Recently, in a get-together of Principals, a colleague of mine stated loudly that NAAC accreditation doesn’t really help improve quality of practices in a college. For reasons known to him best, he also said that I may not agree with what he said. Even before this colleague stated thus the thought has been around. It has become common place to run into fellow academicians who ask the what-has-accreditation-got-to- do-with-quality question. If one happens to be part of the college level Higher Education leadership, the question seems to make a lot of sense. This is so because during such leadership encounters, more often than not, one is reminded of umpteen instances of disconnect between the practices of many Higher Education Institutions (HEIs) and the NAAC-scores. The performance bubble which was fully blown up to scale with the accreditation criteria shrinks back to the facts of the non-accredited past reality. In other words, the affairs at the HEIs drop back to the defaults
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