Authors:

SHEHZADHUSSEIN ANSARI

Abstract:

The study explores the attitudes of teachers in higher education institutions located in tribal areas towards NAAC accreditation. With a growing emphasis on quality assurance in education, the study investigates awareness, preparedness, training, and challenges associated with NAAC processes. Employing a descriptive survey design, data was collected from 1287 teachers across Higher Education Institution which is affiliated with Shri Govind Guru University, Godhra that are spreader in tribal belt. This study explores the attitudes of teachers in higher education institutions within tribal areas towards NAAC accreditation. The findings reveal a high level of awareness regarding NAAC accreditation's purpose, benefits, and its role in quality assurance; yet highlight significant gaps in knowledge about processes, frameworks, and eligibility criteria. While most institutions have Internal Quality Assurance Cells (IQAC) and adequate infrastructure, there is limited teacher participation, insufficient training, and lack of preparation for NAAC accreditation. Challenges such as financial constraints, overwhelming workloads, inadequate administrative support, and unclear guidelines hinder the accreditation process. The study underscores the need for capacity-building initiatives, enhanced training programs, infrastructural improvements, and active stakeholder engagement to address these barriers. Recommendations include developing accessible training materials, establishing dedicated committees, and implementing systematic strategies to promote a culture of quality and continuous improvement in tribal-area institutions.

Keywords:

NAAC Accreditation, Tribal Areas, Higher Education, Quality Assurance

Vol & Issue:

VOL.16, ISSUE No.4, December 2024