechnology
CSA - CentreforSocialAction
CSIR - Councilof ScientificandIndustrialResearch
CPE - CollegeswithPotentialforExcellence
DELNET - DevelopingLibraryNetwork
DEP - DistanceEducationProgrammes
DRS - DepartmentalResearchSupportofUGC
DSA - DepartmentalSpecialAssistanceofUGC
DST - DepartmentofScienceandTechnology
EMRC - EducationalMultimediaResearchCentre
FIST - FundfortheImprovementofScienceand
TechnologyInfrastructure
GATE - GraduateAptitudeTestinEngineering
GATS - GeneralAgreementonTradeinServices
GMAT - GraduateManagementAdmissionTest
GRE - GraduateRecordExamination
IAS - IndianAdministrativeServices
ICHR - IndianCouncilofHistoricalResearch
ICPR - IndianCouncilofPhilosophicalResearch
ICSSR - IndianCouncilof SocialScienceResearch
ICT - InformationandCommunicationTechnology
IEEE - InstituteofElectricaland ElectronicEngineers

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IIQA - InstitutionalInformationforQuality
Assessment
IQAC - InternalQualityAssuranceCell
IQAS - InternalQualityAssuranceSystem
INFLIBNET - InformationandLibraryNetwork
INQAAHE - InternationalNetworkforQualityAssurance
AgenciesinHigher Education

INSA - IndianNationalScienceAcademy
IPR - IntellectualPropertyRights
ISR - InstitutionalSocialResponsibility
IUC - InterInstitutionCentre
KI - Key Indicator
KI-GP(s) - Key Indicator-wiseGradePoint(s)
MHRD - MinistryofHuman ResourceandDevelopment
MoC - MemorandumofContract
MoU - MemorandumofUnderstanding
MIR - MinimumInstitutionalRequirements
MIS - ManagementInformation System
NCTE - NationalCouncilforTeacherEducation
NET - NationalEligibilityTest
NGO - NonGovernmentalOrganization
NME-ICT - NationalMissiononEducationthrough
InformationandTechnology
NPE - NationalPolicyEducation
NPTEL - NationalProgrammedTeachingEnhanced
Learning
OMR - OpticalMarkRecognition
OPAC - OnlinePublicAccessCatalogue
PTR - PeerTeamReport
QAA - QualityAssuranceAgency
SAP - SpecialAssistanceProgramme
SET/SLET - StateLevelEligibilityTest
SJR - SCImagoJournalRank
SLQACC - StateLevel QualityAssuranceCo-ordination
Committee
SNIP - SourceNormalizedImpactperPaper
SSR - Self-StudyReport
SWOC - Strengths,Weaknesses,Opportunitiesand
Challenges
TEI - TeacherEducationInstitution
TOEFL - TestofEnglishasaForeignLanguage
UDID Unique Disability ID (Card)
UGC - InstitutionGrantsCommission
UNESCO - UnitedNationsEducational,Scientificand
CulturalOrganization
UNO - UnitedNation Organization
UNICEF - UnitedNationsChildrenEducationalFoundatio
n
UNDP - UnitedNationDevelopmentProgramme
USIC - InstitutionScienceInstrumentationCentre

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Wi-fi - WirelessFidelity
YRC - YouthRedCross

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Appendix - 3

NationalAssessment and AccreditationCouncil(NAAC)

Student SatisfactionSurvey (SSS)
KeyIndicator-2.7.1
Criterion II : Teaching-Learningand Evaluation
(For Health Science Universities)

Guidelines
forStudents

NAAC(NationalAssessmentandAccreditationCouncil)isconducting aStudentSatisfaction
Survey regarding Teaching–Learning andEvaluation of HEIs,whichwillhelptoassess
thequality status of the institution. Kindly note that the identification of the respondent will
notbe revealed in the process.

 A studentwillhavetorespond with sincerity toall thequestionsgiveninthefollowing

format after careful thought.

● Each question has five responses, choosethe mostappropriate one.

● The response to the Qualitative question No. 23, is student‟s opportunity to give
suggestionsforimprovements. (The responses are to be restricted only to
teachinglearning and evaluation process).
 It may be noted that the total time required for filling up this questionnaire may be
less than 20 minutes.

PERSONAL INFORMATION:

A)Please confirm that this is the first and onlytimeyou are participating in this survey.
a) Yes b)No

B)Age: C)University Name:

D)Gender: a)Female b)Male c)Transgender
E)What level of degreeprogramareyou pursuingnow?
a)Bachelor's b)Master‟s c)M.Phil Doctorate

e)Other

F) What specific programmeare you currentlypursuing?

a)Medical b)Dental c)Pharmacy d)Physiotherapy

e) Nursing: f) AYUSH g) Others

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CriterionII–Teaching–LearningandEvaluation

Online StudentSatisfactionSurveyonTeachingLearning and Evaluation Process

Following are the questions:

1. Howmuch ofthe curricula and syllabi are covered in the Discipline in which you are
studying?
4 – 90 to 100%
3 – 75 to 89%
2 – 55 to 74%
1– 30 to 54%
0 –Below 30%

2. What categories of teachers are involved in the theory and practical classes in your
discipline?
4 – Professors, AssociateProfessors, Assistant Professors and Others (Lecturers, Tutors,
Demonstrators and Residents)
3 – Associate Professors, Assistant Professors and others
2 – Assistant Professors and others
1 – Others
0 – None of the above

3. What percentage of teachers is effectively communicating domain knowledge using IT

skills and Soft Skills in the Teaching Learning Process?
4 – 90 to 100%
3 – 75 to 89%
2 – 55 to 74%
1– 30 to 54%
0 –Below 30%

4. Do the teachers build-up the expectedcurricularcompetencies,programme outcomes and

courseoutcomes in you?
4 – 90 to 100%
3 – 75 to 89%
2 – 55 to 74%
1– 30 to 54%
0 –Below 30%

5. Does your mentor follow up necessarily on the tasks assigned to you?

4 – Everytime
3 – Usually

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2 – Occasionally
1 – Rarely
0 –Idon‟t haveamentor

6. To what extent is the mentoringprocessinyourinstitution beneficial to you

forcognitive,socialand emotional growth?
4 – Highly Beneficial
3 – Beneficial
2 – Satisfactory
1 – Marginally
0– Not at all

7. To what extent clinical and practical facilities related to your discipline have been made
available to you?
4 – 90 to 100%
3 – 75 to 89%
2 – 55 to 74%
1– 30 to 54%
0 –Below 30%

8. What extent of training are you provided with, in the skill and simulation labs, clinical
ward rounds / rotations and lab exercises related to your discipline?
4 – 90 to 100%
3 – 75 to 89%
2 – 55 to 74%
1– 30 to 54%
0 –Below 30%

9. What percentageof teachers useICT-enabled methods like multimedia, web-based

learning and national e-resources while teaching?
4 – 90 to 100%
3 – 75 to 89%
2 – 55 to 74%
1– 30 to 54%
0 –Below 30%

10. What is the extent of opportunities given to you for outdoor learning like internship,
student exchanges, field visits and projects?
4 – All of the above
3 – Three of the above
2 – Two of the above
1 – One of the above
0– None of the above

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11. Does the institution provide the opportunities for experiential learning, including
problem-based learning, case-based learning, evidence-based learning, competency building,
seminars, group discussions, to enhance knowledge and skills in your discipline?
4 – All of the above
3 – Any four of the above
2 – Any three of the above
1 – Any two of the above
0– Any one of the above

12. What is the level of opportunities provided by your institution to develop employability
and entrepreneurship skills to prepare you for your career?
4 – High Level
3 –Appreciable Level
2 – Satisfactory Level
1 – Marginal Level
0– No opportunity given

13. What is the level of value-added courses / training given by your institution in the area of
professional ethics and values, community service, preventive health care and rural health
care?

4 – High Level
3 –Appreciable Level
2 – Satisfactory Level
1 – Marginal Level
0– No opportunity given

14. What level of monitoring and evaluation is available in your institution for assessing the
effectiveness and interactivity of the classroom proceedings/learning sessions?

4 – High Level
3 –Appreciable Level
2 – Satisfactory Level
1 – Marginal Level
0– No opportunity given

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15. To what extent the institutional ambience and class room teaching has improved your
creative thinking and analytical skills?

4 – High Level
3 –Appreciable Level
2 – Satisfactory Level
1 – Marginal Level
0– No opportunity given
16. How frequently your performance in academic assignments are discussed and reviewed
with you by the teachers?

4 – Regularly
3 – Often
2 – Sometimes
1 – Rarely
0– Never

17. What is your assessment about the fairness of theinternalevaluation process adopted
bythe teachers?

4 – Always fair
3 – More oftenfair
2 – Sometimes fair
1 – Usuallyunfair
0 – Always unfair

18. What is the average time taken by the institution for declaration of examination results?

4 – Within 15 days
3 – 16 days to 30 days
2 – 31 days to 45 days
1 – 46 days to 60 days
0 – Beyond 60 days

19. What are the mechanisms (issue of photocopy of answer sheet, re-totaling, re-evaluation
and provision for grace marks) available in your institution for redressal of grievances with
reference to examinations?

4 – All the above mechanisms

3 – Only three of them
2 – Only two of them
1 – Only one of them

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0 – None

20. How do you rate the procedures involved in the pre examination, examination and post
examination processes of the evaluation system adopted by your institution?

4 – Excellent
3 – Very Good
2 – Good
1 – Average
0 – Poor

21. Do your teachers enable you to identify your strengths and weaknesses and help you
to develop your strengths and overcome your weaknesses by providing timely
counseling and care?
4 – Everytime
3 – Usually
2 – Occasionally
1 – Rarely
0 –Never

22. If you were to award rating for your institution in terms of “stars” in relation to
quality of teaching, learning and evaluation, what would be your rating?

4 – *****
3 – ****
2 – ***
1 – **
0–*

23. Givethreesuggestions to improvetheoverallteaching, learning and evaluation process

inyour institution.
A
B
C

.....................................................................End.....................................................................

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