| IQAC Committee |
|
| |
|
| Composition |
|
| |
|
| Principal |
|
| Vice Principal |
|
| Additional Principal |
|
| IQAC Coordinator |
|
| Deans |
|
| Staff Representatives |
|
| Office Superintendent |
|
| |
|
| Term |
|
| The nominated member shall be for 2 years |
|
| |
|
| Meetings - Frequently |
|
| |
|
| Functions |
|
|
Develops quality bench marks and parameters in various activities.
|
|
| Develops systems and evolve mechanisms and procedures to ensure quality. |
|
| Collects data on various aspects of institution functioning. |
|
| Promotes quality circles. |
|
| Records and monitors quality measures. |
|
| Prepare Annual Quality Assurance Report (AQAR) |
|
| |
|
| IQAC |
|
| Rededicating For Quality And Excellence In Higher Education |
|
| Sacred Heart College (Autonomous), Tirupattur, Vellore Dist. Tamil Nadu, established in 1951 and administered by the Salesians of Don Bosco (SDB) has set before itself well defined educational objectives. Keeping in mind the total development and integral growth of the human person, this institution of higher learning, strives to achieve these objectives by maintaining a proper atmosphere in the institution and by incorporating the various elements of the objectives in the curricula of different courses. Recognizing its academic contribution, the University of Madras conferred the autonomous status on the postgraduate courses of M.A (Social Work) and M.Sc (Mathematics) from the academic year 1987 – 88. From 1988 –89 onwards, the autonomous status was conferred on M.A (Economics) and all the UG courses of the college. The academic excellence and standard of the college were assessed by NAAC in November 1999, which accredited the college at the FOUR STAR level. |
| Post-Accreditation Quality Sustenance (IQAC and QAC) |
| The National Assessment and Accreditation Council has thoughtfully visualized “Quality” as the defining element of higher education in India through a combination of self and external quality evaluation, promotion and sustenance initiatives. |
| Accordingly the NAAC has proposed that every accredited institution should establish an Internal Quality Assurance Cell (IQAC) as a post accreditation quality sustenance measure to channelise the efforts and measures of the institution towards academic excellence by working out strategies to remove deficiencies and enhance quality. |
| As per the guidelines of the NAAC, a QAC (Quality Advisory Committee) is to be constituted in every institution to advise on the roles and functions of the IQAC and act as a facilitating and monitoring body. |
| The IQAC is expected to develop and apply quality benchmarks / parameters in various activities of the institution; |
| disseminate information on quality aspects; organize discussions, workshops, seminars and promote quality circles record and monitor quality measures and lastly act as a nodal agency for quality related activities to be sent to the NAAC. |
| Other Functions |
|
|
| 1. |
Increasing programme options in higher education and restructuring the curriculum to enable the UG / PG programmes, train graduates to acquire and update knowledge with good communication, managerial skills and employability. |
| 2. |
Developing Sacred Heart College into a University in the next 10 to 15 years and establish it as a premier Don Bosco institute of Higher Education catering to the poor youth of the rural areas of Vellore, Thiruvannamalai, Dharmapuri and Vilupuram Districts. |
| 3. |
Enhancing the quality of teaching – learning process at the UG /PG level and providing appropriate teaching – learning experience to the learners as well as ensuring the adequacy and competency of the faculty to handle various programmes of study |
| 4. |
Ensuring the programmes of teaching and learning cater to individual differences among the learners and offer flexibility |
| 5. |
Moving towards effective and learner centric teaching – learning methods |
| 6. |
Motivating teachers to contribute for improvement of educational standards and development of academic culture |
| 7. |
Creating a suitable structure for academic audit. |
| 8. |
Establishing a high level of transparency and efficiency in the examination system. |
| 9. |
Strengthening research infrastructure and promoting research culture in the institution |
| 10. |
Promoting faculty participation in consultancy works and responding to community needs and participating in community affairs |
| 11. |
Strengthening academic and physical infrastructure and improving learning resources |
| 12. |
Optimal and effective use of available facilities and thereby enriching the quality of campus life. |
| 13. |
Providing for good student experiences in the campus and supporting their progression. |
| 14. |
Improving organization and management for successful, imaginative and effective resource mobilization and strategies. |
| 15. |
Strengthening unique and innovative practices and enhancing quality sustenance measures. |
|
|
|
|
|
|
|
|
| |
|
| |
|
| |
|
| |
|
| |
|
