 Hello. I welcome you all once again to my channel, Explore Education. I am Dr. Rashmi Singh, Assistant Professor in the Department of Education, S.S. Khanna Girls' Recollege, University of Alhava. And this time, I am going to discuss various issues over higher education. And this time, I am going to discuss quality parameters in higher education in NAC. And the lecture will be useful for your various competitive teaching examinations as well as for your professional and general courses and your subjective and objective examinations as well. So, let's start. Higher education. What is higher education? We have talked about it in many videos on higher education. We have to take it carefully. Higher education is also called tertiary education in many places. But here, since we are talking about quality parameters, we will look at higher education from an angle. So, they are saying that we can have four predominant concepts on higher education. Which are the most important issues in higher education. What are they? The production of qualified human resources. That is, the teacher does the production of qualified human resources. For the research career, she gives you training. The efficient management of teaching provision is higher education and extending life sciences. That means, the chances and choices of our life extend to higher education. So, we have to take this higher education according to Ronald Barnett. So, what is higher education? A UNESCO report of the UNESCO International Commission on Education was published. It is also called the Popularity Delers Commission. In 1996, it submitted its report to UNESCO. It says, Learning the Treasure Within. That means, the International Commission on Education in the 21st century. That is, the 21st century was coming. In 1996, it submitted it. So, it saw how the landscape of education has changed according to the learning. So, this commission found that there are four main problems of learning or education. Which are the four pillars of education? The first pillar of education is the learning to know, learning to do, learning to live together and learning to be very popular. This report is often quoted. So, it means learning to know how to learn this, how to do this, how to live with this and how to learn about your existence. So, it says that higher education tries to take care of these four things. Apart from this, there are some other special tasks. For example, preparing students for research and training. We have specialized training courses, catering for lifelong education. And internationalization. That means, do internationalization. You will not be able to work alone with the results of your country. Because the world is global. So, the talk of internationalization of technology, networking and all these things is in this report. And the four main problems, which are most important are learning to know, learning to do, learning to live together and learning to be. Now, it comes to quality. We have talked about quality parameters in Indian education. Quality is a word that is difficult to define. Who can say quality? The quality that we are concerned about, we are concerned about you or we are concerned about you. So, it is a little bit like this. But, some points on which everyone is convinced that if this happens, then they will say that quality is there. So, for the quality of the Harveys and Green, it is defined as 5 categories. Exceptions. If you are doing exceptional work, then quality is there. Like, you are distinguished. You have passed a minimum set of standards. Then, perfection. You are doing something that is not at all wrong. Zero different. Fitness for purpose. Fitness for purpose is fit for you. For this purpose, you are solving. That is, you are sitting completely fit. Value for money and transformation. That is, when the quality of higher education will be given, when you transform the individual. It becomes completely different. Then, approaches to quality assurance. We have come to know that we are doing exceptional work. We are doing it with perfection. And our purpose is being solved. Everything is fine. Then, how will we assure quality? We will have to make a guide. We will have to make a way. We will have to make a regulating body. We will have to decide. We will have to know whether we have crossed all these parameters or not. So, in higher education, there are three types of quality assurance. According to the book, approaches are done. Accreditation, assessment and audit. Accreditation is an evaluation of an institution. That is, we make a summary of a institution. In this context, does the institution get the program from a cash-forward standard? Does it reach the minimum standard? And this is very comprehensive. And it examines the mission, resources and procedures. What is our mission? How will we achieve our vision? What is our consistency? And what are the methods for that? What is the assessment? It makes a graded judgment about quality. That is, it gives a graded judgment for quality. Whenever we do an assessment, we have to give a judgment. And this is a step ahead of accreditation. And what is the assessment? It asks, how good are your outputs? That is, what is your birth? What are you coming out of? What are your students? How good are they? And audit. The main focus of accreditation and assessment is the quality of teaching in learning. The audit asks, what is the process? How do we reach there? So, what is the audit? A quality audit takes the extent to which the institution is achieving its own explicit and implicit objectives. That is, the team that audits is checking the extent to which we have achieved our objectives. And these are three ways. These are three steps. The first step is the suitability of the and quality procedures. In relation to the stated objectives. That is, we have chosen the quality procedure in our institution. The procedure we have chosen is to achieve those objectives or not? The second is the conformity of the actual quality activities. That is, we have chosen whether we really do it or not. And the third is the effectiveness of the activities. That is, the activities we do have so much influence to achieve those objectives. We have said that we will achieve these objectives. So, this is accreditation, assessment in all countries. Accreditation is followed for quality assurance. That is, we are an accreditation institution that is a regulatory body. We have a NAC. You should also know that the National Education Agency said that we will dissolve NAC, UGC and all of them. And we will bring a HECI and the accreditation is now from the National Assessment Council. Since it has not been implemented, we will talk about NAC. When was NAC established? NPE in 1986 was the recommendation of Program of Education in 1952. You should form a National Accreditation Agency. NAC was formed in 1944. It is an autonomous institution of UGC. It does not govern UGC. It is autonomous. And its headquarters are in Bangalore. And what is its mandate? What is its vision? It says that quality assurance should be the integral part of higher education institutions. That is, quality and higher education should be the basis of each other. What is its vision? That we are the defining element of higher education. In higher education, we will make the defining element of quality. There are many missions for that. We should do our own evaluation ourselves. Quality-related research is in our eyes. We can collaborate with other stakeholders of higher education in all. I am not reading word by word. And criteria? Look at criteria. What is the mandate on which NAC assesses higher education institutions and then tells them where they stand. You should remember this. What are the changes? How is the teaching-learning evaluation? What is the direction of research innovation? How is the infrastructure? What is the institution's learning resources? What is the status of the library? What does it do for student support? How is the higher education institution's governance, leadership and management? What are the values of the institution? What are the principles? And what are the best works? So, all these criteria have some key indicators. What is the curricular aspect? Curriculum design and development. It is for the university. The university has designed such a curriculum. Curriculum implementation is for its affiliated colleges. How much we can implement the curriculum. Academic flexibility. We do not have to walk on the ground. You are flexible. You can mold and change it. Academic rigidity should not be there. We should be flexible in its transition. What is the enrichment of the curriculum? The institution. And the feedback system. The stakeholders should be the ones who are educated, educated and educated. What is the style of feedback? In the teaching-learning evaluation, what is the profile of the student who is enrolled? What is the role of the student if there is a diverse way of learning? What do you do for that? What do you do for the learners? What do you do so that you can cater to all the students? What is the process of teaching-learning? What is the profile and quality of the teacher? Till the time the teacher is not good, the process of teaching-learning is not good. How do you accept the evaluation process? Do you take an exam? Do you take an exam? Do you take an exam? What is the way of taking an exam? What is the way of taking an exam? And student performance. How satisfied are you with your education? What is the state of research innovation and extension? What is the facility for research? What is the activity for promotion? What is the resource mobilization? What is the mobilization of the community for research? Is there any ecosystem of innovation? How many research publications and awards do you get? Do you provide consultancy or do you do extension activity? How many other institutions have you collaborated with? There are many details. There are many indices. So this is the first criteria. Then there is a small indicator. Then there is a small indicator. Then there are quantitative and qualitative descriptions. So it is a very long process. But you should clear the status of quality in higher education. Because our quality insurance is doing NAC. So the indicator of NAC is that it is the parameters of our quality. If we take care of them, it will be said that we are giving good quality. How is the infrastructure and learning resource? How are your physical facilities available in the room? How is it available? What is the book of Blackboard Talkboard? What is the recipe of the washroom? What is water sanitization? Everything will be available in physical facilities. Then there is a library as a learning resource. The library is the heart of the institution. It is so enriched. It is a great journal. It has been online. You can search online. Everything is IT infrastructure. Wi-Fi is enabled. Everything. What is done for the maintenance of campus infrastructure? Then what does student support do? What are the sales? What are the activities? How many students participate in activities? How many pass-outs are engaged? From your university, from your institution, from your university, everything will come. And governance leadership and management. What is the vision of the institution? What is the leadership? What is the principle? What is the head of the institution? What is the leadership? How you build and decentralize everything? What do you do for theavORAgment of fiscal? Do you develop professional development? Do you give it to them? Do you give them leave? Do you give them incentives? What is financial management resource mobilization? Internal quality insurance system. As you know this is a mandate that there should be an IQSe in everyGI. Internal quality assurance system. Insurance CELL, So you will come to knowledge of internal quality first, then institutional values and best practices. What is your institution and why is your institution distinct from other institutions? What is your quality? Can we accept the parameters of NAC? NAC is the quality parameters of higher education. NAC is the quality parameters of higher education. This is your quality parameters in higher education. Thank you all and don't forget to like and subscribe our channel, Explore Education. I hope you have understood this lesson. Thank you.