NAAC - Accreditation Reforms
This model is designed to encourage broader participation, especially from institutions new to the accreditation process, by simplifying evaluation criteria and reducing procedural complexities. HEIs currently undergoing assessment under the existing Revised Accreditation Framework (RAF) have the option to transition to the Binary model by submitting a formal request through the NAAC portal."This model is designed to encourage broader participation, especially from institutions new to the accreditation process, by simplifying evaluation criteria and reducing procedural complexities. HEIs currently undergoing assessment under the existing Revised Accreditation Framework (RAF) have the option to transition to the Binary model by submitting a formal request through the NAAC portal. "
Introduction of Binary Accreditation and MBGL
The Binary Accreditation model offers a streamlined, entry-level assessment for Higher Education Institutions (HEIs), categorizing them as Accredited, Provisionally Accredited andNot Accredited i.e. Institutions not meeting the minimum standards. Following the Binary Accreditation, NAAC plans to implement the MBGL system, which will provide a more nuanced evaluation of institutions based on their developmental stage and performance metrics. This approach aims to offer a progressive pathway for institutions to enhance quality and achieve higher accreditation statuses over time.
Key Objectives Behind the Reforms
Inclusivity and Access to wide range of Institutions
Enable a much larger number of institutions, particularly those not previously accredited, to come under formal quality assurance.
Transparency and Simplicity of the Processes
Reduce the complexity and administrative burden of the accreditation process; make assessment parameters and procedures more straightforward and understandable.
Quality Culture Building
Focus on creating a long-term culture of quality enhancement, rather than treating accreditation as a one-time event aimed purely at obtaining grades or rankings.
Differentiated and Mission-Sensitive Assessment
Recognize and respect the diversity of institutions (e.g., research-focused universities, teaching colleges, technical institutes) and avoid forcing all into the same mold.
Global Alignment
Bring Indian accreditation practices in closer alignment with international quality assurance norms, facilitating global recognition and mobility of Indian graduates.
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