BAF & MBGL 2025
The new framework: why it changed, the two stages, Binary Accreditation and MBGL.
Section
BAF & MBGL 2025
New metrics and new challenges
The 'Why': Rationale for the New Framework
Alignment with NEP 2020
To create a transparent, technology-driven, and developmental accreditation system that is globally benchmarked.
Moving Beyond 'One-Size-Fits-All'
Recognizing the diverse nature, size, and developmental stages of over 45,000 Higher Education Institutions (HEIs) in India.
Enhancing Simplicity and Credibility
Shifting from a complex, input-heavy process to a more rational, outcome-focused evaluation.
Reducing Inspection-Centricity
Moving towards a continuous improvement model supported by technology, minimizing reliance on high-stakes peer team visits.
A Differentiated, Two-Stage Accreditation Process
Basic (Binary) Accreditation
What it is: A foundational, "Accredited" or "Not Accredited" assessment.
Goal: To ensure every institution meets fundamental quality standards. This is the first mandatory step for all HEIs.
Maturity-Based Graded Levels (MBGL)
What it is: A developmental, multi-level grading from Level 1 to 5.
Goal: For accredited institutions to assess their maturity and progress on the path to excellence. This stage is optional.
Basic (Binary) Accreditation: "Accredited / Not Accredited"
The Foundational Check
This stage acts as a basic "licence for quality," confirming that an institution has the necessary infrastructure, processes, and governance.
Simplified Metrics
The process will use a significantly smaller number of metrics focused on essential quality parameters.
Technology-Driven
Heavy reliance on authenticated data from the "One Nation One Data Platform" to ensure transparency and efficiency.
Outcome
A simple 'Yes/No' decision. An "Accredited" status is valid for a defined period, after which the institution can either apply for re-accreditation or opt for MBGL.
Maturity-Based Graded Levels (MBGL): The Path to Excellence
For Accredited Institutions: This is the next step for institutions wanting to be benchmarked on a scale of excellence.
A Developmental Scale: It evaluates the 'maturity' of an institution's quality culture, not just its current performance.
Focus on 'How': This framework assesses how deeply quality has been internalized across all functions of the institution.
The levels are
- Level 1 Institution on the path to 'National Excellence'
- Level 2 Institution achieving 'National Excellence'
- Level 3 Institution on the path to 'Global Excellence'
- Level 4 Institution achieving 'Global Excellence'
- Level 5 Institution recognized as a 'Global Leader of Excellence'
Paradigm Shift: Old System vs. New Framework
| Feature | Previous System (Pre-2025) | New Framework (2025 onwards) |
|---|---|---|
| Grading | Complex letter grades (A++, A+, B, etc.) | Binary (Yes/No) + Maturity Levels (1-5) |
| Approach | 'One-size-fits-all' for all HEIs | Differentiated two-stage process |
| Focus | Input and process-heavy | Outcome-centric and developmental |
| Data Source | Primarily self-reported by HEIs | Authenticated via "One Nation One Data" |
| Goal | Achieving a static grade | Fostering a continuous improvement journey |
Assessment Techniques
10 Criteria (Segmented: Input, Process, Outcomes)
AI-Powered Data Analytics
Digital Verification
Crowdsourced Feedback
AI-Enabled Verification and Mandatory Data Harmonization in DVV
Binary Accreditation - Highlights
Aligned with NEP 2020
Single Point Data Entry – Continues Updates – Validate from Stakeholders
No Peer Team Visit – Web based Assessment
Three Year Period Assessment & Two Stage Process (Optional)
Focus on Input, Process & Outcome & Impact
10 Attributes of Quality
Basic (Binary) Accreditation
Categories
Only “Accredited” or “Not Accredited”
Eligibility
Recognized by statutory authority, at least one batch of graduates
Assessment
Based on criteria and key indicators or 10 grouped attributes (input, process, outcome)
Process
Data submission and online validation; minimal/no physical visit
Validity
3 years
Focus
Minimum quality, inclusivity, cost-effectiveness, encourages participation from smaller/rural institutions
Limitations
No distinction among high-performing institutions; less granularity
Core Areas of Attributes
- Fundamental Recourse & Conditions
- Resources and Infrastructure available in the institution, including curriculum design, faculty qualification, facilities and financial resources.
- Active applications of Inputs in educational delivery system
- Teaching Methodologies, Faculty Students interactions, research initiatives etc..
- Effectively managed and implemented, student support services
- Outcomes, achievements in employment, startups, research etc..
- Assess the results and impact of the educational process, student learning outcomes, graduate employability, research outputs and contributions to society.
Input: 25 %, Process and Output: 75 %
The Input, The Process & The Outcome
- 1
Input
This category focuses on the resources and infrastructure available within an institution, including curriculum design, faculty qualifications, facilities, and financial resources. It assesses whether the institution has the necessary inputs to support effective teaching and learning processes.
- 2
Process
The process category evaluates the methods and procedures employed by an institution in delivering education. This includes curriculum engagement, teaching methodologies, student support services, and governance structures. It examines how effectively the institution translates its resources into meaningful educational experiences for students.
- 3
Outcome
The outcome category assesses the results and impact of the educational process. It looks at student learning outcomes, graduate employability, research output, and contributions to society. This category focuses on the tangible benefits and achievements resulting from the institution's educational endeavours.