Introduction:
Accreditation in India is no longer a formality. For most colleges and universities, it now decides funding access, student admissions, autonomy status, and public credibility. Accreditation bodies like NAAC, NBA, and NIRF have become central to how institutions are judged by governments, parents, students, and employers.
Earlier, accreditation was seen as a milestone to be achieved once every few years. Today, it is treated as a continuous requirement. Institutions without valid accreditation often face restrictions in starting new programs, increasing intake, or receiving grants. Rankings add another layer of pressure, as public perception increasingly depends on where an institution stands in national lists.
The shift from optional accreditation to mandatory quality assurance has changed the mindset required at the institutional level. Colleges are no longer preparing for one-time inspections. They are expected to maintain evidence, data, and performance indicators throughout the year. For institutions that still run on manual processes and fragmented systems, this shift has been difficult.
This pressure has increased further after NEP 2020. The implementation of the Dr. Radhakrishnan Committee recommendations has now solidified this shift. It pushes institutions away from paper-based compliance toward outcomes like student learning, employability, research impact, and community engagement. While this direction is widely supported, many institutions are struggling to translate these expectations into measurable, verifiable data.
As a result, institutions feel squeezed from both sides. On one side are evolving frameworks and stricter benchmarks. On the other are limited resources, legacy systems, and capacity gaps. More reforms have arrived, but clarity and simplicity have not always followed.
Changes in the Accreditation Landscape in India
Expansion of Frameworks and Low Participation
India has seen a steady expansion of accreditation and ranking frameworks over the last decade. NAAC accredits institutions at the institutional level, NBA focuses on program-level accreditation, and NIRF ranks institutions across multiple categories. Together, they aim to improve transparency and quality across higher education.
However, participation remains uneven when compared to the total number of higher education institutions in the country. While thousands of colleges and universities are eligible, a large portion either delay accreditation or avoid it altogether.
Key reasons for this gap include:
- Limited administrative and financial capacity, especially in small and rural colleges
- Fear of low grades affecting reputation
- Lack of trained staff to manage accreditation data and processes
- Dependence on manual records that are hard to convert into structured evidence
For many institutions, the barrier is not the idea of quality itself, but the operational effort needed to prove it in the required formats.
Transition Phase and Uncertainty
The current accreditation environment is also marked by uncertainty. Discussions around a National Accreditation Council, changes to NAAC and NBA structures, and a possible revamp of NIRF have created confusion at the institutional level.
Colleges and universities are unsure about:
- Which framework will dominate in the coming years
- Whether current preparation efforts will remain relevant
- How much emphasis should be placed on grades versus rankings
At the same time, institutions are expected to respond to NAAC, NBA, and NIRF in parallel. Each framework has its own templates, data definitions, timelines, and submission rules. Managing all three together often leads to duplication of work, inconsistent data, and fatigue among faculty and administrators.
This transition phase has made planning difficult. Many institutions adopt a wait-and-watch approach, while others rush into preparation without a clear long-term strategy.
Mismatch Between Real Quality and Measured Quality
One of the most common criticisms of the current accreditation system is the gap between actual institutional quality and what gets measured. Many metrics still reward documentation volume, publication counts, and formal records more than lived academic outcomes.
In practice, this creates problems such as:
- Strong teaching and mentoring do not translate into scores
- Community engagement and local impact receive limited recognition
- Innovation, incubation, and problem-solving are harder to quantify
Institutions often end up focusing on what is easy to document rather than what truly improves learning and student success. Over time, this encourages a compliance-first culture rather than a quality-first one.
This mismatch increases frustration among faculty and leadership. They feel that effort is spent on formatting, uploading, and validating documents rather than on improving classrooms, labs, and student support systems.
Core Accreditation Challenges During NAAC Accreditation Process
1. Heavy Documentation and Evidence Burden
One of the biggest challenges institutions face during NAAC accreditation is the sheer volume of documentation required. NAAC expects institutions to submit detailed Self Study Reports, Annual Quality Assurance Reports, internal and external audit records, governance minutes, student feedback, and outcome data covering several academic years.
The real difficulty is not just collecting documents, but keeping them consistent and verifiable across time. Many institutions rely on individual departments to maintain records, which leads to gaps, overlaps, and inconsistencies.
Common problems include:
- Missing or incomplete historical data
- Different departments use different formats for the same information
- Manual records that are difficult to digitize
- Last-minute document creation just to meet submission deadlines
This turns accreditation into a documentation exercise rather than a reflection of real academic quality.
2. Data Management and Digital Readiness Issues
NAAC accreditation demands structured, accurate, and repeatable data. However, many institutions still work with spreadsheets, emails, and paper files. This creates repeated data entry and frequent errors, especially when the same information is needed for multiple metrics.
With the launch of the ‘One Nation, One Data’ (ONOD) portal, institutions must now ensure their internal data perfectly matches national databases like AISHE and UDISE+. Any mismatch now leads to an immediate drop in the AI-driven credibility score.
Without integrated ERP or SIS systems, institutions struggle to:
- Consolidate data from academics, finance, HR, and research
- Track changes across academic years
- Respond quickly to data verification queries
The move toward digital-first and binary accreditation models increases this pressure. While these models aim to reduce paperwork, they raise the minimum technical requirement. Institutions without strong digital systems face higher risks of rejection, data mismatch, or delayed submissions.
3. Faculty Shortages and Training Gaps
Faculty strength and engagement play a major role in NAAC scores. Many colleges depend heavily on ad hoc or temporary faculty, which affects student-teacher ratios, mentoring quality, research output, and continuity of academic records.
At the same time, awareness of accreditation norms is often limited to a small group. In many institutions:
- Only IQAC members understand the NAAC criteria
- Faculty are unclear about how their daily work links to metrics
- Outcome tracking and documentation are seen as extra work
This weak internal quality culture makes it difficult to sustain improvement beyond the accreditation cycle. Once submission is over, systems often collapse until the next cycle begins.
4. Financial Pressure on Institutions
NAAC accreditation involves direct and indirect costs. Assessment fees, peer team visit expenses, consultant charges, and digital infrastructure investments can be heavy, especially for government-aided and smaller private colleges.
Limited funding affects accreditation outcomes in several ways:
- Delayed lab and library upgrades
- Inability to modernize classrooms and IT infrastructure
- Reduced research and faculty development support
Since higher grades often require better infrastructure and outcomes, financial limits indirectly cap how far an institution can progress in the grading scale.
5. Language Barriers and Process Complexity
NAAC forms and portals operate almost entirely in English and use technical language. This creates difficulties for institutions where the primary working language is Hindi or another regional language.
Institutions also report confusion due to:
- Complex metric descriptions
- Unclear interpretation of indicators
- Differences between what is written in manuals and what is expected during validation
Peer team visits often reveal gaps that institutions did not anticipate, leading to score drops despite months of preparation. This lack of clarity adds stress and uncertainty to the process.
NBA Accreditation Challenges at the Program Level
1. Implementing Outcome-Based Education in Practice
NBA places strong emphasis on Outcome-Based Education. Programs must clearly define Program Educational Objectives, Program Outcomes, and Course Outcomes, and show how these align with teaching, assessment, and student performance.
In reality, many institutions treat OBE as a documentation task. The challenges include:
- Difficulty defining meaningful and measurable outcomes
- Complex CO PO mapping processes
- Confusing attainment calculation methods
When faculty are not trained properly, OBE becomes a form-filling exercise rather than a tool for improving teaching and learning.
2. Graduate Outcome and Alumni Tracking Gaps
NBA requires clear evidence of student outcomes such as placements, higher studies, entrepreneurship, and professional achievements across multiple graduating batches.
Many institutions struggle because:
- Alumni data is scattered or outdated
- Placement records are incomplete
- There are no systems to track long-term career progress
Without reliable alumni and outcome tracking systems, institutions find it hard to demonstrate trends and continuous improvement.
3. Multi-Program Workload and Sustainability
NBA accreditation is program-specific. Each program must submit its own Self Assessment Report, faculty data, lab details, and outcome evidence. When institutions apply for multiple programs together, the workload increases sharply.
Sustaining NBA standards over time is another challenge. Many institutions prepare intensively just before submission, often with external help. Once accreditation is achieved, systems weaken until the next cycle, making long-term quality improvement difficult.
NIRF Ranking Related Challenges Institutions Face
1. Data Volume and Cross-Framework Alignment
Participation in NIRF requires institutions to submit large volumes of structured data every year. This includes information on teaching and learning resources, research output, graduation outcomes, outreach activities, and perception surveys. Each category has strict definitions and scoring logic.
The challenge is not only data collection, but alignment. Most institutions already prepare data for NAAC and NBA, but NIRF uses different templates, weightages, and interpretations. The same information often needs to be presented in different formats.
Institutions commonly face issues such as:
- Mismatch between NAAC, NBA, and NIRF data definitions
- Risk of Negative Marking: NIRF now penalizes institutions for retracted research papers, making “Research Integrity” a high-stakes data point.
- Inconsistent numbers across submissions
- Missing historical data needed for trend analysis
- High dependence on manual consolidation
Without a single source of truth, errors become common, and credibility suffers.
2. Ranking Race and Unintended Behaviour
NIRF rankings have created intense competition among institutions. While competition can drive improvement, it has also led to unintended behaviour. Many institutions focus on improving scores quickly rather than strengthening academic foundations.
This often shows up as:
- Chasing publication counts without improving research quality
- Signing short-term MoUs with little real collaboration
- Inflating activity numbers to meet indicators
Perception scores add another challenge. These scores depend on how peers, employers, and the public view an institution. Building perception takes years, but rankings expect yearly improvement. Institutions with strong branding gain an advantage, while newer or regional colleges struggle despite genuine effort.
Regional and Equity-Based Challenges
1. Infrastructure and Connectivity Gaps
Accreditation frameworks assume a basic level of infrastructure and digital access. In reality, many institutions in rural areas and the North-East face serious constraints. Poor internet connectivity, aging buildings, and outdated laboratories limit their ability to meet expectations.
Common challenges include:
- Limited access to high-speed internet
- Insufficient lab equipment and learning resources
- Difficulty adopting digital platforms
These gaps directly affect teaching quality, research output, and data submission, putting such institutions at a disadvantage from the start.
2. Human Resource and Governance Limitations
Attracting and retaining qualified faculty is a major issue for institutions in remote or less developed regions. Faculty often prefer urban locations with better facilities, research support, and career growth.
Governance challenges add to the problem:
- Limited exposure to accreditation training
- Lack of experienced leadership in quality management
- Dependence on external consultants
Without internal capacity building, institutions remain dependent and reactive rather than strategic.
3. One Size Fits All Accreditation Problem
Most accreditation benchmarks apply uniformly across institutions, regardless of size, location, or mandate. This disadvantages smaller colleges that focus on teaching and local impact rather than research volume or national visibility.
Uniform benchmarks often fail to account for:
- Regional constraints
- Socio-economic context of students
- Institutional mission and scope
Mentoring and handholding schemes can help bridge this gap. When well-accredited institutions support emerging ones, quality improvement becomes more realistic and sustainable.
Emerging Reforms and What They Mean for Institutions
1. Binary Accreditation and Maturity-Based Models
As of 2025–2026, Binary Accreditation is the mandatory first step. It simplifies the initial process but raises the bar for consistency. Once accredited, institutions can opt for Maturity-Based Graded Levels (Level 1 to 5) to showcase excellence.
- Binary: Accredited vs. Not Accredited.
- Maturity Levels: Level 1–4 represents National Excellence; Level 5 represents Global Excellence.
2. The Role of “One Nation, One Data.”
The goal of the unified portal is to ensure that data shared publicly is checked by multiple stakeholders. This means institutions will no longer prepare different stories for different agencies; inconsistencies will be flagged instantly by the system.
3. Technology as a Make-or-Break Factor
Technology now decides whether an institution can adapt. The validity of accreditation has been adjusted in the new framework (now typically 3 years for the Binary phase), requiring faster data cycles. Institutions now need:
- Integrated systems for academics and research
- Centralized data repositories
- Real-time dashboards to avoid last-minute “data cleaning.”
How to Overcome these Accreditation Challenges?
Many of the challenges discussed in this blog do not come from poor intent or lack of effort. They come from fragmented systems, manual processes, and the difficulty of proving quality consistently across NAAC, NBA, and NIRF.
Some institutions are addressing this by moving away from spreadsheets and one-time accreditation drives, and instead building year-round quality systems supported by integrated technology.
Platforms like Kramah Software are designed around this idea. Rather than treating accreditation as a separate task, they help institutions connect academics, exams, outcomes, and governance data into one continuous workflow.
In practical terms, this approach helps institutions:
- AI-ready data formatting” and “One Nation One Data (ONOD) synchronization.
- Reduce repeated data entry across NAAC, NBA, and NIRF
- Maintain ready-to-use evidence instead of last-minute document collection
- Instantly generate SAR, AQAR, and SSR Reports with a single click
- Automate Po-Co mapping and Attainment
- Support Outcome-Based Education with traceable attainment data
- Build internal accountability beyond the IQAC team
- Stay prepared for digital and binary accreditation models
The goal is not to chase grades or rankings faster. It is to make quality processes visible, verifiable, and sustainable.
For institutions navigating tighter scrutiny and evolving frameworks, adopting a unified quality and accreditation system can turn accreditation from a recurring crisis into a manageable, ongoing practice.
Conclusion: From One-Time Accreditation to Continuous Quality Systems
The biggest mistake institutions still make is treating accreditation as an event. Compliance-only approaches are failing because frameworks now expect proof of consistency, not just preparation.
Institutions must shift from event-based accreditation to year-round quality management. This includes regular data validation, faculty engagement, outcome tracking, and internal audits.
To survive the next accreditation cycle, institutions must fix three things first:
- Build reliable digital data systems
- Train faculty beyond the IQAC teams
- Align daily academic work with outcomes
Accreditation in India is no longer about passing an assessment. It is about proving that quality exists every day, not just on paper.