The Road to Accreditation Will Get Tougher - NAAC, NBA Will Be Phased Out; NIRF to be Revamped Soon

In the dynamic world of higher education, staying abreast of the latest trends and changes is crucial. One such significant change on the horizon is the transformation of the accreditation and ranking system of Higher Education Institutions (HEIs) in India, led by the National Accreditation Council (NAC). This blog aims to provide a comprehensive overview of the predicted changes and reforms in this system, along with our analysis and potential challenges for universities and colleges.

The Current Landscape of Accreditation and Ranking

The Current Landscape of Accreditation and Ranking

As of now, the accreditation and ranking system in India is primarily overseen by the National Board of Accreditation (NBA) and the National Institutional Ranking Framework (NIRF). However, the coverage of Indian Higher Education Institutions (HEIs) in national accreditation is still limited.

NAAC

The National Assessment and Accreditation Council (NAAC) has accredited a variety of institutions, including Homeopathy Colleges, Physiotherapy Colleges, and Allied Health Science Institutes. NAAC has also accredited Centrally Funded Institutions Deemed to be Universities under various ministries such as the Ministry of Agriculture & Farmers Welfare, Ministry of Commerce & Industry, Ministry of Home Affairs, Ministry of Science & Technology, and others.

As of April 2023, 429 out of 1219 Degree-awarding Institutions (i.e., 35.19%) have been accredited by NAAC. This includes 43 Central Universities falling under the purview of the Ministry of Education (out of a total of 55 Central Universities, 47 are under the purview of the Ministry of Education). There are 38 centrally funded Institutions Deemed to be Universities (IDTBU) with 13 under the purview of the Ministry of Education, and 25 under other Ministries. 23 IDTBUs, 10 under the Ministry of Education and 13 under other Ministries, have been accredited.

NBA

As of April 2023, NBA has accredited a number of programs offered by Technical Institutions like NITs. Out of the 649 programs offered by the NITs, 267 have been accredited by NBA. NBA has also accredited programs of various ministries including the Ministry of Chemicals & Fertilizers, Ministry of Defence, Ministry of Agriculture & Farmers' Welfare, and others.

NIRF

Institutions like IITs, IIITs, IIMs, SPAs, AIIMS, NIPERs, JIPMER, PGIMER, NIFTEM, and several other INIs participate in the NIRF.

Indian HEIs in QS World University Rankings 2023

Indian HEIs have shown remarkable improvement in the QS World University Rankings 2023 edition. Indian Institute of Science (IISc) gained the place of 155, while remaining as the world’s top research university. Among the IITs, Indian Institute of Technology Bombay is the most highly ranked IIT (#172 up from #177 last year), followed closely by Indian Institute of Technology, Delhi; Indian Institute of Technology Madras; Indian Institute of Technology Kanpur; Indian Institute of Technology Kha

ragpur; Indian Institute of Technology Roorkee; Indian Institute of Technology Guwahati and Indian Institute of Technology Indore, all rank higher than in 2022 and figure among the top 400 universities in the world. The National Institute of Technology (NIT) Tiruchirappalli is also ranked in the top 1000.

Despite the progress, it is observed that although the accreditation and ranking of HEIs is on the rise more recently, the participation levels of HEIs in these processes need to improve significantly and rapidly, keeping in line with the high aspirational state of the country now.

The upcoming changes, as proposed by the National Accreditation Council (NAC), aim to address these gaps and bring about a significant transformation in the accreditation and ranking system of HEIs in India.

The Vision of the National Education Policy (NEP) 2020 (NAAC, NBA Will Be Phased Out; NIRF Revamped)

The NEP 2020 has provided clear guidance on the future of accreditation. It emphasizes the need for a shift from the current input-based approach to an outcome-based approach. The policy also suggests a transition to a binary system of accreditation, which would classify institutions as either 'Accredited' or 'Not Accredited'.

The Vision

The National Education Policy (NEP) 2020 envisions a completely new system of accreditation, which is quite different from the current system adopted by NAAC. Here are the key differences:

Current Accreditation System	NEP 2020 Vision
​Score-based, Multiple Grade Accreditation	Binary Accreditation
Portal Self-Disclosure	Public Self-Disclosure
Approved Peer Team of Individuals	Approved Accrediting Institutions
​One-Size-Fits-All Model	University-Type-Based process
Input-Process-Limited-Outcome approach	Outcome-Based approach
Generic policy benefits as an incentive for accreditation	Empirical policy benefits to motivate accreditation

The NEP 2020 aims to amalgamate Programme-Accreditation and Institution-Accreditation, considering their inter-dependency, and evolve a Composite Assessment System. This system will enable a Choice-based Ranking System for diverse users, allowing potential users like students, funding agencies, and industries to make more informed choices for studies, research, and consultancy.

The policy also proposes a transition from the present 8-point grading system of NAAC to an 'Adapted Binary Accreditation System'. This system will have two sub-divisions in the Non-accredited category: 'Awaiting Accreditation' (i.e., on the threshold for Accreditation) and 'Not Accredited' (i.e., far below the standards for accreditation).

Institutions falling 'far below the standards for accreditation' will be mentored by HEIs from the accredited group, with suitable credit given during their re-accreditation. The policy encourages accredited Institutions to raise their bar gradually to 'Level 1' to 'Level 4' of Institutes of National Excellence, and 'Level-5' for Multi-Disciplinary Research and Educational Institutions of global standing.

This transformation in the accreditation and ranking system is expected to bring about significant changes in the higher education landscape in India. It will not only enhance the quality of education but also promote transparency and accountability in the functioning of HEIs.

Analysis and Predicted Challenges

While these reforms (NAAC, NBA Will Be Phased Out; NIRF Revamp) are promising, they also present a set of challenges for universities and colleges. Institutions that are currently in the process of applying for accreditation or planning to apply may need to adapt to the new system. This could involve a shift in focus towards outcome-based performance and public self-disclosure, which may require significant changes in internal processes and systems.

Analysis and Predicted Challenges

Moreover, the transition to a binary accreditation system could also pose challenges. Institutions will need to meet the set standards to be classified as 'Accredited', and those falling below these standards will need to work towards improving their performance.

In this context, the adoption of AI-based platforms can be crucial. These platforms can help institutions manage data and processes effectively, ensuring a smooth transition without much hindrance in operations. By leveraging AI, institutions can automate and streamline many of their processes, making it easier to adapt to the new accreditation system and maintain high standards of performance.

Global Standards in Accreditation and Ranking

Global Standards in Accreditation and Ranking

As we brace ourselves for the upcoming changes in our accreditation and ranking system, it's worth taking a look at the global best practices in this area. These practices provide valuable insights and can serve as a benchmark for our own reforms.

1. Mandatory Accreditation: In many countries, accreditation is not just a mark of quality for awarding degrees, but it's also a prerequisite for practicing certain professions, such as engineering.

2. Binary Outcomes: The outcomes of accreditation processes are predominantly binary, i.e., accept or reject. Some systems offer shades of rejection, where a university might be given more time to comply with the requirements.

3. Measuring Student Learning Outcomes: The assessment of student learning outcomes is a critical part of the accreditation process. This is often done by reviewing students’ exam scripts, the difficulty of questions, and grades. Student interviews during on-site assessments are also used to calibrate learning outcomes.

4. Assessing Student and Faculty Satisfaction: Accreditation agencies often use surveys to gauge the satisfaction levels of students and faculty. To ensure the veracity of these surveys, interviews are often conducted on an anonymous basis without any interference from the university.

5. Transparency and Compliance: All important documents, such as details of facilities, faculty profiles, student strength, curricula, teaching plans, lectures, and assignments, are made publicly available. Strict compliance norms are adhered to, and stringent action is taken against institutions that violate these norms.

6. Public Display of Learning Outcomes: A regular practice in many countries is the public display of learning outcomes for independent assessment and scrutiny by stakeholders.

7. Accreditation Fee: While the accreditation fee is comparatively higher than in India, the level of engagement and mentoring at all stages – pre, during, and post the accreditation process – is mature and scientific.

As we move forward with our own reforms, these global practices can guide us in creating a robust and effective accreditation and ranking system that truly reflects the quality of our higher education institutions.

The Future of Accreditation and Ranking: Embracing Global Standards

With these proposed reforms, the future of accreditation and ranking in India looks promising. The new system is expected to be more efficient, transparent, and inclusive, providing a more accurate reflection of the performance and quality of institutions at different levels - national, state, and regional.

Future of Education

The envisioned system will not only evaluate institutions based on their academic performance but also on their overall contribution to the education sector. This includes their efforts towards research, innovation, inclusivity, and societal impact. The new system aims to recognize and reward institutions that are making significant strides in these areas, thereby encouraging all institutions to strive for excellence beyond just academic performance.

Moreover, the proposed reforms aim to create a more level playing field for all institutions. By transitioning to a binary accreditation system and enabling a choice-based ranking system, the new system aims to ensure that all institutions, regardless of their size or location, have an equal opportunity to be recognized for their quality and performance.

Furthermore, the integration of AI-based platforms in the accreditation and ranking process signifies a significant step towards digital transformation in the education sector. These platforms will not only streamline the accreditation process but also provide valuable insights that can help institutions improve their performance and ranking.

In essence, the future of accreditation and ranking in India is set to undergo a significant transformation, one that is more aligned with the evolving needs of the education sector and the aspirations of the institutions. It is a future that promises fairness, inclusivity, and recognition for all institutions that are committed to delivering quality education.

The future of accreditation and ranking in India is set to undergo a significant transformation. The National Education Policy (NEP) 2020 has outlined a comprehensive vision for the future, which includes the establishment of a National Accreditation Council (NAC) that will serve as the apex body for accreditation in the country.

The NAC will be responsible for setting the standards and guidelines for accreditation bodies at various levels and across various domains. It will also maintain a reliable and up-to-date data repository for all Higher Education Institutions (HEIs) in the country. This data will be used by various accreditation bodies and ranking organizations.

The NAC will also encourage the creation of model formats for self-assessment reports from HEIs and develop protocols for evaluating education delivery and outcomes. It will also work towards the rationalization of accreditation practices to enhance quality and simplify the accreditation process.

The future vision also includes the expansion of the accreditation network to eventually include every higher educational institution in the country. This ambitious step will require a separate imaginative effort that provides for their eventual accreditation and also provides resources for their upward movement and empowerment.

In addition, the NAC will ensure the mentoring of accreditation experts for accreditation, and faculty for the improvement of education delivery. It will also have a broad mandate to evolve processes for the creation and approval of multiple accreditation bodies of high credibility.

The future of accreditation and ranking in India is not just about changes in the system. It's about aligning our practices with global standards and ensuring that our HEIs are recognized for their quality on the global stage. This is a significant step towards realizing the vision of India@ 2047, which envisages Indian HEIs to rise to figure in Top World Rankings.

In conclusion, the future of accreditation and ranking in India is set to be a game-changer. It's a future that promises quality, transparency, and global recognition. It's a future that every stakeholder in the higher education sector should look forward to and prepare for.

Conclusion

The transformation of the accreditation and ranking system of HEIs in India, led by the NAC, is a significant step towards improving the quality of higher education in India. As stakeholders and decision-makers, it is crucial for us to understand these proposed changes, anticipate the challenges, and prepare our institutions for the upcoming transition.

We hope this blog post has provided you with a comprehensive understanding of the predicted changes and reforms in the accreditation and ranking system of HEIs in India. We encourage you to stay informed and proactive in adapting to these changes for the betterment of our institutions and the future of higher education in India.

For more information please do not hesitate to contact me on +91 8086 01 5111 or info@deepeshdivakaran.com.