The autonomy is defined in terms of freedom to prescribe its own courses of studies and device methods of teaching and evaluation. The freedom in Academic, financial and administrative matters should be accompanied by accountability.

2. Origin and concept of autonomy.
Aim and focus of autonomy.
Core features of autonomy.
Responsibility & accountability.
Quality enhancement.
Why worry about quality?
Quality prerequisites
Quality indicators –NAAC
Conclusion

3.  ‘Auto’ = Self; ‘Nomos’ = Law (Greek)
 Independent
 Self – governing
 Free from external control
 Sense of responsiveness, responsibility and
accountability.

4. The Kothari Commission (1964 – 1966)
considered autonomy a must for
intellectual development and had
recommended
 Freedom in curriculum design.
 Adoption of new teaching – learning methods
 Revision of rules for admission.
 Implementation of separate evaluation
methods.
 Introduction of specific programmes.

5. UGC grant freedom to:
Determine and prescribe its own courses of study
and syllabi.
Prescribe rules for admission in consonance with
the reservation policy of the state govt.
Evolve innovative methods of assessment of
student work, the conduct of examinations and
notification of results.
Use modern tools of educational technology to
achieve higher standards and greater creativity.

6. The autonomy is defined in terms of
freedom to prescribe its own courses of
studies and device methods of teaching
and evaluation.
The freedom in Academic, financial and
administrative matters should be
accompanied by accountability.

7.  Opportunity to the administrators, teachers and
students to make innovations.
 Utilize their creative talent.
 Improve the standards of teaching, examination
and research
 Quickly respond to social needs.

8. Autonomy is for academic innovations
Autonomy is for structural improvements in
administration.
Autonomy is for finding out new procedures,
evaluation, assessment, grading and other
academic matters.
Autonomy is an instrument for promoting
academic excellence.

9.  An autonomous College will be fully
accountable for the content and quality of
education that it imparts.
 The students have to receive greater
individual attention on the basis of their
needs and aptitude.
 Autonomy has to encourage the students to
think clearly, critically and creatively and to
express themselves effectively.

10.  Decentralized management culture
 Delegation of responsibility with
accountability
 Willing and honest participation of stake
holders and management
 Creative and innovative ambience
 Sufficient financial resources
 Capacity to mobilize resources

12. GOALS OF AUTONOMY
First Stage
First Stage
Short-term
Short-term
goals
goals

14.  Contents of the courses.
Course options.
Co-curricular and extra-curricular activities.
 Performance of students.
 Students’ employment.
Contribution to generation of knowledge.
Teachers’ contribution to extension etc.

15. 1. Average work load.
2. Average time distribution between lectures,
tutorials / practicals.
3. Teaching aids used.
4. Programmes and activities planned and
implemented.
5. Professional development of teachers.
6. Utilization of infrastructural facilities.
7. Number of books / journals in the library.

17. Statutory bodies Other committees
1.Governing body Planning and evaluation committee
2.Academic council curriculum review committee
3.Board of studies Appeals and grievance committee
4. Finance committee Admission committee
Examination committee
Library committee
Students welfare committee
Academic audit committee
Research committee
Extra curricular activities committee

18. Academic Autonomy
Institution
-Departments
-Planning. -Research Centers
-Implementing. -Cells / Committees
-Innovating.
Faculty
-Freedom to propose, -Curriculum
-to develop -Teaching
-to validate -Evaluation
-to Implement and Evaluate
Academic Accountability

19. 1. Semester pattern of study.
2. Continuous internal assessment
3. Credit / grading system
4. Student feedback
5. Self-appraisal by teachers.

20. The specific criteria are:
o Quality of curriculum design and content
o Quality of instruction, teaching
o Quality of faculty – student relationship
o Quality of learning facility
o Quality of infrastructure
 Quality of innovation

21.  Ability to adopt the changes.
 Structuring-restructuring of courses with
social relevance.
 Fitness-for – purpose (FFP)
 Consistent quality in course curricula.

22. 1. Contributing to national development
2. Fostering global competences among
students
3. Inculcating a value system in students
4. Promoting the use of technology, ICT-
academic& administrative
5. Quest for excellence- internal quality
management system, IQAC.

23. 1. Classroom learning
(knowledge).
2. Research (new
knowledge).
3. Service to society
(application of
knowledge to life)

25.  Education is an instrument for capacity
building.
 The capacities required to be built up
among the students in their formative
years by educational institutions are:-
1. Capacity for research and inquiry.
2. Capacity for creativity and innovation.(creative transfer of
knowledge)
3. Capacity to use high technology.
4. Capacity for entrepreneurial leadership.
5. Capacity for moral leadership.

26. ‘Our higher education has to be
internationally comparable in
quality’ – Rastogi Report

27. ‘Quality institutions need
freedom to experiment’
– Hindu, January 13, 1998.

29.  Quality is often considered to be a
standard or norm with which to compare
two similar things in order to assess the
worth of the thing compared.
 Quality is ‘the degree of excellence of a
thing or superiority in kind’(webster’s
dictionary)
 Quality is ‘a grade of goodness’ or
excellence (how good) (oxford
dictionary)

30.  ‘Conformance
to specifications’
 ‘Fitness for use’
 Consumer
satisfaction
 Quality= fitness-
for purpose (FFP)

32.  Quality is no
accident
 Quality is not an act,
it is a habit
 Quality must be
planned
 Quality generally
signifies the degree
of excellence.
There are no short cuts to quality

33.  Quality as exceptional (highest)
standards.
 Quality as conformance to standards.
 Quality as fitness for purpose.
 Quality as effectiveness in achieving
institutional goals.
 Quality as meeting customer’s stated or
implied needs.

34. 1. Activity – oriented-
individual responsibility
for quality.
2. Process- oriented.
3. System – oriented
4. Chain – oriented.
5. Total quality
management –
oriented.

35.  Competition-for students, funds, survival.
 Customer satisfaction (students, parents,
sponsoring agencies)
-getting value for their money &time spent.
-employable skill- sets.
-satisfy needs of the labor market.
 Maintaining standards-improvement in the
quality of the educational transactions,
educational provisions and facilities.

36.  Accountability of funds utilized.
 Improve employee morale and motivation-
-high morale and motivation of staff in
performing their duties and responsibilities.
 Credibility, prestige and status-(brand
value)-credibility of individuals & institution.
 Image and visibility- capacity to attract
better stakeholder support.

37.  Curriculum is attached to the lives and
cultures of learners.
 It attracts students.
 It guides students in making sense of their
worlds.
 It helps students organize and retain the
important ideas & skills in a discipline.

38.  It moves beyond information to thought
and to thinking.
 It actively involves students as doers and
problem solvers.
 It helps students to demonstrate the
efficacy of the ideas and skills.
 Students like to learn those things
recognized by experts ,community
adults and the society.

39. 1. Quality syllabus
2. Quality faculty
3. Quality teaching and
evaluation
4. Quality research
5. Quality of character
and outlook of
faculty / students.

40.  Regular up-gradation,
 advanced theoretical /expt.
thrust,
 credibility of content,
 inter disciplinary orientation,
 sensitive to change,
 relevance to self/society

41.  Computer-literate.
 Literacy in teaching
tools and techniques.
 Sound knowledge in
the subject.
 Personality
characteristics
 Academic / research
eminence.

42.  Teacher-student ratio,
 Various modes of teaching
 Learner centered approach
 Interactive and participatory
character of teaching
 Innovative teaching
methods
 Regularity of classes
 Student attendance

43.  Evaluation with objectivity, impartiality,
transparency
 Continuous internal assessment, CIA-formative
 Semester-end-examination, SEE – summative; CIA:
Semester exam weightage= 50;50 or 40;60
 External valuation-central, double, moderation
/adjustment of pass/fail ratio, re-valuation, re-
totaling
 Question paper pattern-3 components-short
answer, medium answer, long answer type
questions

44.  Infrastructure
 Quality of research
publications-citations
 Quality of research
guidance and
projects

45.  Imparting value
education
 Cultural connectivity
of educational
process.

46. 1. Quality in terms of outstanding high
standards.
2. Quality in terms of consistency with zero
defects.
3. Fitness for the defined purpose.
4. The value for money, time and space.
5. Participants positive transformation.

47.  Contact between students and faculty,
 develops reciprocity and cooperation
among students,
 encourages active learning,
 gives prompt feedback,
 emphasizes time on task,
 communicates high expectations, and
 respects diverse talents and ways of
learning.

48. 1. Customer focus - meeting the needs of
the customers.
2.Continuous quality improvement -quality
is a never-ending journey but it is
continuous.

49. 3.The principle of involvement – quality
must be the business of everybody in the
learning organization irrespective of their
positions.
- It emphasizes the sense of belonging,
sense of purpose and total commitment
to the healthy progress of the institution.

50. 1. Institutional
development
2. Educational system
development
3. Student
development
4. Community
development
5. Locality
development

51.  Criterion=is an aspect or
element by which a
thing is judged.
 Standard=specification
of aspects or elements
by which quality is
judged.
 Benchmark=A point of
reference to make
comparisons.

53. 1Curriculum planning and design- goal orientation,
curriculum development, programme options,
academic flexibility, feed- back mechanism
2.Curriculum transaction and evaluation- admission
process, catering to diverse needs, teaching-
learning process, teacher quality, evaluation of
teaching, evaluation of learning and examination
reforms.

54. 3.Research,development and extension- promotion of
research, research output, publication output,
consultancy, extension activities, participation in
extension and linkages
4.Infrastructure and learning resources- physical
facilities, maintenance of infrastructure, library as
learning resource, computers as learning resources
and other facilities.
5.Student support and progression- student profile,
student progression, student support and student
activities.

55. 6.Organization and management- goal orientation
and decision making; organization- structure,
powers and functions; perspective planning-
academic calendar; human power planning and
recruitment, performance appraisal, staff
development programmes, resource mobilization
and financial management
7.Healthy practices- TQM, innovations, value based
education, social responsibilities and citizenship
roles, overall development of institutional
ambience and initiatives.

56.  Reputation of the
college
 Availability of the course
 Fee structure
 Placement
 ‘freedom’ on campus
 Proximity to home
 Sports facility
 Company of friends

57. 1. Outstanding 5. Plentiful resources
teachers 6. Applications of
2. High moral values latest technology
3. Excellent exam 7. Strong and
results purposeful
leadership
4. Support of
8. A well balanced
stakeholders and challenging
curriculum.

58.  Dr.B.Victor is a highly experienced postgraduate
biology teacher, recently retired from the reputed
educational institution- St. Xavier’ s
College(autonomous), Palayamkottai, India-627001.
 He was the dean of sciences and assistant controller
of examinations.
 He has more than 32 years of teaching and research
experience
 He has taught a diversity of courses ranging from
pre- university to post graduate classes.
 Send your comments to : bonfiliusvictor@gmail.com