Center for Internal Quality Assurance

To be a leading institution that provides innovative, accessible, and quality online education, empowering learners to achieve academic excellence and contribute to the global knowledge economy.

1. To deliver learner-centric online degree programs that meet the highest standards of academic rigor and relevance.
2. To foster a culture of continuous improvement, ensuring the online education experience is enriching, engaging, and aligned with industry needs.
3. To leverage technology and research to enhance teaching, learning, and assessment processes, making education accessible to a diverse and global student population.
4. To equip students with the skills, knowledge, and values necessary to thrive in a rapidly changing world.

Our commitment is to provide superior online education that meets global standards through continuous quality enhancement. We are dedicated to ensuring that our programs are relevant, our faculty are supported and developed, and our students are empowered with the resources and guidance they need to succeed. We shall achieve this through:

• Rigorous curriculum design and review.
• Effective and innovative teaching methodologies.
• Comprehensive student support systems.
• Regular feedback mechanisms and quality audits.
• Adherence to regulatory requirements and best practices in online education.

1. Curriculum Development and Review: Ensure that the online degree programs are up-to-date, industry-relevant, and aligned with educational standards.
2. Faculty Development: Organize training and professional development programs for faculty to enhance their online teaching skills.
3. Learner Support: Develop and monitor support systems that provide academic guidance, technical support, and counseling services to online learners.
4. Quality Assurance: Implement and oversee quality assurance processes, including the regular assessment of teaching, learning, and administrative processes.
5. Compliance and Accreditation: Ensure that the online degree programs comply with national and international accreditation standards and regulatory requirements.
6. Research and Innovation: Promote research in online education and the adoption of innovative practices to enhance the learning experience.
7. Feedback Mechanism: Establish a robust system for collecting and analyzing feedback from students, faculty, and other stakeholders to drive continuous improvement.

1. Planning and Preparation:
• Develop a quality audit plan detailing the scope, objectives, and schedule.
• Assemble an audit team with expertise in online education quality assurance.
• Gather relevant documents and data, such as curriculum details, faculty qualifications, and student feedback.
2. Self-Assessment:
• Require departments or program coordinators to conduct a self-assessment based on predefined quality benchmarks.
• Prepare a self-assessment report highlighting strengths, weaknesses, opportunities, and areas for improvement.
3. Audit Execution:
• Conduct interviews, review documentation, and observe teaching and learning processes.
• Evaluate the effectiveness of learner support systems, faculty development programs, and administrative processes.
• Assess the compliance of programs with quality standards and regulatory requirements.
4. Reporting:
• Compile an audit report summarizing findings, including areas of compliance, non-compliance, and recommendations for improvement.
• Present the report to CIQA and relevant stakeholders for review.
5. Follow-Up:
• Develop an action plan based on the audit recommendations.
• Monitor the implementation of the action plan and ensure that corrective actions are taken.
• Schedule a follow-up audit to assess the effectiveness of the improvements.

1. Continuous Monitoring:
• Implement a real-time monitoring system for key quality indicators such as student performance, faculty engagement, and course completion rates.
• Utilize learning management system (LMS) analytics to track student progress and identify areas where additional support is needed.
2. Regular Feedback Collection:
• Collect feedback from students, faculty, and employers at regular intervals using surveys, focus groups, and course evaluations.
• Analyze feedback data to identify trends and areas for improvement.
3. Quarterly Quality Review Meetings:
• Conduct quarterly meetings with CIQA, academic departments, and other stakeholders to review quality performance metrics and address issues promptly.
• Discuss the progress of ongoing improvement initiatives and plan future actions.
4. Annual Quality Report:
• Prepare an annual quality report summarizing the outcomes of quality monitoring activities, including audit findings, feedback results, and improvements made.
• Share the report with the institution's leadership, faculty, and external stakeholders.
5. Student Success Metrics:
• Regularly review student success metrics such as graduation rates, employment outcomes, and student satisfaction to ensure that the online programs are meeting their educational objectives.
• Use these metrics to inform strategic decisions and continuous improvement efforts.
6. Benchmarking and External Reviews:
• Benchmark the institution’s online programs against those of leading institutions to identify best practices and areas for improvement.
• Periodically invite external reviewers to assess the quality and effectiveness of the online programs, ensuring an unbiased evaluation.

The objective of establishment of CIQA is to develop and put in place a comprehensive and dynamic internal quality assurance system to provide high quality programmes of higher education in the Open and Distance Learning mode. Its functions would inter alia include the following:-

1. To maintain quality in the services provided to the learners.
2. To ensure continuous improvement in the entire operations of the Higher Educational Institution.
3. To identify the key areas in which the Higher Educational Institution should maintain quality.
4. To disseminate information on quality assurance.
5. To devise mechanisms for interaction and obtaining feedback from various Departments or Centers or Schools in the Higher Educational Institution.
6. To suggest to the authorities of the Higher Educational Institution, measures for qualitative improvement.
7. To ensure the implementation of its recommendations through regular monitoring.
8. To ensure participation of all stakeholders namely, learners, teachers, staff, parents, society, employers, and Government in quality improvement processes.
9. To prepare Programme Project Report and ensure another launch of programme(s).
10. Collection, collation and dissemination of accurate, complete and reliable statistics about the quality of the programme(s).

To fulfill the above objectives the Centre for Internal Quality Assurance shall -

1. prepare a Programme Project Report for each programme according to the norms and guidelines prescribed by the Commission and wherever necessary by the appropriate regulatory authority having control over the programme;
2. get the Programme Project Report approved by the appropriate authority of the Higher Educational Institution and the Commission before launch of the programme;
3. oversee the development of Study Learning Material (SLM), integration of Information and Communication Technology (ICT), setting up of Learning Centers and coordination with the parent institution and relevant Regulatory authorities;
4. put in place monitoring mechanism to ensure the proper implementation of Programme Project Reports;
5. design annual plans for quality level enhancement at the level of the Higher Educational Institution and ensure their implementation;
6. arrange for feedback responses from students, employers and other stakeholders for quality related institutional processes;
7. develop quality benchmarks or parameters for the various academic and administrative activities of the Higher Educational Institution;
8. obtain information from other Higher Educational Institutions on various quality benchmarks or parameters and best practices;
9. organize workshops or seminars on quality related themes and Higher Educational Institution wise dissemination of the proceedings of such activities;
10. suggest restructuring of programmes in order to make them relevant to the job market;
11. develop and implement innovative practices in major areas leading to quality enhancement in services to the learners;
12. create learner centric environment rather than institution centric environment;
13. cultivate creativity and innovation in the faculty and staff;
14. adopt measures to ensure internalization and institutionalization of quality enhancement practices through periodic accreditation and audit;
15. conduct or encourage system based research to bring about qualitative change in the entire system;
16. coordinate between the Higher Educational Institution and the Commission for various quality related issues or guidelines;
17. record activities undertaken on quality assurance in the form of an annual report;
18. to coordinate recognition and accreditation of the Higher Educational Institution.

It shall perform following functions:-

1. decide policies for programme development methodology and programme delivery mechanism that are aligned with the vision and mission of the Higher Educational Institution;
2. advice on any issues related to programme development, Information and Communication Technology intervention and implementation, learning and teaching, collaboration referred to the Committee;
3. supervise academic approval and related modification procedures and to ensure that programmes satisfy stated design requirements and academic standards appropriate to the type and level of award as per philosophy of the Open and Distance Learning mode of education;
4. promote automation of academic and administrative activities of the Higher Educational Institution, Regional Centers and Study Centers or Learning Support Centers;
5. oversee and report on the effectiveness of systems for self-evaluation and monitoring;
6. appoint external subject experts or agencies or organizations for validation and annual review of its in-house process, its Learner Support Centers, Open and Distance Learning mode programmes etc.;
7. appoint third party auditing bodies for quality audit of programme(s);
8. approval of Self-Appraisal Report to be submitted to the Assessment and Accreditation agencies on behalf of Higher Educational Institution;
9. promote collaboration and association for quality enhancement of Open and Distance Learning mode of education and research therein;
10. encourage industrial involvement and industry-institution linkage for providing exposure to the learners.

The guidelines on quality monitoring mechanism are required to be adopted by the Center for Internal Quality Assurance for conducting institutional quality audits, to promote quality assurance and enhance as well as spread best-in-class practices of quality assurance. Quality monitoring needs to be addressed under the following broad areas, namely:-

1. Governance, Leadership and Management
This relates to the policies and practices of Higher Educational Institutions (HEIs) in the matter of planning, human resources, recruitment, training, performance appraisal, financial management and the overall role of leadership, with a focus on the following key aspects :
1. Organization Structure and Governance : The Higher Educational Institution is ultimately responsible for quality programmes and learning outcomes. Therefore, it is required that the Institution should fill all required positions in the Directorate or Centre or Department and in the Learner Support Centers as prescribed by the Commission, and establish a credible governance system.
2. Management : Effective leadership by setting values and participative decision-making process is the key to achieve the vision, mission and goals of the Higher Educational Institution. Therefore, it is required to assess and review the organizational culture to support the management and leadership of the institution to achieve such vision, mission and goals.
3. Strategic Planning : The leadership of the Higher Educational Institution is expected to provide clear vision and mission. Its functions are to be governed by the principles of participation and transparency. Therefore, the Higher Educational Institution is expected to do strategic planning of its activities and implementing by aligning those with academic and administrative aspects to improve the overall quality.
4. Operational Plan, Goals and Policies: The Higher Educational Institutions derives the operational plan from its strategic plan that defines targets and measures of the programmes to be achieved by the Institution. The Operational Plan is used as a guideline for the annual planning of programs and activities. The Higher Educational Institution needs to have well defined goals which are realistic and measurable. Equally important is to have well-defined policies that are in sync with its strategic plan and are realistic and achievable. The Higher Educational Institution needs to have clearly stated guidelines in the implementation of its policies and plans. Further, the institution needs to have a transparent and accountable system for its policies and planning that are well communicated to its stakeholders.
2. Articulation of Higher Educational Institutions Objectives
The Higher Educational Institutions are expected to provide holistic and quality education with a professional focus, the creation of knowledge and innovation, and the practical application of the knowledge to support the business and professional community. Accordingly, the Higher Educational Institution should articulate a clear vision, mission, ethos and broad strategy consistent with the goals to strengthen its position for offering programmes in Open and Distance Learning mode.
3. Programme Development and Approval Processes
This area of concern relates to programme development and approval mechanism for the programme(s) to be launched, covering the following key aspects:
1. Curriculum Design : The Higher Educational Institution plays the foremost role in the curriculum design and development of learning content and therefore, it is expected to have processes, systems and structures in place to carry these responsibilities. Curriculum design is a process of developing appropriate need-based curriculum in consultation with expert groups, based on the feedback from stakeholders, resulting in the development of relevant programmes with flexibility, to suit the professional and personal needs of the learner and realization of core values. The key aspect is also to consider the good practices of the Institution in initiating a range of programme options and courses that are relevant to the local needs and in tune with the emerging national and global trends.
2. Curriculum Planning and Implementation : It is required that the Higher Educational Institution shall have specific implementation plans for identifying the time to be spent on specific components of the implementation phase. It is the basis for the effectiveness of the programme(s) and their usefulness as a whole.
3. Academic Flexibility : Academic flexibility is the key feature of the Open and Distance Learning mode of education and refers to freedom in the use of the time-frame of courses, vertical mobility, and inter-disciplinary options facilitated by curricular transactions. Therefore, the Higher Educational Institution shall adopt proper strategies for imparting academic flexibility.
4. Learning Resource : Learning Resource is a key component of the Open and Distance Learning mode of education. Learning resource can be of print and digital mode. Considering the need of blended learning, the Higher Educational Institution should also develop e-resources for the learner to refer and study. There is no or very little interaction of teachers with the learners, the content and structure of learning resources play a vital role in the Open and Distance Learning mode of education. Therefore, it is required that each Higher Educational Institution shall ensure the quality of learner resources and their periodical review. While deciding on the appropriateness of the media and the technologies, the Higher Educational Institution should take into consideration various factors – the media and technology utilized matches the course content in order to enhance and expand learning, and to match to the learners’ needs; that these are accessible, practical and equitable, and cost effective to the learners.
5. Feedback System : The process of revision and redesign of curricula shall be based on recent market dynamics, industrial developments, research and feedback from the stakeholders including learners. The feedback from all stakeholders in terms of its relevance and appropriateness in catering to the needs of the society, economy and environment are also considered in this key aspect.
4. Programme Monitoring and Review
The Higher Educational Institution shall plan and execute programme monitoring review system which should include a programme management structure, annual programme reviews, external benchmarking, channels for collecting learner feedback, and development of improvement plans and actions to close the feedback. To maintain the quality of academic programme, it is required to conduct periodical internal reviews. For such reviews the Institution shall also consider the achievements of learning outcomes that are assessed through the examination system.
5. Infrastructure Resources
This criterion seeks to elicit data on the adequacy and optimal use of the facilities available in a University or Institution to maintain the quality of academic and other programmes – physical facilities, library (or e-library), Information Technology infrastructure, etc. It also requires information on how every constituent of the Institution; the learners, teachers or Counselors and staff - benefits from these facilities.
6. Learning Environment and Learner Support
The learner support unit is responsible for the delivery of services to all learners. The learner support services including library services shall be accessed electronically by the learner. “Physical library” and classroom environment is the core requirement for programme delivery through offline and blended mode. Additionally, Higher Educational Institution shall establish virtual facilities as component of the learning environment which are focused around the pedagogical use of modern educational practices to support blended learning. Learner Support Services shall be provided through the campus-wide portal and e-Learning platform. The Institution shall take a more sophisticated approach to the use of Information and Communication Technology and expertise in e-learning. The approach shall provide a seamless learner-centred environment.
7. Assessment & Evaluation
Learning outcomes are the specifications of what a Learner shall learn and demonstrate on successful completion of the course or the programme. It can also be seen as the desired outcome of the learning process in terms of acquisition of the skills and knowledge. They are embedded in the curriculum. Achieving Learning Outcomes needs specific experiences to be provided to the Learner and evaluation of their attainment. The Institution needs to ensure that the purposes of assessment are clearly described in the course materials, and the learners are able to access some of the assignments. A programme that states Learning Outcomes that are not evaluated or assessed gets neglected in implementation. Hence all the stated Learning Outcomes must be part of the evaluation protocol of the programme. Learner assessment provides an indication of the areas where learning has happened and where it has to be improved upon. The Higher Educational Institutions shall execute the assessment and evaluation through varied assessment tools including multiple choice questions, projects, reports, case-studies, presentations, and termend examinations, to suit the different learning outcomes expected of the course elements. The Higher Educational Institutions shall have proper assessment and moderation system for assessing the learning outcomes of learners.
8. Teaching Quality and Staff Development
The Higher Educational Institutions shall have a well-established structure for promoting quality counseling and provide staff development programmes and activities to encourage academic staff to improve teaching and learning. The Higher Educational Institution should provide the support for the academic staff in understanding and implementing the institutional learning outcomes and subject learning outcomes. The Institution also needs to ensure that the academic staff is conversant with formative and summative assessment procedures and their importance in the learning process.