Criteria 1- Curricular Aspects (80)

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.

KEY INDICATORS

1.1*(U) -Curriculum Design and Development
1.1*(A) – Curriculum Planning and Implementation

1.1 Curricular Planning and Implementation
1.2 Academic Flexibility
1.3 Curriculum Enrichment
1.4 Feedback System

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.

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 ism 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.

1.1 Curricular Planning and Implementation (15)

Metric No. Title Weightage
1.1.1 QlM The Institution ensures effective curriculum planning, delivery and evaluation through a well-defined process as prescribed by the respective regulatory councils and the affiliating University.Provide description of the above-mentioned process within 500 words. 10
Metric No. Title Weightage
1.1.2 QnM Percentage of fulltime teachers participating in BoS / Academic 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 5

1.2 Academic Flexibility (20)

Metric No. Title Weightage
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
Metric No. Title Weightage
1.2.2 QnM Average percentage of students enrolled in subject-related Certificate/ Diploma / Add-on courses as against the total number of students during the last five yearsNumber of students enrolled in subject-related Certificate or Diploma or add-on courses year-wise during the last five years 10

1.3 Curriculum Enrichment (25)

Metric No. Title Weightage
1.3.1 QlM The Institution integrates cross-cutting issues relevant to gender, 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 5
Metric No. Title Weightage
1.3.2
QnM
Number of value-added courses offered during the last five years that impart transferable and life skills 5
Metric No. Title Weightage
1.3.3
QnM
Average percentage of students enrolled in the value-added courses during the last five years 5
Metric No. Title Weightage
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

1.4 Feedback System (20)

Metric No. Title Weightage
1.4.1
QnM

Mechanism is in place to obtain structured feedback on curricula/syllabi from various stakeholders

10
Metric No. Title Weightage
1.4.2
QnM
Feedback on curricula and syllabi obtained from stakeholders is processed in terms 10