|
2023 - 24
|
| Institutional Distinctiveness |
| Best Practices of the Institution |
| IQAC Minutes of Meeting - 2023-24 |
| Students' Satisfaction Survey Report |
|
2022 - 23
|
|
AQAR 2022-2023
|
| Institutional Distinctiveness |
| Best Practices of the Institution |
| Students' Satisfaction Survey Report |
|
IQAC Minutes of the Meeting-May 2023
|
|
IQAC Minutes of the Meeting-February 2023
|
|
IQAC Minutes of the Meeting-May 2022
|
|
IQAC Minutes of the Meeting-April 2022
|
|
IQAC Minutes of the Meeting- March 2022
|
|
2021 - 22
|
| AQAR 2021-22 |
| Institutional Distinctiveness |
| Best Practices of the Institution |
| IQAC Minutes of Meeting - 2021-22 |
| Students' Satisfaction Survey Report |
|
2020 - 21
|
| AQAR 2020-21 |
| Institutional Distinctiveness |
| Best Practices of the Institution |
| Students' Satisfaction Survey Report |
| IQAC Minutes of Meeting - 2020-21 |
|
2019 - 20
|
| Analysis and ATR on Stakeholders Feedback on Curriculum 2019-20 |
| AQAR 2019-20 |
| Students' Satisfaction Survey Report |
| Best Practices of the Institution |
| Institutional Distinctiveness |
| IQAC Minutes of Meeting - 2019-20 |
| Plan of Action 2019-20 |
|
2018 - 19
|
| Analysis and ATR on Stakeholders Feedback on Curriculum 2018-19 |
| AQAR 2018-19 |
| IQAC Minutes of Meeting 2018-19 |
| Students' Satisfaction Survey Report |
| Best Practices of the Institution |
| Performance of the Institution Distinctive to Institute’s Vision |
|
2017 - 18
|
| Analysis and ATR on Stakeholders Feedback on Curriculum 2017-18 |
| AQAR 2017-18 |
| IQAC Minutes of Meeting 2017-18 |
|
2016 - 17
|
| Analysis and ATR on Stakeholders Feedback on Curriculum 2016-17 |
| AQAR 2016-17 |
| IQAC Minutes of Meeting |
|
2015 - 16
|
| Analysis and ATR on Stakeholders Feedback on Curriculum 2015-16 |
| AQAR 2015-16 |
| Plan of Action 2015-16 |
| IQAC Minutes of Meeting 2015-16 |
| Students' Satisfaction Survey Report |
| Best Practices of the Institution |
| Institutional Distinctiveness |
|
2014 - 15
|
| AQAR 2014-15 |
|
2013 - 14
|
| AQAR 2013-14 |
