ACCREDITATION MECHANISMS IN HIGHER EDUCATION: A COMPARATIVE ANALYSIS OF NAAC AND QAA-UK EVALUATION FRAMEWORKS
DOI:
https://doi.org/10.55829/h1yrm650Keywords:
Policy, Accreditation, NAAC, QAA-UK, Quality Assurance, Higher EducationAbstract
Institutional accreditation is a cornerstone of quality assurance in higher education, guiding governance, accountability, and policy implementation. This study presents a comparative analysis of India’s National Assessment and Accreditation Council (NAAC) and the United Kingdom’s Quality Assurance Agency (QAA-UK), focusing on process workflow, scoring logic, weightage systems, and outcome generation. NAAC employs a metric-driven model with quantitative and qualitative indicators, automated CGPA calculations, and grade-based outcomes, promoting transparency and cross-institutional comparability. In contrast, QAA-UK emphasizes peer review, narrative evidence, and confidence-based judgments, fostering institutional autonomy, contextual evaluation, and stakeholder engagement. Comparative analysis highlights that NAAC facilitates benchmarking and policy alignment, while QAA-UK encourages continuous improvement and accountability through detailed review reports and follow-up action plans. Despite differing methodologies, both frameworks underscore the importance of structured assessment and peer involvement, albeit through contrasting mechanisms. The study concludes that a hybrid approach, integrating NAAC’s numeric rigor with QAA-UK’s peer-driven qualitative evaluation, could enhance accreditation effectiveness, transparency, and global alignment. Understanding these divergent and convergent practices offers valuable insights for policymakers, administrators, and accreditation bodies seeking to optimize quality assurance in higher education.
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