INTERNAL QUALITY ASSURANCE CELL

Osmania University(Accredited with FIVE stars by NAAC)

Seminar on“Institutional Preparation for Re-Accreditation by

NAAC”

Wednesday 21 June 2006

_____________________________________________________________IQAC

First Floor, Library Building, University College of ScienceOsmania University, Hyderabad 500 007

Tel: 040-64526622

Osmania University

VISION

The Vision of the University is to generate and disseminate knowledge through a harmonious blend of ancient and modern wisdom, and to serve the society by developing in students heightened intellectual, cultural, ethical, and humane sensitivities; to foster a scientific temper, and to promote professional and technological expertise. Central to this vision is a commitment to regional and national development in consonance with our culture, heritage, and environment.

MISSION

To achieve excellence in teaching and research To generate, disseminate and preserve knowledge To meet the challenges of a complex, and modern society through

informed social outreach To empower through knowledge and information To develop a responsible and productive citizenry To develop, enhance, and improve the quality of human resources To cultivate resolute moral and ethical values To meet contemporary regional and national needs and anticipate

future social and economic development To preserve and promote cultural heritage, humanistic and spiritual

values

Why Accreditation

Education plays a vital role in the development of any nation. Therefore, there is a premium on both quantity (increased access) and quality (relevance and excellence of academic programmes offered) of higher education.

Like in any other domain, the method to improve quality remains the same. Finding and recognizing new needs and satisfying them with products and services of international standards.The NAAC has been set up to help all participating institutions assess their performance vis-à-vis set parameters. A rating agency for academic excellence across India, and the country's first such effort.Benefits of Accreditation

Helps the institution to know its strengths, weaknesses and opportunities through an informed review process.

To identify internal areas of planning and resource allocation. Enhances collegiality on the campus.

Outcome provides funding agencies objective data for performance funding.Initiates institutions into innovative and modern methods of pedagogy.

Gives institutions a new sense of direction and identity. Provides society with reliable information on quality of education offered. Employers have access to information on the quality of education offered to

potential recruitees. Promotes intra and inter-institutional interactions.

Criteria for AssessmentThe NAAC has identified the following seven criteria to serve as the basis for its assessment procedures:1. Curricular Aspects: This criterion deals with how the curriculum - either assigned by a university or marginally supplemented or enriched by an institution or totally remade, depending on the freedom allowed in curricular design - is compatible with the mission statement of the institution. It also considers the practices of an institution in initiating a wide range of programme options and courses that are relevant to regional and national needs in line with emerging trends. Along with flexibility and diversity to suit different levels of learners, career orientation, multi-skill development and involvement of stakeholders in curricular updating are also gauged by this criterion. The focus of this criterion is captured in the following core indicators

CORE INDICATORS Goal Orientation Curriculum Development Programme Options Academic Flexibility

Feedback Mechanism

2. Teaching-Learning and Evaluation: This criterion deals with 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, practical sessions, internship and e-resources are important considerations. It also probes into the adequacy and 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 following are core indicators:

CORE INDICATORS Admission Process Catering to Diverse Needs Teaching-Learning Process Teacher Quality Evaluation of Teaching Evaluation of Learning Evaluation Reforms

3. Research, Consultancy and Extension: This criterion seeks information on the policies, practices and outcomes of the institution with reference to research, consultancy and extension. It deals with the facilities provided and efforts made by the institution to promote a research culture and their outcome. Serving the community through research and extension, which is a social responsibility and a core value to be demonstrated by institutions, is also a major concern of this criterion. The focus of this criterion is captured in the following core indicators:

CORE INDICATORS Promotion of Research Research Output Publication Output Consultancy Extension Activities

Participation in Extension Linkages

4. Infrastructure and Learning Resources: This criterion seeks to elicit data on the adequacy and optimal use of the facilities available in an institution 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—benefits from them. Expansion of facilities to meet future development is included among other concerns.

CORE INDICATORS Physical Facilities Maintenance of Infrastructure Library as a Learning Resource Computers as Learning Resources Other Facilities

5. Student Support and Progression: The highlights of this criterion are the efforts of an institution to provide necessary assistance to students to acquire healthy and helpful experiences in the campus and to facilitate their holistic progression. It also seeks information on student and alumni profiles.

CORE INDICATORS Student Profile Student Progression Student Support Student Activities

6. Organization and Management: This criterion helps to gather data on the policies and practices of an institution in the matter of planning human power requirement, recruitment, training, performance appraisal and finance management. Participatory management procedures and creative governance of human and material resources are relevant here.

CORE INDICATORS Leadership, Goal Orientation and Decision-Making Organization Structure Powers and Functions of the Functionaries

Perspective Planning Man power Planning and Recruitment Performance Appraisal Staff Development Programmes Resource Mobilization Finance Management

7. Healthy Practices: This criterion focuses on the innovative efforts of an institution that help in its academic growth. An innovative practice need not necessarily be unique in nature across the board, but could be a pathway created to further the interest of the student and the institution amidst constraints. In other words healthy practices are contextual in nature and a practice recognized as healthy in one institution may not necessarily be so in another institution

CORE INDICATORS Total Quality Management Innovations Value-Based Education Social Responsibilities and Citizenship Roles Overall Development Institutional Ambience and Initiatives

WeightagesTaking cognisance of the diversity in institutional functioning in the three major categories of institutions—universities, autonomous colleges and affiliated colleges—the total score points of 1000 have been allotted to the seven criteria as follows:

Criteria University

Curricular Aspects 150

Teaching Learning and Evaluation 250

Research, Consultancy and Extension 150

Infrastructure and Learning Resources 150

Student support and progression 100

Organization and Management 100

Healthy Practices 100

Total 1000

The core indicator-wise weightages are as below:Criteria and Core Indicators University

Curricular Aspects

Goal Orientation 25

Curriculum Development 70

Programme Options 15

Academic flexibility 15

Feedback mechanism 25

Total 150

Teaching Learning and Evaluation

Admission Process 10

Catering to Diverse Needs 10

Teaching Learning Process 120

Teacher Quality 50

Evaluation of Teaching 20

Evaluation of Learning 20

Evaluation Reforms 20Total 250

Research, Consultancy and Extension

Promotion of Research 20

Research Output 60

Publication Output 20

Consultancy 10

Extension Activities 10

Participation in Extension 10

Linkages 20

Total 150

Infrastructure and Learning Resources

Physical Facilities 35

Maintenance of Infrastructure 15

Library as a Learning Resource 35

Computers as Learning Resources 25

Other Facilities 40Total 150

Student Support and Progression

Student Profile 10

Student Progression 35

Student Support 30

Student Activities 25

Total 100

Organization and Management

Leadership, Goal Orientation and Decision-Making

10

Organization Structure, Powers and Functions of the Functionaries and affiliating functions

20

Perspective Planning 10

Human power Planning and Recruitment

10

Performance Appraisal 10

Staff Development Programmes 10

Resource Mobilization 10

Finance Management 20Total 100

Healthy Practices

Total Quality Management 30

Innovations 20

Value Based Education 10

Social Responsibilities and Citizenship Roles

10

Overall Development 20

Institutional Ambience and Initiatives 10

Total 100

Grand Total 1000

The above framework will guide the peer team in giving indicator-wise scores that would add to the criterion scores. The aggregate of the criterion wise scores converted to percentage will result in the overall institutional score that would form the basis for the institutional grade.

The Grading SystemIf the overall score is equal to or more than 55%, as done in the first assessment, the institution will get the “Accredited” status and any score less than that will lead to “Not Accredited” status. The accredited institutions will be graded on a nine-point scale with the following scale values:

Grading SystemGrade Institutional score

(upper limit exclusive)A++ 95-100A+ 90-95A 85-90B++ 80-85B+ 75-80B 70-75C++ 65-70C+ 60-65C 55-60

Institutions, which do not attain the minimum 55% points for accreditation, would also be intimated and notified indicating that the institution is “Assessed and Found Not Qualified for Accreditation”.

With the assessment framework given above, institutions that would like to get themselves re-accredited have to fulfil certain requirements and submit a Re-Accreditation Report (RAR) to the NAAC along the guidelines given in this manual. The institutional preparations to fulfil the minimum requirements and to prepare the RAR will be an intensive but self-rewarding exercise for the institutions. To maximise the benefits of such an effort, operational guidelines on institutional preparations are given below.

Institutional PreparationA maximum of two years is given as the period of institutional preparations and implementation of re-assessment, for higher education institutions that volunteer for re-accreditation. The institutions that record their intent to opt

for re-accreditation before the expiry of the accredited status and begin institutional preparations; will continue to use the outcome of the first accreditation till the end of the two-year institutional preparation period or till the re-accreditation outcome is declared, whichever is earlier.Internal Quality Assurance Cell (IQAC), Osmania UniversityIn pursuance of the National Action Plan for performance evaluation, assessment and accreditation and quality upgradation of institutions of higher education, an Internal Quality Assurance Cell (IQAC) was established in Osmania University as a post-accreditation quality sustenance measure.

Since quality enhancement is a continuous process, the IQAC will become a part of university system and work towards realizing the goals of quality enhancement and sustenance in tune with the Vision and Mission of the University.

The prime task of the IQAC is to develop a system for conscious, consistent and catalytic improvement in the performance of the University. The IQAC will make a significant and meaningful contribution in the post-accreditation phase of university. During the post-accreditation period, the IQAC will channelise the efforts and measures of the university towards academic excellence.

The work of the IQAC is the first step towards the internalization and institutionalization of quality enhancement. Its success depends upon the sense of belongingness and participation it can inculcate in all the constituents of the university. It will not be yet another hierarchical structure or recordkeeping exercise in the institution; it will be a facilitative and participative voluntary system/unit/organ of the university. The IQAC has the potential to become a vehicle for ushering in quality by working out intervention strategies to remove deficiencies and enhance quality.

The basic purposes of the IQAC are:a) To ensure continuous improvement in the entire operations of the university, andb) To assure stakeholders connected with higher education – namely, students, parents, teachers, staff, would-be employers, funding agencies and society in general - of the accountability of the university for its own quality and probity.

The IQAC will evolve mechanisms and procedures for ensuring the following:

a) Timely, efficient and progressive performance of academic, administrative and financial tasks.b) The relevance and quality of academic and research programmes.c) Equitable access to and affordability of academic programmes for various sections of society.d) Optimization and integration of modern methods of teaching and learning.e) The credibility of evaluation procedures.f) The adequacy, maintenance and proper allocation of support structure and services.g) Research sharing and networking with other institutions in India and abroad.

Operational Features of the IQACQuality assurance is a by-product of ongoing efforts to define the objectives of an institution, to have a work plan to achieve them and to specify the checks and balances to evaluate the degree to which each of the tasks is fulfilled. Hence devotion and commitment to improvement rather than mere institutional control is the basis for devising procedures and instruments for assuring quality. The right balance between the health and growth of an institution needs to be struck. The IQAC has to ensure that whatever is done in the University for “Education” is done efficiently and effectively with high standards. In order to do this, the IQAC will have to first establish procedures and modalities to collect data and information on various aspects of institutional functioning.

The Functions of the IQACSome of the functions expected of the IQAC are:1. Development and application of quality benchmarks/parameters in various activities of the university.2. Dissemination of information on quality aspects.3. Organization of discussions, workshops, seminars and promotion of quality circles.4. Recording and monitoring quality measures of the university.5. Acting as a nodal agency of the institution for quality-related activities.6. Preparation of the Annual Quality Assurance Report and such other reports as may be decided from time to time.

The coordinator of the IQAC has a major role in implementing these functions. The IQAC may derive major support from the already existing units and mechanisms that contribute to the functions listed above. The operational features and functions discussed so far are broad based to facilitate university towards academic excellence.

A Brief Report by the Coordinator: on the Activities of IQAC, Osmania University

After NAAC has accredited Osmania University with five stars in the year 2000, in tune with the NAAC requirements, the university has constituted IQAC to evolve mechanisms and procedures for ensuring continuous improvement in the entire operations of the institution, and to assure the stake holders of the accountability of the institution for its own quality and probity. Following are the members of IQAC:

1. Vice-Chancellor, OU Chairman2. Registrar, OU Member3. Officer on Special Duty, OU Member4. Dean, Development & UGC Affairs, OU Member5. Dean, College Development Council, OU Member6. Director, Academic Audit Cell, OU Member7. Controller of Examinations, OU Member8. Finance Officer, OU Member9. University Librarian, OU Member10. Dean, Students Affairs, OU

Member11. Prof. D.N. Reddy, Principal, UCE, OU Member12. Prof. C. Subramanyam, Dept. of Biochemistry, OU Member13. Prof. P.S.N. Reddy, Dept. of Chemistry, OU Member14. Prof. D. Obul Reddy, Director, Dist. PG Colleges, OU Member15. Prof. S. Venkateshwar, Principal, UCT, OU Member16. Prof. P. Subba Reddy, Director, Univ. Computer Centre, OU Member17. Prof. Siddiq Ali, Director, Acad. Staff College, OU Member18. Prof. T.L.N. Swamy, Director, UFRO, OU Member19. Prof. V. Sudhakar, Dean, Faculty of Education, OU Member20. Dr. G. Prasad, Dept. of Physics, OU Member21. Dr. T. Vijay Kumar, Dept. of English, PG College, Sec-bad, OU Member22. Smt. K. Lakshmi, Member, Andhra Mahila Sabha Trust, Member

AMS College of Education, OU Campus23. Prof. I.B. Rama Prasada Rao Coordinator up to 2.6.2006

24. Prof. M. Lakshmipathi Rao Coordinator with effect from 3.6.2006

The Cell keeping in view its objectives, has reviewed the recommendations of the Peer Team that visited the University during 1999-2000. A thorough analysis of the report was made and an abstract of the recommendations of the Peer Team on various issues that require an in depth discussion was prepared. IQAC, after this study, has classified various observations and recommendations into different broad areas and requested the University to appoint committees to study the observations of the Peer Committee by interacting with all concerned for possible remedial actions.

The committees have submitted their reports which were placed before the Cell. Following are the salient features of the committee reports:

Committee I: Self finance seats in traditional courses and its impact on overall standards:

1. Departments are able to provide better infrastructure facilities and teaching aids because funds are available through self finance seats.

2. There is an element of competition among regular and self finance students.They are not interested in petty agitations and boycott of classes.

3. Because of the above, there is a positive impact on the overall standards and conduct of classes.

Committee II: Inter-disciplinary content, the method of evaluation and assessment:

1. Interdisciplinary courses: Commerce, Management and Science faculties offer interdisciplinary courses. Other faculties also should design and offer interdisciplinary courses.

2. Method of evaluation is mostly conventional. There is a need to evolve a continuous evaluation with appropriate weightage.

3. There is a need for immediate intervention for optimal utilization of available resources (library, laboratory, etc.) among and across the departments and faculties for ensuring effective instruction and research.

4. No faculty has the departments offering bridge and remedial courses.5. Social Science, Commerce and Science Departments have linkages with national

and international bodies. Other faculties need to develop such linkages.6. Modular flexible structure of courses is in vogue in Management, Social Sciences,

Commerce, Technology and Science.7. Horizontal Mobility: Concepts and application of strategies for horizontal

mobility within and across the departments of various faculties need a thorough debate and proper orientation.

8. Project works, field works require extended support of University.

Committee III: To analyze results of UG & PG (2000-2005):1. The result is normal and does not indicate any deficiency in the UG examination

procedure. However, examiners are liberal in awarding marks in practical examinations of B.Sc.

2. Percentage of first classes (including distinctions) in PG examinations is abnormally high under autonomy scheme and reversed considerably in Science and Commerce after autonomy is removed. However, Arts & Social Science Faculties continue to have high percentage of first classes except few departments.

3. There is a need to sensitize (students, teachers) about the disastrous consequences of empty first classes.

4. Chairpersons of Boards of Studies should be advised to stipulate optimal standards for paper setting and valuation.

5. Examination Branch should scrupulously follow the rules of paper setting, valuation and moderation.

6. Moderation of the question papers should be only to remove mistakes and ambiguities but not to maim its quality.

7. Rules of moderation in results should be reviewed.8. Existing rule of computing the average when three examiners valued the scripts

needs review.

Committee IV: To analyze existing MoUs.1. All the MoUs should be signed by the Registrar.2. Prior approval of the Executive Committee should be obtained before signing the

MoU.3. A University Charter/By-laws should be kept in mind.4. MoU should include purpose, mode of implementation, restrictions/limitations

and period of validity.

Committee V: Vision & Mission:The committee has studied the Vision and Mission document of the University and accordingly prescribed the goals for achieving the mission.

Committee VI: Alumni Association1. Wide publicity and membership drive should be undertaken.2. Membership fee should be reduced to Rs.500/-.3. Effective coordination must be there between University, College and

Department level alumni associations.4. Institutional membership may be given to affiliated colleges, research institutes,

etc.

Committee VII: Equipment: Mechanism of maintenance, obsolescence and accessibility:

1. All junk and obsolete equipment must be disposed off as per the rules and funds generated maybe used for maintenance of need equipment.

2. All major equipment should be listed on website. Other researchers, industry and research institutions should be allowed to use the equipment on payment.

3. University should allocate funds for maintenance of equipment.4. Equipment should be purchased with extended maintenance and warranty

period.5. University Sophisticated Instrumentation Centre (USIC) should be started.

Committee VIII: Administrative Reforms & Development Programmes: Administrative Reforms:

1. Administrative restructuring is essential for better governance.a. Administrative and Academic functions to be separated.b. Delegation of powers as per University Act.c. Departmental Committee for effective functioning.d. Electronic File clearance to be introduced.

2. Role of each Administrative Officer to be fixed and code of conduct to be strictly adhered to.

3. Routine matters to be delegated to administrative officers and policy matters only need to be referred to University Administration.

4. Time bound Grievance Redressal mechanism to be evolved.5. Administration to be made more transparent and should use ICT. Rules and

regulations should be clearly designed, widely circulated and strictly followed. Development Programmes:

1. Modernization of class-rooms, laboratories equipped with audio-visual aids and e-learning facilities.

2. Modernization of University Press3. Campus Area Network (CAN) to be developed and extensively used for sharing

information and resources.

Committee IX: Extension activities:1. Extension activities are undertaken by 55,000 NSS Volunteers in 550 Units.2. Extension activities are made part of academic curricula in Sociology and

Education Departments.3. Several outreach activities to be undertaken by various departments are

proposed by the Committee.Some of them are:

a) conduct of psychological testing for students in rural schools and colleges

b) Offer counseling to sections of society vulnerable to suicides like farmers, students, women, etc.

c) Impart working and communication skills and to the unemployed rural youth.

Further, the University has constituted three committees to visit and hold discussions in the campus and constituent colleges for preparation of Re-Accreditation Report.The following is a summary of the reports of the committees:

1. Launch a dedicated website for each college and link it to the University website.2. Provide internet facility to all departments in the colleges and provide free and

unlimited access to all teachers and students.3. Create a directory of syllabi outlining their aims and objectives and place it on

the website. Invite suggestions from all the stake holders.4. Seek the opinion and suggestions of outgoing students on curricular and

administrative aspects.5. Encourage web based learning by advising the teachers to explain the concepts

of the subjects, through assignments, quiz, solved problems, project works, and lecture notes. This has to be made a regular part of the teaching methodology in the University.

6. Constitute a college level Research Advisory Committee to encourage and guide teachers applying for Research Projects and monitor the research work done.Seed money to be provided by the University.

7. An active Placement Cell should be started in each college and constituent college students should be permitted to appear in university campus interviews.

8. Student counselors should be appointed for boys and girls.9. Libraries and college offices to be fully automated using computers and

necessary library and office management software.10. Basic facilities like telephone, safe drinking water, toilet facilities etc. to be

provided.11. Vision and Mission Statements of the University and of the college to be

displayed in each college. Grievance Cells and Suggestion Boxes to be installed.12. Alumni and Parent-Teacher Associations, and IQAC/QMCs to be created in

colleges.13. Transparent and systematic mechanism of using money generated by self-

financing courses and seats.14. Redressing the shortage of senior teachers in constituent colleges.15. Enlightening and motivating teachers and administrators about quality aspects.

The members of IQAC after detailed deliberations suggested a plan of action and accordingly necessary action has been initiated. The

observations of the Peer Committee along with the action taken reports are listed hereunder:

The University is requested to place the suggestions of the Cell, wherever necessary, before the academic/administrative bodies of the University for initiating further action. This process is on at present and the decisions taken at the appropriate bodies shall be implemented for the enhancement and sustenance of quality.

The IQAC has also compiled the Annual Reports of the University for the years 2003-2004 and 2004-2005 as part of its activities and dispatched them to NAAC. The Annual Report for the year 2005-2006 is under preparation process and shall be sent to NAAC by the end of June.

The IQAC has organized a Seminar on 24.9.2005 to bring awareness among all the stake holders of the need and importance of quality assurance at different levels of the university to ensure over all quality improvement and sustenance at the university level. While inaugurating the seminar Prof. K. C. Reddy, Chairman, APSCHE has listed out quality and policy parameters needed to be followed at government and Institution levels keeping in view the changing needs of the society. Prof. V.S.Prasad, Director, NAAC in his Keynote Address stated the need and importance for self regulation and self realization for autonomy through quality and for quality. Prof. A.Gnanam, former Vice-chancellor, Pondichery University in his talk dealt with benchmarks, standards and constraints in quality maintenance in institutions of higher education. Prof. V.Ramakistaiah, former Vice-chancellor, Osmania University while speaking on social empowerment and outreach, highlighted the importance of producing quality job makers through university education rather than mere job seekers. All the Deans of faculties, Principals of campus and constituent colleges, Heads and Chairpersons of BOS, Administrative Officers, have actively participated in the deliberations and were richly benefited. The seminar gave a fillip to IQAC in their pursuit of quality assurance.

As the university has entered into the last leg of its accreditation period, IQAC conceived the idea to organize a seminar with the theme ‘Institutional preparation for Re-Accreditation by NAAC’ involving all the wings of the university and exposing them to the procedures of re-accreditation. This exercise is necessary to motivate and gear-up all the concerned in the preparation of RAR for submission to NAAC before May 2007.

As the year 2006 is identified by NAAC as the year of “Student Participation in quality assurance”, IQAC is planning to organize workshops at all the campus and constituent colleges of the university. In these workshops, it is contemplated to provide a platform to all the students’ representatives and counselors to air their views on the academic and administrative aspects of the colleges/university and to invite suggestions for the quality furtherance in the university/college.

The deliberations at all the colleges shall be compiled by IQAC and a brief report will be prepared.

In addition to all these activities, with the constant encouragement, guidance and support received from the Honorable Vice-Chancellor, IQAC would like to take up many more activities during the next six months.

Programme of the Seminar on“Institutional Preparation for Re-Accreditation by NAAC”

21 June, 2006

9:30-10:00 Registration10:00-11:30 Inaugural Session

Welcome Prof. M. Mutha ReddyRegistrar, OU

Introduction of Guests Dr. B.S. RaoPublic Relations Officer, OU

About the Seminar Prof. M. Lakshmipathi RaoCoordinator, IQAC

Remarks by the Guests of Honour Dr Stephen RyrieUniversity of West of England, UK

Dr. Latha PillaiAdviser, NAAC, Bangalore

Keynote Address Prof. R.V.R.Chandrasekhara RaoFormer Vice-Chancellor, Dr. B.R.A.O.U

Presidential Remarks Prof. Mohd. Suleman SiddiqiVice-Chancellor, OU

Vote of Thanks Dr. T. Vijay KumarMember, IQAC

11:30-12:00 Tea12.00-1.15 Invited Talks 1. Dr Stephen Ryrie 2. Dr. Latha Pillai1:15-2.30 Lunch2:30-3.45 Session I

IQAC activitiesProf. I.B. Rama Prasada Rao

Preparation for Re-AccreditationSharing of Experiences—Principals of Campus Colleges

3:45-4:00 Tea Session II4:00-5:00 Preparation for Re-Accreditation

Sharing of Experiences—Principals ofConstituent Colleges

5.00 Concluding RemarksAbstracts and Presentations:

PG College, Secunderabad: Poised for Progress

Prof D Satyanarayana, Principal

PG College, Secunderabad, a Constituent College of Osmania University, was established in 1947 and upgraded in 1987. At present, the college offers eight post graduate and three under graduate courses. Of the eight PG programmes, six are budgeted courses and two are in the self-financing stream. Of the three UG courses, one is a self-financing course. The total number of students on rolls is 1100, of which about 600 are PG students and nearly 500 are in the UG.

The College administration functions in a transparent and democratic manner and all decisions are taken collectively after holding wide consultation with all the stake holders. As part of its

continuous endeavour to maintain high academic standards and provide and excellent teaching-learning environment, the college has initiated several measures during the last few years. To cite a few -almost all departments have been provided with computers and intercom facility; a second computer lab has been set up in the MCA department; nearly 2000 books, 35 journals and 10 newspapers have been added to the already well-stocked library; a new broadband connection has been taken in addition to the one provided by the university; campus interviews were held for both PG and UG students by software companies and other organizations; water coolers have been installed in the college and in the hostel.

The College proposes to undertake in the near future the following steps to improve the learning environment: building of a Conference Hall, Networking of all departments, Computerization of administration, automation of library, strengthening of placement cell, establishment of student counseling centre, improvement of sports facilities, and augmentation of greenery on the campus.

Post Graduate College of Science, Saifabad

Prof V Surender Rao, Principal

The College offers undergraduate and postgraduate instruction in Science subjects as well as research facilities and guidance for PhD. The strong and committed faculty of the various science departments of the College reflects the quality of education offered at various levels of teaching and research. Involvement of faculty members in attracting grants from various agencies, conducting national level conferences, extension lectures, seminars, co-curricular activities etc will be presented.

The performance of the students at various national level entrance examinations, NET, placement interviews etc reflects the excellent quality of learning in the College. The students and faculty members are provided with adequate library and computer facilities (networking and internet connectivity). Infrastructure—new buildings with modern laboratory facilities, have been provided. Recreational and personality development facilities for students are continuously being reviewed and upgraded. Placement activity has recently picked up and an alumni association has been formed.

NAAC Student Charter

PreambleEvery stakeholder of higher education has a role to play for quality enhancement and sustenance. The stakeholders such as the Government, management, teachers, students and the external quality assurance agencies have an important role in ensuring quality of higher education. The National Assessment and Accreditation Council (NAAC) strives to play a catalytic role in synergizing the stakeholders efforts.

Of all the stakeholders mentioned above, the students have a unique role to play in ensuring quality of higher education institutions (HEIs). Firstly, the students should realize that they have the right for quality education and it is the responsibility of the HEIs to provide quality educational experience to learners. Secondly, the students should equally be aware of their responsibilities which in turn will help the institutions to provide quality education. This means that the students should demand quality education and demonstrate their commitment to quality education by accepting their responsibilities. Otherwise the HEIs will have very little motivation for quality enhancement.

An initiation has been made by the National Assessment and Accreditation Council (NAAC) in this direction by developing a sample student charter for all higher educational institutions. It is hoped that the charter will help educational institutions to articulate their obligations to learners in clear terms and can be used as a benchmark for institution’s accountability to learners. The NAAC advocates the public display of student charter in every institution as an act of promotion of student participation in quality assurance.

A) Institution’s responsibilities towards students

The institution shall Communicate its goals and objectives systematically and clearly to all students Offer programmes that are consistent with its goals and objectives Offer a wide range of programmes with adequate academic flexibility

Obtain feedback from students on the initiation, review and re-design of programmes if and when necessary

Facilitate effective running of the teaching-learning programmes Implement a well conceived plan for monitoring student progress continuously Ensure that the student assessment mechanism is reliable and valid Provide clear information to students about admission and completion

requirements for all programmes, the fee structure and refund policies, financial aid and student support services

Ensure sufficient and well-run support services to all students Promote healthy practices

B) Student’s responsibilities of learning

The student shall Appreciate the institutional goals and objectives and contribute to the realization

of the same by participating in relevant institutional activities Have a clear knowledge of the programmes, admission policies, rules and

regulations of the institution Follow the time schedules, rules and regulations of the institution Undertake regular and intense study of learning materials Make optimum use of the learning resources and other support services available

in the institution Prepare for continuous internal assessment and term-end examinations Give feedback for system improvement Have faith and ability to purse life long learning Live as worthy alumni of the institution

Seven Steps to Quality

Quest for excellence

Understanding the concept

Action-orientation

Learner-centric approach

Innovation for change

Training to build competencies

Year-round activity

IQAC is the establishment of systems that assure a continuous improvement.

IQAC is not a single individual’s initiative. It is a collective effort towards achievements.

Quality is not achieved through inspectors and supervisors. It is achieved through experimenters and innovators.

Quality products and quality service begin with quality thinking.

Quality standards are contagious..... spread them through the organization.

Quality levels must not only be attained, but also maintained, and improved. If you do not keep doing it better.... your competition will.

Quality management is not just developing quality. It is an assurance of continuous improvement of quality.

Excellence is to do a common thing in an uncommon way.

People forget how fast you did a job, but they remember how well you did it.

When you are out of quality you are out of business. The guarantee of continuity is quality.

______________________________________________________________________________________

INTERNAL QUALITY ASSURANCE CELL

Osmania University