Curricular Aspects


The curricular aspects form the foundation of any educational institution. However, the responsibilities of Higher Education Institutions (HEIs) differ based on their administrative status. Affiliated Colleges, dependent on larger bodies like universities, mainly focus on implementing curricula. Their involvement in curriculum development, assessment procedures, and certification is peripheral. In contrast, universities have the mandate to design, revise, and define programme outcomes.

Criterion I pertains to an institution’s practices in offering a diverse range of programmes and courses aligned with national and global trends while meeting local needs. It evaluates aspects like diversity, academic flexibility, career orientation, multi-skill development, feedback systems, and stakeholder involvement in curriculum updates.

The focus of Criterion I is captured in the following Key Indicators:

KEY INDICATORS 1.1 Curriculum Planning and Implementation 1.2 Academic Flexibility 1.3 Curriculum Enrichment 1.4 Feedback System

1.1 Curricular Planning and Implementation

Affiliated/Constituent Colleges play a limited role in curriculum development. They adopt university-provided curriculum overviews and implement them in unique ways. This individualization reflects the institution’s values and concerns.

1.2 Academic Flexibility

Academic flexibility refers to freedom in course timeframes, horizontal mobility, interdisciplinary options, and enrichment programmes. Credit systems and curriculum choices are considered, adding to academic flexibility.

1.3 Curriculum Enrichment

Curriculum aims for holistic student development. Alongside dynamic curricular inputs, institutions should offer additional courses that sensitize students to contemporary issues like gender, environment, ethics, and creativity. Progressive universities provide diverse “value-added” courses.

1.4 Feedback System

Curriculum revision relies on stakeholder feedback. Institutions collect feedback to enhance curriculum relevance, addressing societal, economic, and environmental needs. Active feedback analysis improves learning effectiveness.

Key Indicator- 1.1 Academic Flexibility

Metric Description 4 3 2 1 0
1.1.1 QnM Number of Add on /Certificate/Value added programs offered and online MOOC programs like SWAYAM, NPTEL etc. where the students of the institution have benefitted during the last five years) >=25 15-25 5-15 1-5 0
1.1.2 QnM Percentage of students enrolled in Certificate/ Add-on/Value added programs and also completed online MOOC programs like SWAYAM, NPTEL etc. as against the total number of students during the last five years >=50% 35%-50% 20%-35% 10%-20% <10%

Key Indicator- 1.2 Curriculum Enrichment

Metric Description 4 3 2 1 0
1.2.1 QnM Percentage of students undertaking project work/field work/internships (Data for the latest completed academic year) >=35% 20%-35% 10%-20% 5%-10% <5%

Key Indicator- 1.3 Feedback System

Metric Description A B C D E
1.3.1 QnM Institution obtains feedback on the academic performance and ambience of the institution from various stakeholders, such as Students, Teachers, Employers, Alumni etc. and action taken report on the feedback is made available on institutional website
Feedback processes of the institution may be classified as follows:
Feedback collected, analysed, action taken and feedback hosted on the institutional website Feedback collected, analysed and action has been taken Feedback collected and analysed Feedback collected (at least from any two stakeholders) Feedback not collected