NAAC plans to align accreditation and assessment with NEP
The National Assessment and Accreditation Council (NAAC) plans to align the assessment and accreditation process in higher education with the National Education Policy (NEP) 2020.
“The Assessment and Accreditation System in India”, a draft white paper prepared by the NAAC, indicates that the assessment and accreditation system in India should be aligned with the National Education Policy 2020 and the 2030 sustainable development goals.
“A robust accreditation system should be created, based on the principles of transparency, self-disclosure, ownership, mentoring, incubation and continuous quality improvement. The evaluation manual may contain two parts, one dealing exclusively with the General Training component and the other with the Specialized Training component. HEIs (higher education institutions) should be assessed and accredited in binary mode while units/programmes can be assessed and graded,” he says, adding that the assessment approach needs to shift from “focused mode on the inputs to the evaluation of the results of education.”
“Real-time, technology-based formative assessment should be introduced to reduce the burden of data collection on HEIs. A model of multiple accrediting agencies needs to be carefully developed to meet growing needs,” he adds.
SC Sharma, director of the NAAC, said TheHindu, “Karnataka is the first state to implement the NEP. In the years to come, other states will also follow. So, our Executive Chairman asked us to map our seven criteria with NEP 2020 and the Sustainable Development Goals 2030. This is useful because higher education should address all categories of people, such as lower socio-economic groups , autonomous colleges, multidisciplinary colleges. , the whole matrix must be effectively captured”.
Now, the function of the NAAC is to monitor HEI quality compliance. But the proposed functions are quality improvement, quality maintenance, evaluation and accreditation.
In the future, instead of graduated accreditation of HEIs, binary accreditation of HEIs and graduated accreditation of academic programmes/constituent units will come. The focus of assessment and accreditation will be based on learning outcomes.
Assessment and accreditation criteria will be function-based and performance based on general education, special education skills/capabilities, contribution to research/innovation, the White Paper says.