Quality assurance refers to the practices, behaviors, activities and procedures that are required to ensure quality is preserved and improved. Accreditation refers to deciding that an organization applies for the status of a certificate. The rank can have consequences for the institution itself and/or its eligible students for a given job. The underlying aim of accreditation is, in essence, to assess the degree to which institutions fulfil their obligations for achieving their objectives and for the quality of education responsibilities for realising their goals and for the quality of education provided to enable the students to attain standards. Accreditation is thus the process of reviewing institutional quality control processes and assessing plans for the successful implementation of policies to achieve specified objectives.
Quality assurance and accreditation in higher education is characterized as systematic management and evaluation of procedures implemented by the institution or program of higher education to track performance and to ensure quality improvement is achieved. Quality assurance aims at giving stakeholders trust in the quality control and the performance achieved.
The education provision is primarily the responsibility of the government, which is involved in quality evaluation of education because a) The Government has a statutory obligation to guarantee standard of education b) Accountability for the use of public resources. To do this, a common structure is required for the collection and analysis of qualitative and quantitative data, quality evaluation and quality assurance of stakeholders.
Quality is no longer perceived as an institutional internal matter but as one which is of concern to various stakeholders both internally and externally. The existence of the Quality Assurance (QA) system establishes a sense of accountability and clarifies the roles and responsibilities of providers of higher education, local authorities, students, employers, and other stakeholders in ensuring that programs of study and their related support infrastructure are of the highest standards.
The Quality Assurance and Accreditation (QAA) program has been initiated by the University Grants Commission (UGC), Nepal as an important part of higher education reform in Nepal.
Pursuant to its Action Plan for Performance Evaluation, Assessment and Accreditation of Higher Education Institutions, the University Grants Commission (UGC), Nepal proposes that any higher education institution that is in the accreditation process should establish an Internal Quality Assurance Cell (IQAC) as a quality support measure. As quality enhancement is a continuous operation, the IQAC must become part of the institution’s framework and work towards achieving the quality enhancement and sustainment goals. The IQAC’s primary task is to build a framework for aware, continuous, and catalytic improvement of institutional overall efficiency. Institutions for this, during the post-accreditation period
The IQAC’s primary task is to build a framework for aware, continuous, and catalytic improvement of institutional overall efficiency. For this, institutions need to channelize their efforts and measures during the post-accreditation period to promote holistic academic excellence including recommendations from the peer committee. For this purpose School of Health and Allied Sciences established the Internal Quality Assurance Cell (IQAC).
The primary objective of the SHAS IQAC is to establish a framework for aware, consistent, and catalytic action to boost the school’s academic and administrative performance and to encourage initiatives for the school’s functioning towards quality enhancement by internalizing quality culture and institutionalizing best practices.
The detailed guideline of IQAC is mentioned under the school operation guideline 2019
Dr. Damaru Prasad Paneru Coordinator
Nim Bahadur Dangi Member
Hom Bahadur Thapa Member
All the Coordinators Inv. Member