Welcome to Welcome to 4 th National Quality Conclave Concurrent - - PowerPoint PPT Presentation

Welcome to Welcome to 4th National Quality Conclave Concurrent Session “Q lit i Ed ti ” “Quality in Education” School Accreditation Initiative By Quality Council of India y Qua ty Cou c

• d a

Quality Issues in Schools

W h t th W hat are the challenges in I ndia’s g School Education

Quality Issues in Schools

Challenges Before Indian Education Challenges Before Indian Education

Access, Access, Participation & Equity, Quality, R l Relevance, Management, and Management, and Resources.

h ll f h l d i

Quality Issues in Schools

Challenges for School Education

Up-gradation of infrastructure /facilities p g Quality teaching learning materials Training of teachers/staffs Training of teachers/staffs Modern evaluation of student performance Threat of knowledge getting obsolescence. Threat of knowledge getting obsolescence. Globalization of education. Several others Several others Traditional approach to education management is no longer appropriate. g pp p Quality is an increasingly significant issue for schools to manage g

Quality Issues in Schools

Common Barriers to Quality in Schools

Ineffective governance within schools School - community links are weak Lack of up to date reliable information on education Teaching methods outdated Limited support and guidance ( in-service training ) for teachers Low morale and motivation of teachers Lack of objective third party assessment for schools

The Drivers for Quality in School Education

Quality Issues in Schools

The Drivers for Quality in School Education

The m oral im perative − School must enhance every opportunity for the growth and development of children The environm ental im perative − Schools have to respond to increasingly to quality i i t conscious environment The Survival im perative The Survival im perative − Schools will cease to be viable if they fail to satisfy customer (parent) needs and expectations The accountability im perative − School have to respond to increasing emphasis p g p

• n inspection and reporting

Quality Issues in Schools

What is Quality in Education?

Quality (in the context of Education) Quality is the degree of excellence and distinguishing nature of attributes of education distinguishing nature of attributes of education programme.

Quality Issues in Schools

Quality in Education? Who is responsible

Teachers : They are the keepers of knowledge Teachers must be

• knowledge. Teachers must be

lifted up so that they reach out to the students with the support to the students with the support

• f all (community, parents,

government) behind them government) behind them.

Quality Issues in Schools

Quality in Education?

Who is responsible Parents: Have a critical role in the education Parents: Have a critical role in the education

• f their children. Because

education is a life long process, the education is a life long process, the experience and exposure to learning readiness that children receive at home are reflected in their formal learning environment (their schools) and cultivated by their formal and cultivated by their formal instructors (their teachers)

Quality Issues in Schools

Quality in Education?

Who is responsible? Principals: They have to tie it all together. They support both the parents and They support both the parents and the students. They ensure that conflict is resolved with forward conflict is resolved with forward looking purpose.

Quality Issues in Schools

What is an Effective School?

“A ff ti h l i th t d l d “An effective school is one that develops and maintains a high quality educational programme d i d t hi b th t id d l ll designed to achieve both system-wide and locally identified goals”. “Effective schools expect and ensure that every t d t i d t di f th student acquires an understanding

• f

the concepts, skills and knowledge necessary to d t t ” demonstrate success”

Quality Issues in Schools

Characteristics of effective schools

• Curriculum focused leadership
• Supportive climate

pp

• Emphasis on learning
• Clear goals and high expectations
• Clear goals and high expectations
• Monitoring performance and achievement
• Continuous staff development
• Parental involvement
• Community Involvement.

Quality Issues in Schools

Elements of School Effectiveness

Cl d f d h l i i

• Clear and focused school mission
• Teacher and teaching effectiveness

Th ti f iti h l lt

• The generation of a positive school culture
• High

expectations

• f

achievement and b h i behaviour

• Safe

and

• rderly

school environment for l i learning

• Positive home-school relations

St ff d l t

• Staff development
• Monitoring of progress at all levels

Quality Issues in Schools

F f h i h l t Forces of change requires schools to t f i t Eff ti S h l transform into Effective Schools

Quality Issues in Schools

Schools Accreditation Schools Accreditation facilitates schools to transform facilitates schools to transform into effective school into effective school

Accreditation Concepts

What and Why of Accreditation

• Accreditation is a voluntary method of quality assurance

developed more than 100 years ago. A di i i f bli hi f

• Accreditation is a process of establishing competence of

a school in delivering the requisite elements

• f

education covering curriculum faculty administration education covering curriculum, faculty, administration, student services etc. It focuses of learning, self development and encourages the school to pursue p g p continual excellence.

• The goal of accreditation is to evaluate, verify and

i i tit ti ’ ( h l) lit improve on institution’s (school) quality.

• Accreditation helps to ensure that educational and

support process have synergy to provide for holistic support process have synergy to provide for holistic development of student.

Accreditation Concepts

Benefits of Accreditation

• For Schools
• For School Staff (teaching and support staff)

For School Staff (teaching and support staff)

• For School Management

F St d t d P t

• For Students and Parents

M k f Q lit Mark of Quality

Accreditation Concepts

Why is Accreditation Important?

Only those schools that have an established level

• f excellence are awarded accreditation.

The curriculum facilities and administration must pass curriculum, facilities and administration must pass stringent quality standards.

Accreditation Concepts

School Accreditation Defined

School Accreditation IS School Accreditation IS

• Data driven school improvement

Built

• n

self assessment process that is

• Built
• n

self assessment process that is inclusive Providing opportunities for professional growth

• Providing opportunities for professional growth
• Providing accountability at all levels
• Consistent with government’s stated aim to
• Consistent with government s stated aim to

continually improve schools

• Strengthening school community relations
• Strengthening school-community relations
• An ongoing process that continues over cycles
• An impetus for change
• An impetus for change

Accreditation Concepts

School Accreditation Defined

School Accreditation IS NOT

• A

mechanism to assess individual staff performance

• A mechanism to compare schools
• A one-time event
• A school “inspection”

Th A dit ti St d d f Q lit

Accreditation Concepts

The Accreditation Standard for Quality School Governance will provide students and parents with

• Increased confidence in the quality of education
• Schools remain consistently responsive and

proactive to current and future demands.

• A

responsive and contemporary education system

C t S i

Accreditation Vs. Regulation

Current Scenario

• Regulation backed by accreditation is in

place for higher education place for higher education

• Ineffective compliance of regulatory

i t i h l requirements in schools

• Absence of accreditation mechanism for

schools

Accreditation Vs. Regulation

Regulation

An instrument mandated by the Government to impose set of conditions, which an educational p , institute must comply with, before and after it is permitted to operate in the country. It is based on the minimum standards, inspection, enforcement and public accountability.

Accreditation Vs. Regulation

Accreditation

Accreditation relies

• n

technical competence

• f
• rganization in terms of accreditation standards in
• rganization in terms of accreditation standards in

delivering services with respect to its scope. It focuses on learning self development improved It focuses on learning, self development, improved performance and reducing risk. Accreditation is based

• n
• ptimal

standards Accreditation is based

• n
• ptimal

standards, professional accountability and encourages

• rganization to pursue excellence
• rganization to pursue excellence

Regulation Vs Accreditation

Accreditation Vs. Regulation

Regulation Vs Accreditation

Regulation is mandatory Compliance of regulation requires enormous p g q resources Regulation by itself will not promote excellence Regulation by itself will not promote excellence Accreditation is voluntary A dit ti i t d b f i ti d Accreditation is promoted by way of incentives and market forces I d t hi b t f b th ld l ti i In order to achieve best of both worlds, regulation in time to come can simply rely on accreditation

Win Win Situation

Accreditation Vs. Regulation

Win Win Situation

Government

Regulation Body Accreditation Board

MoU

Regulation Body Accreditation Board Schools Schools Schools I t t d P ti Schools Interested Parties Interested Parties

Accreditation Vs. Regulation

Win Win Situation Contd.

MoU between Regulatory Body and MoU between Regulatory Body and Accreditation Board will provide that while granting Accreditation the Accreditation granting Accreditation, the Accreditation Board will ensure that school is complying with the regulatory requirements with the regulatory requirements. By nature of being third party assessment, Accreditation will always be transparent and

• bjective.

Accreditation Vs. Regulation

Win Win Situation Contd.

Whereas Regulator assesses requirements on one g q time basis, the accreditation process ensures compliance to accreditation standard (and along with it the regulatory requirements) on continuous basis. Regulatory Body relying on accreditation, would exempt schools from mandatory visits by the Regulatory bodies Instead the Regulatory Body can Regulatory bodies. Instead the Regulatory Body can focus on policy related issues, keep watch on statistical trends, be in contact with stakeholders and statistical trends, be in contact with stakeholders and intervene where required.

Accreditation Vs. Regulation

National Policy on Education

Improved quality of school provision Focus on learning outcome Teacher capacity building The Accreditation Standard is in consonance with the National Policy

Accreditation Standard for Quality School Governance

Background Information

• Dr. A.P.J. Abdul Kalam, then President of India, outlined

task for QCI to develop accreditation policy & quality benchmarks for schools (inaugural speech during 2nd benchmarks for schools (inaugural speech during 2nd National Quality Conclave, 9th February 2007 at New Delhi) Accreditation standard for Quality School Governance, formulated by QCI, in consultation with academicians parents administrations and quality professionals parents, administrations and quality professionals. Accreditation standard, formally released by Shri Mohd. Ali Ashraf Fatmi, Hon’ble Minister of State for Human , Resource Development, Government of India on 19th December 2007.

Accreditation Standard for Quality School Governance

The standard have been developed with a view to define and implement system to

• Provide educational services that aim to enhance

satisfaction level of all interested parties.

• Provide

a basis for assessing and where required, rating the effectiveness

• f

an educational quality management system educational quality management system

• Develop quality consciousness among interested
• Develop quality consciousness among interested

parties involved in school activities

Accreditation Standard for Quality School Governance

Focus of the standard

Establishing systems to enable learning, self development and improved performance Provide for holistic development of student Encouraging schools to pursue excellence Encouraging schools to pursue excellence Non–perspective but its compliance is in conjunction with statutory and regulatory conjunction with statutory and regulatory requirements

Accreditation Standard for Quality School Governance

U f th t d d Use of the standard As a self-improvement tool F thi d t dit ti For third party accreditation By regulatory authorities y g y

Accreditation Standard for Quality School Governance

Conceptual Fram ew ork

Output Dimension ‘Holistic Development of Students’ ‘Capacity for Life long Learning’ Capacity for Life long Learning Process Dimension Quality of Educational Process Input Management Student Teacher Input Dimension Management Quality Student Quality Teacher Quality

Accreditation Standard for Quality School Governance

Accreditation Standard for Accreditation Standard for Quality School Governance Quality School Governance Quality School Governance Quality School Governance Version 2008 Version 2008 Requirements Requirements q

Main features/

Accreditation Standard for Quality School Governance

/ structure of the Version 2 0 0 8 Version 2 0 0 8

School Governance

Educational and Support Processes

Performance Measurement and I mprovement

Accreditation Standard for Quality School Governance

Contents Background & Introduction Scope Glossary Section 1– School Governance Section 2 – Educational and Support Processes Section 3 – Performance Measurement and Improvement Annexure I Accreditation and Rating Table I Accreditation Checklist Table II Rating Criteria

Accreditation Standard for Quality School Governance

Elements of major requirements j q

Section 1 – School Governance 1.1 General 1.2 Leadership 1.3 Responsibility and authority 1.4 Accreditation Document(s) ( ) 1.5 Financial resources 1.6 Compliance to statutory and regulatory p y g y requirements

Accreditation Standard for Quality School Governance

Elements of major requirements Section 2 - Educational and Support Processes 2.1 Human resources 2 2 C i l 2.2 Curriculum 2.3 Admissions policy 2 4 L i i t 2.4 Learning environment 2.5 Infrastructure 2 6 H lth d f t 2.6 Health and safety

Accreditation Standard for Quality School Governance

Elements of major requirements Elements of major requirements Section 3 Performance Measurement and Section 3 - Performance Measurement and Improvement 3 1 General 3.1 General 3.2 Self assessment 3 3 Complaint Handling 3.3 Complaint Handling 3.4 Continual Improvement 3 5 Performance review 3.5 Performance review

Accreditation Standard for Quality School Governance

Background Quality Council of India is a non profit, autonomous body set up jointly by Government of India & Indian Industry, establish &

• perate national accreditation structure and to promote quality
• perate national accreditation structure and to promote quality

through nation wide quality campaign. At the second QCI National Quality Conclave in February 2007,

• Dr. A. P. J. Abdul Kalam, then President of India, stressed the

need for development of a standard for the schools to ensure need for development of a standard for the schools to ensure quality

• f

education across the nation. In line with this recommendation QCI has developed the Accreditation Standard for Q li S h l G Thi d d id f k f Quality School Governance. This standard provides framework for the effective management and delivery of the holistic education program aimed at overall development of the students. program aimed at overall development of the students.

Accreditation Standard for Quality School Governance

Introduction Education – synonyms being breeding, civilization, coaching cultivation culture development discipline coaching, cultivation, culture, development, discipline, edification, enlightenment, improvement, knowledge, nurturing, teaching, training, tutoring etc. It g, g, g, g encompasses many things which in short mean an

• verall development of a student.

Success of a nation depends on education of its people. Education has to be at the core of national development agenda. School education is perhaps the most important basic element of education system as it lays t f d ti f f th l i strong foundation for further learning.

Accreditation Standard for Quality School Governance

Introduction (Contd.)

The need for quality education with value system leading to q y y g productive employment and hence comprehensive qualitative development of the nation has been felt for a long time. This need has been discussed and debated at various forums including the has been discussed and debated at various forums including the need for quality benchmarks for schools. The standard has been developed in consultation with academicians, parents, administrators and quality professionals. Quality of education is characterized by creation of the capacity for Quality of education is characterized by creation of the capacity for life long learning. There are three basic elements for quality in education; management quality, teacher quality and student quality. The student gaining entry at primary level is fresh in mind, open and

• amenable. It is therefore left to management and teacher to create

capacity for learning at that stage through quality of instructional and capacity for learning at that stage through quality of instructional and support processes integrated into curriculum.

Accreditation Standard for Quality School Governance

Introduction (Contd.) Curriculum and syllabus are taken as synonymous in Curriculum and syllabus are taken as synonymous in general terminology. Syllabus is an instrument

• f

implementing the curricular

• bjectives.

Curricular p g j framework in general is prescribed by statutory/ regulatory agency. The school management has to t li th ll i l di t th conceptualize the overall curriculum according to the local needs covering:

• syllabus
• pedagogy

i l i t

• co-curricular inputs
• extra curricular activities
• monitoring and evaluation
• monitoring and evaluation

Accreditation Standard for Quality School Governance

Introduction (Contd.) ( ) This standard has been developed with a view to define and implement systems to

• provide educational services that aim to

enhance satisfaction level of all interested parties satisfaction level of all interested parties,

• provide a basis for assessing and where required,

rating the effectiveness of an educational management g g system,

• develop

quality consciousness among interested i i l d i h l i i i parties involved in school activities.

Accreditation Standard for Quality School Governance

Introduction (Contd.) The standard focuses on establishing systems to enable learning self development and improved performance It learning, self development and improved performance. It encourages schools to pursue continual excellence. The standard is non- prescriptive; but its compliance is in standard is non prescriptive; but its compliance is in conjunction with the applicable statutory and regulatory

• requirements. The standard can be adapted;

a) as a self improvement tool, b) for third party accreditation/certification, c) by statutory and regulatory authorities c) by statutory and regulatory authorities.

Accreditation Standard for Quality School Governance

Scope Scope This standard specifies requirements for accreditation of a This standard specifies requirements for accreditation of a school which: a) needs to demonstrate its ability to consistently provide ) y y p educational service that meets interested party requirements with a view to provide holistic education and f ilit t ll d l t f t d t & facilitate overall development of students & b) aims to enhance interested party satisfaction through the effective application of process approach for continual effective application of process approach for continual improvement of the system. All requirements of this standard are generic in nature and are intended to be applicable to all schools, regardless of type, size and nature of educational service provided size and nature of educational service provided.

Accreditation Standard for Quality School Governance

Scope Scope Scope Scope Note : This standard provides framework to plan, establish,

• perate, monitor and improve educational service. This

standard is non prescriptive in nature. Schools shall d t i th t t f i ti b d determine the extent of prescriptions based on: i) applicable statutory/regulatory requirements i) applicable statutory/regulatory requirements ii) their policies and objectives iii) resources required for effective implementation of the standard

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008

Accreditation and Rating Accreditation and Rating

Accreditation Accreditation is a process of establishing competence of a school in delivering the requisite elements of education and its ability to carry out evaluation to make professional judgement. It focuses on learning, self development and encourages the school to pursue continual excellence school to pursue continual excellence. Accreditation is awarded, after carrying

• ut

structured assessment of compliance to the accreditation standard. There There is is no no provision provision for for grant grant of

• f rating

rating within within the the There There is is no no provision provision for for grant grant of

• f rating

rating within within the the accreditation accreditation. .

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008

Accreditation and Rating Accreditation and Rating

Rating Rating is sometimes practiced to develop healthy competition among the same group. In some cases, regulatory agency may use the rating for specific purposes such as grant of licenses, grant of incentives etc. Maturity level based on the compliance status of accreditation standard can be used for rating a school. Accreditation checklist (table I) can be ca be used o a g a sc oo cc ed a o c ec s ( ab e ) ca be used for this purpose. The computed score from this checklist will determine the maturity level of a school (refer rating criteria table II). Note : Where rating is not a requirement, the checklist can be used in carrying out self assessment by the school to verify the status of compliance of the accreditation standard compliance of the accreditation standard.

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008

Accreditation and Rating Accreditation and Rating

Guidance on the use of accreditation checklist C ff f (

• 1. Compliance and effectiveness of respective parameter (table

1) is rated on a scale of 0 to 5:

• absence of the parameter

1

• unstructured practice

3 li t th t d d 3 - compliance to the standard 5 - best in class performance (the score of 2 may be given for performance falling in between 1 & 3 and likewise the score of 4 may be given for performance falling in between 3 & 5) falling in between 3 & 5)

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008

Accreditation and Rating Accreditation and Rating

Guidance on the use of accreditation checklist (Contd.) 2 Th lid t d f ll t i d f d t i i 2. The consolidated score of all parameters is used for determining the maturity level of the school (refer rating criteria table II). 3. The checklist may be used by the school for conducting self assessment to evaluate its preparedness before applying for accreditation. 4. Appropriate training would be necessary for using the accreditation checklist. checklist. Note : Accreditation in general symbolizes with the maturity level 3 (ref table II) table II).

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008

Compliance & Effectiveness Score

Accreditation Checklist

S.No. Key Parameters 1 2 3 4 5 Supporting Evidence

Section -1 : School Governance 1 documented mission and vision 1 documented mission and vision 2 measurable quality objectives 3 dissemination of mission, vision and quality 3 d sse at o

• ss o ,

s o a d qua ty

• bjectives

4 involvement of the staff in compliance of mission, vision and objectives identification and planning of resources for 5 identification and planning of resources for effective implementation of education system 6 empowerment of the head of school 7 allocation and communication within school, of responsibilities and authorities for all personnel involved in key functional areas areas 8 role of Accreditation Coordinator in monitoring the compliance of standard and communicating within school

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008

Compliance & Effectiveness Score

Accreditation Checklist

S.No. Key Parameters 1 2 3 4 5 Supporting Evidence

9 Accreditation Manual 10 control of documents 11 control of records 12 control on outsourced processes 12 control on outsourced processes 13 identification of interested parties requirements 14 identification of statutory and regulatory i t 14 requirements 15 Financial resources Stability of the financial system to support school’s education program including 15 school s education program including compliance to statutory and regulatory requirements Compliance 16 status of overall compliance to applicable statutory and regulatory requirements

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008

Compliance & Effectiveness Score S.No. Key Parameters 1 2 3 4 5 Supporting Evidence Section -2 Educational and Support Processes

Human resources 17 Human resources i. Identification of competency needs of managerial, teaching and support staff for effective delivery of curriculum 18 i. compliance to the statutory and regulatory i t i l ti t th t 18 requirements in relation to the competency

• f managerial, teaching and support staff

19 iii. self appraisal by staff projecting self development and pedagogy needs and continuous professional development of managerial teaching and support staff managerial, teaching and support staff 20 Curriculum compliance with the applicable statutory and regulatory requirements 21 Teaching- learning process i existence of course planning development 21 i. existence of course planning, development and delivery 22 ii. monitoring of learning outcomes Examinations and assessments 23 i. assessment methods and their effectiveness in measuring the learning outcome as specified in the curriculum

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008

Compliance & Effectiveness Compliance & Effectiveness Score S.No. Key Parameters 1 2 3 4 5 Supporting Evidence 24 i. recording, analysis and reporting of results results 25 i. confidentiality and security of examinations and assessments 26 Social & career development 26 avenues for social & career development 27 Physical development provision for recreation activities and physical development physical development 28 Ethical values programmes for inculcating moral and ethical value system Admissions 29 Admissions i. compliance to documented policy and procedures for admission 30 ii. adequacy of information brochure/prospectus 31 iii. provision of safe custody of documents submitted by students

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008

Compliance & Effectiveness Score S.No. Key Parameters 1 2 3 4 5 Supporting Evidence Learning environment * illumination 32 * ventilation * housekeeping and cleanliness * temperature/ humidity * noise and distractions 33 Infrastructure i. identify, provide & maintain the infrastructure & equipments ii compliance to applicable statutory and 34 ii. compliance to applicable statutory and regulatory requirements 35 Health and Safety i. appropriate hygiene & sanitation conditions including compliance to 35 conditions including compliance to applicable statutory & regulatory requirements 36 ii. emergency (indoor and outdoor) measures 37 iii. health policy including periodic preventive medical check ups for students and employees

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008 Quality School Governance Version 2008 Q y Q y

Compliance & Effectiveness Score S.No. Key Parameters 1 2 3 4 5 Supporting Evidence Section -3 Performance measurement and Improvement General 38 periodic monitoring and measurement of compliance and effectiveness of the system 39 Self assessment compliance status of self assessment process 40 Complaints Handling effectiveness of complaint handling procedure 41 Continual Improvement i. analysis of data to monitor school’s performance and satisfaction of interested parties p 42 ii. continual improvement projects including corrective and preventive actions 43 iii. use of tools and techniques including benchmarking benchmarking 44 Performance review i. review of mission and quality objectives

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008

Compliance & Compliance & Effectiveness Score S.No. Key Parameters 1 2 3 4 5 Supporting Evidence 45 ii. feedback/ complaints from students/ parents/ interested parties, 46 iii. academic results 47 iv. suitability and effectiveness of curriculum d d tili ti f 48 v. adequacy and utilization of resources 49 vi. compliance to statutory and regulatory requirements ii li t t f th 50

• vii. compliance status of the

standard (report from Accreditation Co-ordinator)

Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008 Quality School Governance Version 2008

Score Maturity Level Guidance y

<75 Initial System is in primitive stage. Practices in general are subjective. System is in early formative stage Practices in >75 & < 125 Reactive System is in early formative stage. Practices in general are correction (reaction) based >125 & <175 Stable System is defined and documented. People at all levels in general are aware about the requirements >125 & <175 Stable levels, in general, are aware about the requirements

• f the standard and practicing it.

>175 & <225 Improving Date based continual improvement is evidenced in all key processes Corrective and preventive actions >175 & <225 Improving all key processes. Corrective and preventive actions are widely being practiced. >225 Optimizing Strongly institutionalized improvement process; best i l b h k d l d d 225 Optimizing in class benchmarked results demonstrated.

NABET – Accreditation Process

Steps to School Accreditation

The National Accreditation Board for Education and T i i (NABET) h d l d ifi Training (NABET) has developed specific procedures for schools seeking accreditation. The process supports, enhances and stimulates growth p pp , g and improvement throughout a school. The steps for seeking accreditation are as follows School submits application to NABET along with Application Fees

Step 1:

along with Application Fees

(Self-assessment is included in the application)

Step 1:

School hosts Readiness Visit by NABET

Step 2: Contd..

NABET Accreditation Process NABET – Accreditation Process

School submits letter of Commitment to comply i h h fi di i i f R di Vi i

Step 3:

with the findings arising out of Readiness Visit along with Annual Accreditation Fees

Step 3:

School hosts Assessment by NABET Team

Step 4:

NABET Communicates Assessment Team findings to School

Step 5:

School acts on findings

Step 6:

Contd..

NABET – Accreditation Process

Accreditation Committee of NABET review actions on findings

Step 7:

review actions on findings

School may opt for Step 8: OK ? If No School may opt for repeat of Step 4 (in part or in full) onwards after due preparation Step 8: If Yes If No after due preparation

School is granted Accreditation by NABET

If Yes

School is granted Accreditation by NABET valid for a period of 4 years with yearly Progress Review Visit by NABET Progress Review Visit by NABET

Contd..

NABET A dit ti P NABET – Accreditation Process

School adheres to Accreditation Standard School adheres to Accreditation Standard and engages in continual improvement; School hosts Periodic Progress Review

Step 9:

School hosts Periodic Progress Review Visits by NABET and submits annual accreditation fees every year At the end of 4 years school submits

St 10

y application for continuance of Accreditation

Step 10: Contd..

School Assessment Criteria & Fee Structure for Accreditation

Total number

• f Students in

Assessment Visits Accreditation Fee Readiness Accreditation Periodic Review Visit Application Annual Fee the School Readiness visit (man x days) Accreditation Assessment visit (man x days) Periodic Review Visit (man x days) Application Fee Annual Fee 1st 2nd 3rd (A) (B) Up to 500 1 2 x 2 1 2 x 1 1 Rs 10 000/- Rs 20 000/- Up to 500 1 2 x 2 1 2 x 1 1

• Rs. 10,000/-
• Rs. 20,000/-

501 – 1500 1 2 x 3 1 2 x 2 1

• Rs. 10,000/-
• Rs. 30,000/-

1501 – 3000 2 x 1 3 x 3 2 x 1 3 x 2 2 x 1

• Rs. 20,000/-
• Rs. 45,000/-

3001 5000 2 1 4 3 2 1 4 2 2 1 R 20 000/ R 60 000/ 3001 – 5000 2 x 1 4 x 3 2 x 1 4 x 2 2 x 1

• Rs. 20,000/-
• Rs. 60,000/-

Thank you Thank you

Quality Council of India

II Fl I tit ti f E i B ildi II Floor, Institution of Engineers Building Bahadur Shah Zafar Marg, New Delhi 110 002 Tel : + 11 2337 932 2337 8056 2337 8057 Fax + 11 2337 9621 Tel : 11 2337 932, 2337 8056, 2337 8057 , Fax 11 2337 9621 nbqp@qcin.org Website: www.qcin.org