In pursuance of the National Action Plan of the National Assessment and
Accreditation Council (NAAC), Bangalore, for performance evaluation, assessment and
accreditation and quality upgradation of institutions of higher education, NAAC proposes that
every accredited institution should establish an Internal Quality Assurance Cell (IQAC) as a
post-accreditation quality sustenance measure. Since quality enhancement is a continuous
process, the IQAC will become a part of an institution’s system and work towards realizing
the goals of quality enhancement and sustenance. The prime task of the IQAC is to develop a
system for conscious, consistent and catalytic improvement in the performance of institutions.
The IQAC will make a significant and meaningful contribution in the post-accreditation phase of
institutions. During the post-accreditation period, the IQAC will channelize the efforts and
measures of an institution towards academic excellence.
The guidelines provided in the following pages will facilitate the institution in the creation
and operation of the Internal Quality Assurance Cell (IQAC). 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 institution. It will not be yet another hierarchical structure or
record-keeping exercise in the institution; it will be a facilitative and participative
voluntary system/unit/organ of the institution. The IQAC has the potential to become a vehicle
for ushering in quality by working out intervention strategies to remove deficiencies and
enhance quality. Quality circles in industries operate on similar lines.
The primary aim of IQAC is to develop a system for conscious, consistent and catalytic action to improve the academic and administrative performance of the institution. It also promotes the measures for institutional functioning towards quality enhancement through internalization of quality culture and institutionalization of best practices.
The role of the coordinator of the IQAC is crucial in ensuring the effective functioning of all the members. The coordinator of the IQAC may be a senior person with expertise in quality aspects. She/he may be a full-time functionary or, to start with, she/he may be a senior academic /administrator entrusted with the IQAC as an additional responsibility. Secretarial assistance may be facilitated by the administration. It is preferable that the coordinator may have a sound knowledge about the computer, its various functions and usage for effective communication.
Quality 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 institution 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 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 institutions towards academic excellence and institutions may adapt them to their
specific needs.
All the accredited institutions which have established the IQAC will submit a self-reviewed progress report annually to the NAAC, detailing the tangible results achieved in key areas which are specifically identified by the IQAC in the beginning of the academic year by devising a perspective plan. The AQAR is the outcome of the perspective plan of the IQAC.
