 NCTE Norms

 NAAC Indicators
 IQAC
 PEER ASSESSMENT BY NAAC
 NCTE NORMS

 National council for teacher education act as an
advisory body for central and state government on
all matters pertaining to Teacher Education.
 OBJECTIVES
 To achieve planned and coordinated development of
Teacher Education.
 The regulation and proper maintenance of norms
and standards in the teacher education system.
 PROGRAMMES RECOGNISED BY NCTE


 Diploma in Preschool Education(DPSE)
 Diploma in Elementary Education(D.El.Ed.)
 Bachelor of Elementary Education(B.El.Ed.)
 Bachelor of Education(B.Ed.)
 Bachelor of Physical Education(B.P.Ed.)
 Master of Physical education(M.P.Ed.)
 Four year integrated B.A.B.Ed/B.Sc.B.Ed.
 Master of Education(M.Ed.)
 M.Ed. Integrated
 B.Ed.(Distance and Open)
S.No. Course Name Duration Working Days
1 Diploma in early childhood education 2 Years Atleast 200
programme leading to Diploma in Preschool Working Days each
Education (DPSE) year
2 Elementary teacher education programme 2 Years Atleast 200
leading to Diploma in Elementary Education Working Days each
(D.El.Ed.). year
3 Bachelor of elementary teacher education 4 Years
programme leading to Bachelor of Elementary
Education (B.El.Ed.) degree.
4 Bachelor of education programme leading to 2 Years Atleast 200
Bachelor of Education (B.Ed.) degree. Working Days each
year
5 Master of education programme leading to 2 Years Atleast 200
Master of Education (M.Ed.) degree. Working Days each
year
6 Diploma in physical education programme 2 Years Atleast 200
leading to Diploma in Physical Education Working Days each
(D.P.Ed.). year
7 Bachelor of physical education programme leading to 2 Atleast 200
Bachelor of Physical Education (B.P.Ed.) degree Years Working Days
8 Master of physical education programme leading to Master 2 Atleast 200
of Physical Education (M.P.Ed.) degree Years Working Days
each year
9 Diploma in elementary education programme through Open 2
and Distance Learning System leading to Diploma in Years
Elementary Education (D.El.Ed.)
10 Bachelor of education programme through Open and 2
Distance Learning System leading to Bachelor of Education Years
(B.Ed.) degree.
11 Diploma in arts education (Visual Arts) programme leading 2 Atleast 200
to Diploma in Arts Education (Visual Arts) Years Working Days
each year
12 Diploma in arts education (Performing Arts) programme 2 Atleast 200
leading to Diploma in Arts Eduction (Performing Arts) Years Working Days
each year
13 4-year Integrated programme leading to 4 Atleast 200
B.A.B.Ed./B.Sc.B.Ed. degree. Years Working Days
each year
14 Bachelor of education programme (Part Time) leading to 3 120 Working
Bachelor of Education (B.Ed) degree. Years Days each year
each year
15 B.Ed. M.Ed (3 years integrated) programme leading to 3 215 Working
B.Ed. M.Ed (Integrated) degree. Years Days each year
each year
 Weightage for Internals
and practicals

Candidates who are pursuing their courses will be given 20 to 30
percent marks for project work, practicals etc., declares by the
affiliated govt. institutions for the rest of 70 to 80 percent of marks
written test will be conducted. Grading will be given for total
scores (Internal + Written Test). Attendance of students and
Lecturers should be 80 per cent and for teaching practice 90 per
cent of attendance should be maintained.
1. 200 working days are compulsory.
2. 36 hours classes should be conducted in a week.
3. 40 days of school internship is raised up to 140 days.
First year--4 weeks.
Second Year - 16 weeks.
 New Courses

1. Diploma in early childhood education (D.El.Ed) 2 years course , D.Ed is now named
as (D.El.Ed).
2. The new course B.El.Ed is four year professional degree course. Students who
completes Inter are eligible to study this course.
3. These are eligible to teach I to VIII where B.Ed students are not eligible.
4. Marks are given as follows:
60 percent for Written test.
40 percent for Internals (20% Internship + 20% Innovation, Feild work, Research,
Practicals)
5. The period of B.Ed is raised for 2 years from 1 year syllabus is also completely
changed.
6. M.Ed is also changed for 2 years course and 4 weeks of field level research is
additional.
7. D.P.Ed is 2 year course from now on onwards who completed this course are eligible
for P.E.T posts.
8. B.P.Ed and M.P.Ed courses are also changed as two year courses.
 Integrated courses

1. The new integrated courses B.Sc B.Ed , B.A.-B.Ed are
implemented. These have 8 semesters. Its period is 4 years and can
completed in 6 years. It should have 250 working days.
2. Computer, Gender, Yoga, Education are the subjects. Internship
will be in 3rd and 4th Years.
3. Internals :20% to 40% marks and Written Test: 60% to 80%
marks.
4. Integrated B.A - M.Ed is a new course of 3 years. It should 215
working days. College should be work/function 107 weeks. PG
holders are eligible for this course.
 NCTE Regulations 2014:
Highlights

NCTE completed and notified the revised Regulations 2014, along with Norms and Standards for
15 programmes on November 28, 2014 under Government of India Gazette Notification No.346
(F.No. 51-1/2014/NCTE/N&S) by following the recommendations of the Justice Verma
Commission (JVC) appointed by the Government at the instance of the Hon’ble Supreme Court of
India. The JVC had suggested wide range reforms in Teacher Education which the new
Regulations 2014 have addressed. The new Regulations are an outcome of wider consultations
with stakeholders undertaken by NCTE.
The important highlights of Regulations 2014 are as under:
 A wide basket with 15 programmes is on offer, recognising for the first time three new
programmes – 4-year B.A/B.Sc.B.Ed., 3-year B.Ed. (Part-time), and 3-year B.Ed.-M.Ed.
programme.
 The duration of three programmes – B.Ed., B.P.Ed., M.Ed. – has been increased to two years,
providing more professional rigour and at par with best international standards.
 Henceforth, in place of stand-alone institutions, teacher education shall be established in
composite institutions (multi-disciplinary or multi-teacher education programmes).
 Each programme curriculum comprises three components – theory, practicum, internship; and
at least 25% of the programme is developed to school-based activities and internship.
 ICT, Yoga Education, Gender and Disability/Inclusive Education are integral part of each
programme curriculum.
 More integrated teacher education programmes are encouraged.
 Contd…

 The teacher educator M.Ed. Degree comes with specialization in either Elementary Education
or in Secondary/Senior Secondary Education.

 Open and Distance Learning (ODL) has become more rigorous with built-in quality assurance
mechanisms.

 In-service teachers have more option to acquire higher TE qualifications—DElEd (ODL),

B.Ed. (ODL), B.Ed. (Part-Time).

 NOC from affiliating university/body is mandatory while making an application.

 Provision of application, payment of fees, visiting team reports, etc. online. Centralized
computerized visiting team for transparent use by both HQs and Regional Committees for
inspection/monitoring. (For this, E-Governance is in the process of finalization).

 Each teacher education institution to have compulsory accreditation in every 5 years from an
accrediting agency recognized by NCTE.
 NAAC INDICATORS

 Curriculum Planning and Design:
Goal orientation, curriculum development, programs
options academic flexibility
 Curriculum Transaction and Evaluation
Admission procedure, catering to diverse needs, teaching-
learning process, teacher quality, evaluation of teaching ,
evaluation of learning and examination reform
 Research Development and Extension
Promotion of research, research output, publications output,
consultancy extension activities, participation in extension
and linkages
 Contd..

 Infrastructure and Learning Resources:
Physical facilities, maintenance of infrastructure, library as learning resources
and other facilities
 Student support and progression:
Student profile, student progression , student support and student activities
 Organization and management:
Goal orientation, decision making, organisation structure, human power
planning and recruitment, performance appraisal, staff development
programme
 Healthy Practices:
Total Quality Management, innovations, value base education social
responsibilities and citizenship roles, overall development.
 IQAC- INTERNAL QUALITY
ASSURANCE CELL

OBJECTIVES
 To develop a system for conscious , consistent and
catalytic action to improve the academic and
administrative performance of the institution.
 To promote measures for institutional functioning
towards quality enhancement through
internalization of quality culture and
institutionalisation of best practices
 STRATEGIES

IQAC shall evolve mechanisms and procedures for:
 Ensuring timely, efficient and progressive performance of
academic, administrative and financial tasks
 The relevance and quality of academic and research programes.
 Equitable access to and affordability of academic programmes
for various sections of society.
 Optimization and integration of modern methods of teaching
and learning
 The credibility of evaluation procedures
 Ensuring the adequacy, maintenance and functioning of the
support structure and services
 Research sharing and networking with other institutions in
India and abroad.
 Functions

• Development and application of quality
benchmarks/parameters for the various academic and
administrative activities of the institution
• Dissemination of information on the various quality parameters
of higher education
• Organization of workshops, seminars on quality related themes
and promotion of quality circles
• Documentation of the various programmes / activities leading
to quality improvement
• Acting as a nodal agency of the institution for quality-related
activities
• Preparation of the Annual Quality Assurance Report (AQAR)
to be submitted to NAAC based on the quality parameters.
 Benefits

• To a heightened level of clarity and focus in institutional
functioning towards quality enhancement and facilitate
internalization of the quality culture NAAC for Quality
and Excellence in Higher Education
• To the enhancement and integration among the various
activities of the institution and institutionalize many good
practices
• To provide a sound basis for decision making to improve
institutional functioning
• To act as a change agent in the institution
• To better internal communication.
 Composition of the IQAC

The composition of the IQAC may be as follows:
I. Chairperson: Head of the Institution
II. A few senior administrative officers
III.Three to eight teachers
IV.One or two members from the Management
V. One/two nominees from local society
VI.One of the teachers as the coordinator of the IQAC.
 PEER ASSESSMENT BY NAAC

 THE ASSESSMENT PROCESS

NAAC believes that an institution that really understands

itself – it’s strengths, it’s weaknesses, it’s potentials and
limitations - is likely to be effective in carrying out it’s
educational mission and make continuous improvement. Thus
the A&A of NAAC includes a self evaluation by the
institution that is expected to be done with honest
introspection followed by an external Peer evaluation by
NAAC. Self evaluation by the institution and an external peer
assessment are inevitable for Quality assurance.
 Units of Assessment

NAAC’s instrument is developed to assess and grade institutions of higher education
through a three-step-process and make the outcome as objective as possible. Though the
methodology and the broad framework of the instrument is similar, there is a slight
difference in the focus of the instrument depending on the unit of Accreditation, i.e.,
Affiliated / Constituent colleges / Autonomous colleges / Universities / Health Science /
Teacher / Physical Education.
Institutional Accreditation:
 University: University Central Governance Structure along with all the Under
Graduate and Post Graduate Departments.
 College: Any College - affiliated, constituent or autonomous with all its departments of
studies.
Department Accreditation: Any department/School/Centre of the University.
Presently, NAAC is undertaking only institutional accreditation. Experts groups have been
constituted to work on Program Accreditation.
 Criteria for Assessment

NAAC has identified the following seven criteria to serve as the basis of its assessment procedures:

 Curricular Aspects

 Teaching-Learning and Evaluation

 Research, Innovations and Extension

 Infrastructure and Learning Resources

 Student Support and Progression

 Governance, Leadership and Management

 Institutional Values and Best Practices

 Weightages

The NAAC has categorized the Higher Educational Institutions into three
major types (University, Autonomous College, and
Affiliated/Constituent College) and assigned different weightages to
these criteria under different key aspects based on the functioning and
organizational focus of the three types of HEIs.
The criterion-wise differential weightages for the

three types of HEIs are:


 Asseessment Outcomes

There are two outcomes of Assessment and Accreditation:
1.Peer Team Report
The qualitative part of the outcome is called Peer Team Report (PTR) which is an
objective report prepared by the Team highlighting its evaluative judgements, mostly
using precise keywords instead of long sentences.
2.Institutional Grading
The quantitative part of the outcome comprises the criterion-wise quality assessment,
resulting in the final Cumulative Grade Point Average (CGPA), a letter grade and a
performance descriptor. The CGPA and letter grade constitute the certification by the
NAAC on institutional accreditation. Thus, at the end of A&A process, each applicant
institution will be awarded with a Letter Grade to represent its quality level along with
its Performance Descriptor and Accreditation Status, based on the CGPA earned by it
through the assessment process.
Range of institutional Cumulative Grade Point Average (CGPA) Letter Grade status
3.76 - 4.00 A++ Accredited
3.51 - 3.75 A+ Accredited
3.01 - 3.50 A Accredited
2.76 - 3.00 B++ Accredited
2.51 - 2.75 B+ Accredited
2.01 - 2.50 B Accredited
1.51 - 2.00 C Accredited
<= 1.50 D Not accredited
Institutions which secure a CGPA less than or equal to 1.50 will be intimated and notified by
the NAAC as “assessed and found not qualified for accreditation”.

Period of validity of accreditation: The accreditation status is valid for five years from the
date of approval by the Executive Committee of the NAAC.
 Some of the important stages in A&A of HEIs


 On-line submission of Letter of Intent (LoI) and/or application for
Institutional Eligibility for Quality Assessment (IEQA)

All HEIs fulfilling the eligibility criteria (as at section V above) for undergoing
A&A are expected to submit a Letter of Intent online to NAAC. On scrutiny of the
LoI and confirming the fulfillment of the eligibility criteria by NAAC:

 Affiliated and Constituent colleges need to submit the application for IEQA
status on-line. These institutions become eligible for submission of the SSR
only after qualifying / acquiring the IEQA status.

 Affiliated/constituent colleges opting for second, third or fourth cycle of

A&A, Universities, Autonomous colleges, colleges with Potential for
Excellence (CPE) and Professional Institutions (other than Teacher Education
and Physical Education) need not undergo the IEQA stage and once found
eligible can go ahead with submitting the SSR.
 Contd…

 Preparation of the Self-Study Report (SSR)

The assessment process aims at providing an

opportunity for the institution to measure its
effectiveness and efficiency, identify its strengths and
weaknesses and take necessary steps for
improvement. Thus the most important step in the
process of assessment and accreditation is the
preparation of the SSR by the institution.
 Contd…

 Peer Assessment and Final Outcome
 On receipt of the SSR, NAAC undertakes an in-house analysis of the
report and looks into its completeness. On ensuring the fulfillment of the
various conditions NAAC processes for organizing the peer team visit to
the institution.
 Depending on the size of the institution, the site visit may vary from two to
four days.
 As the ultimate goal and the efforts of NAAC is to facilitate HEIs to
excellence the external peers have an important role in evaluating and
synthesizing the outcomes on individual Key Aspects within the contextual
framework of the HEI and to arrive at an overall assessment.
 Thus NAAC periodically orients senior educationists and experts in
specialized areas of study from across the country and empanels them to
undertake the A&A exercise.
 Contd..

 Peer Team Visit to the Institution:
 The peer team constituted by NAAC visits the institution and assesses the
quality of its provisions.
 To validate the self-study report, the team looks for evidences through
interactions with the various constituents and stakeholders of the
institution, checking documents and visiting the various units of the
institution.
 At the end of the visit, for ensuring accuracy of institutional
data/information the team shares the draft Peer Team Report (PTR) with
the Head of the Institution.
 The PTR duly signed by the Head of the institution and the peer team
members along with the criterion-wise Grade Point Averages(GPA), the
final Institutional Cumulative Grade Point Average (CGPA)and the
Institutional Grade, is submitted to NAAC for further processing.
 Contd…

 Final decision by NAAC:
 The Executive Committee (EC) of the NAAC will review the peer
team report, the criterion-wise Grade Point Averages (Cr.GPA), the
final Institutional Cumulative Grade Point Average (CGPA), the
Institutional Grade recommended by the Peer Team and the
feedback received from the institution and the Peer team and takes
the final decision on the accreditation status and the institutional
grade.
 The status of accreditation along with the PTR and the institutional
grade approved by the EC will be made public by posting them on
the website of the NAAC. Institutions which do not attain the
accreditation status will be notified accordingly.