ABSTRACT

The Indian Higher education system is on the brink of great transformations to cape with globel competence. It is the prime responsibility of IQAC to initiate, plan and supervise a various activities which are necessary to increase, the quality of  education imparted in institutions and colleges. The roll of IQAC in maintaining quality standards in teaching, learning and evaluation becomes crucial and the present research is therefore undertaken on a smaller scale to determine the exact status and function of IQAC and its outcome. This system is one of the third largest higher education system in the world, comprising 975university, 39671 affiliated colleges 1015695 teaching faculty and 23764960 students. The overall quality of higher education is the main concern in policy framing and for that it has been made mandatory to obtain accreditatin higher education institution (HEGs) by the NAAC to improve  quality. Maintaining quality is a long term goal, To reach this  long term goal NAAC  has established detailed guidelines from time to time. It can promote and determine quality related activities and issues  through various programmes and activities such as seminars, workshops, sysmosia, conferences, panel discussion, role playing exercises, demonstration, case studies, academic meeting and any such kind of event or programme for all the stake holders of the institutions .

The National Assessment and Accreditation Council (NAAC) of India was established as an autonomous body in September 1994 by the University Grants Commission (UGC), as an outcome of the recommendations of the National Policy on Education (1986). It was intended both to assess and accredit institutions of higher education and to assess the quality of education that they offered. Although the experience of accreditation in India is therefore only ten years old, it should be seen in the context of the quality controls that have been exercised in the Indian higher education system for the past 150 years, most of them a legacy of the British rule. In independent India, the various regulations on minimum requirements for the establishment and expansion of institutions of higher education are well established. The inspections and audits by the state governments, the affiliating function of the universities (for colleges), the performance appraisal of universities by the UGC, and the reviews by the funding agencies—all have contributed to ensuring 'satisfactory functioning'. Inspection and certification by professional bodies, which is primarily a recognition or approval process, has been in place for a long time. With such regulatory and recognition mechanisms already in place, the process of national accreditation aims at higher levels of quality assurance.