HEQAAC 68 Annual Report 2075/076 (2018/019)

HIGHER EDUCATION QUALITY ASSURANCE AND ACCREDITATION COUNCIL

ANNUAL REPORT 2075/076 (2018/019)

UNIVERSITY GRANTS COMMISSION QUALITY ASSURANCE AND ACCREDITATION DIVISION SANOTHIMI, , HEQAAC 2075/076 (2018/019) Annual Report 69

ANNUAL REPORT OF HIGHER EDUCATION QUALITY ASSURANCE AND ACCREDITATION COUNCIL, 2075/076

Copyright © : University Grants Commission, Quality Assurance & Accreditation Council, Sanothimi, Bhaktapur, Nepal Edition : December 2019 (Second) Printed Copies : 500 Layout : Digital Print Nepal, 014332600 Printed at : HEQAAC 70 Annual Report 2075/076 (2018/019)

FROM THE DESK OF THE CHAIRMAN

igher education is the backbone of development and the future of a nation. Its primary aim is to Hproduce qualified, creative and competitive citizens nationally, regionally and globally. To achieve this aim, governments are making their best efforts through introducing various policies, acts, rules and guidelines and by establishing necessary institutions to manage the system. In Nepal, the University Grants Commission (UGC) was established in 2050 BS (1993 AD) as an apex institution to provide grants and coordinate regulate activities related to higher education. Education policies provide road map to the prosperity of the nation and over the last seven decades i.e., since 1950 the country has also implemented at least eight progressive education policies of Nepal and the ‘National Education Policy 2076’ is the latest one. At present, Nepal has 11 operating Universities, six health-science Academies and 1425 higher education institutions (HEIs) under these universities and academies. More than a hundred HEIs are offering academic programs of foreign universities as well. However, the enrolment rate in higher education is quite low (i.e. 15%). On the one hand, while this reflects a poor access of higher education to more than one-sixth of total eligible population of the country, maintaining and upgrading the quality of graduates has been an issue of great concern in Nepal. The instructional practices in higher education are still largely limited to classroom teaching. It has yet to be research based, ICT- equipped and interactive. The government of Nepal and UGC are trying to improve the situation through various policy provisions and supports. The UGC systematizes the flow of resource to HEIs, monitors their performances, and evaluates the outcomes in order to improve quality of higher education and provide policy feedback to the government. The term "quality" in this case refers to a process of developing a comparative understanding of the local context to form a global worldview on education and its outcomes. We have to enhance the quality of higher education through improvement in teaching-learning and research environment. Our graduates must have critical thinking ability and strong knowledge base so that they compete internationally. Otherwise, it is unlikely to achieve the nation's motto of “Prosperous Nepal and Happy Nepali.UGC is making efforts to advance the quality of higher education by adopting various strategies including the Quality Assurance and Accreditation (QAA) system. However, to date the performance of many HEIs are not up to the mark. The of accreditation of HEIs dates back to more than a century in the global context. In Nepal it was initiated in 2007 as a pilot project and formally adopted from 2009 with implementation of Second Higher Education Project (SHEP 2007-2014). The system has been further strengthened under IDA (International Development Association) supported Higher Education Reform Project (HERP) 2014-2020. Over the years, our QAA system has been improved and strengthened, although it seems like a long journey. UGC Nepal wishes all HEIs in Nepal to come to the purview of QAA system within next five years and meet the benchmarks and indicators related to accreditation. To date, 325 HEIs have voluntarily applied for QAA process and are at different stage of assessment. Among them, 113 HEIs have completed self-assessment and submitted their Self-Assessment Report (SSR) to which Technical Committee has approved SSR report of 76 HEIs. Fourty three HEIs have completed the assessment cycle and 33 have been accredited. Higher Education Quality Assurance and Accreditation Council (HEQAAC) is the governing body to assess and recommend HEIs for accreditation to UGC. The Quality Assurance and Accreditation Division (QAAD) at UGC functions as the Secretariat of the Council. The Secretariat has started publishing its annual report and Annual Report 2075/76 is the second in the sequence. This report presents details on the existing policy provisions for QAA system, necessary steps to be followed for accreditation and the long-term vision of the HEQAAC highlighted in its Strategic Plan: Destination 2030. The Plan has a vision of assuring the operation of Nepali HEIs as capable of producing knowledge and human resources competitive to fulfill the changing national and global requirements. The vision is further supported through specified core values together with mission and goals as the roadmap to destination 2030. This report also summarizes the activities the QAAD completed in the year 2075/76. In a nutshell, during the year a total of 25 HEQAAC 2075/076 (2018/019) Annual Report 71

HEIs submitted their Letter of Intent (LoI) to participate in QAA process. A total of 51 portfolio meetings of Peer Review Team (PRT) members were held in course of assessing different HEIs. The HEQAA Council met for eight times while Technical Committee that evaluates the SSR and approves for assessment process met for 9 times. Orientation workshops to peer reviewers involving international experts were held at the center while similar workshops to facilitate SSR preparation were also held at provincial levels. Accreditation certificate was awarded to 13 HEIs by organizing four award ceremonies in different dates. International networking of Nepali accreditation agency has been expanded. Membership with International Network for Quality Assurance Agencies in Higher Education (INQAAHE) has been renewed. Membership with Asia-Pacific Quality Network (APQN), has also been renewed. This year, we signed a Memorandum of Cooperation (MoC) with National Assessment and Accreditation Council (NAAC), India that was long overdue. During the year the Division was also able to organize interaction programson ‘QAA in Nepal: Issues, challenges, and way forward’ and ‘ : Future Perspective and Challenges’, the latter in collaboration with Nepal Engineering Council (NEC) in company with the Association of Engineering College of Nepal (AECON). The accreditation of HEIs is a global concern and is essential to ensure quality of higher education. Therefore, Nepal cannot escape from it. It is important that our HEIs are accredited following standard quality criteria and assessment process compatible with international practice. Otherwise, graduates from Nepali HEI risk facing many challenges such as recognition of degrees. The drive of UGC to become a member of international network of accreditation agencies such as INQAAHE and APQN and its ongoing dialogues to establish bilateral relationship with a number of countries is meant not only to help standardize our higher education system but also reinforce our recognition and identity to the international level. At this point, I would like to thank the Director, the Program Officer and other staff of QAA Division for their hard work. The constant support of the council members, experts (including international), and technical committee members is highly appreciated. I also acknowledge the support of colleagues and co-workers from other Divisions of UGC Nepal. Last but not the least the team engaged in preparing this annual report deserves special thanks. We believe our readers will find this report valuable to understand Nepal's QAA system and its achievements. We anticipate the stakeholders’ support to sustain and improve the system for its wide ranging impact in higher education in Nepal. We look forward to receiving constructive feedback to bring the system to the next level. We also request all HEIs to come to the purview of QAA system. We believe our commitment to QAA and your support will eventually bring Nepali higher education to an internationally competitive standard.

Prof. Bhim Prasad Subedi, PhD Chairman University Grants Commission and HEQAAC 7th Mansir 2076 HEQAAC 72 Annual Report 2075/076 (2018/019)

ABBREVIATIONS AND ACRONYMS USED IN THE REPORT AECON : Association of Engineering College of Nepal AFU : Agriculture and Forestry University APQN : Asia Pacific Quality Network BS : BikramSambat CHEA : Council for Higher Education Accreditation CMC : Campus Management Committee DLI : Disbursement Linked Indicator EMIS : Education Management Information System ENQA : European Association for Quality Assurance in Higher Education EQAAR : Educational Quality Assurance and Accreditation Regulations FA : Functional Autonomy FWU : Far Wesrern University GoN : Government of Nepal GP : Good Practice HEIs : Higher Education Institutions HEP : Higher Education Policy HEQAAC : Higher Education Quality Assurance and Accreditation Council HEQAAD : Higher Education Quality Assurance and Accreditation Directives HERP : Higher Education Reform Project HKCAAVQ : Hong Kong Council for Accreditation of Academic and Vocational Qualifications HoD : Head of the Department IDA : International Development Agency IEC : Information Education and Communication INQAAHE : International Network for Quality Assurance Agencies in Higher Education IQAC : Internal Quality Assurance Committee IQAS : Internal Quality Assurance System IRM : Internal Review Meeting KU : University LBU : LumbiniBouddha University LoI : Letter of Intent MNCEA : Mongolian National Council for Education Accreditation MoU : Memorandum of Understanding MQA : Malaysian Qualifications Agency MWU : NAAC : National Assessment and Accreditation Council NEC : Nepal Engineering Council NEP : National Education Policy NMC : Nepal Medical Council NNC : Nepal Nursing Council NPC : Nepal Pharmacy Council NQF : National Quality Framework OECD : Organization for Economic Cooperation and Development PAD : Project Agreement Document PCL : Proficiency Certificate Level PokU : University PRT : Peer Review Team PU : QAA : Quality Assurance and Accreditation QAAC : Quality Assurance and Accreditation Committee QAAD : Quality Assurance and Accreditation Division SAT : Self-Assessment Team SHEP : Second Higher Education Project SSR : Self Study Report TC : Technical Committee TU : UGC : University Grants Commission VMGO : Vision, Mission, Goal, and Objectives HEQAAC 2075/076 (2018/019) Annual Report 73

CONTENTS

FROM THE DESK OF THE CHAIRMAN ABBREVIATIONS AND ACRONYMS USED IN THE REPORT

CHAPTER ONE: INTRODUCTION 1-8 1.1 University Grants Commission, Nepal 1 1.2 Higher Education Quality Assurance and Accreditation Council (HEQAAC) 1 1.3 QAA Technical Committee 2 1.4 Quality Assurance and Accreditation Division (QAAD) 3 1.5 National Quality Framework (NQF) 3 1.6 Initiation and Advancement of QAA System in Nepal 3 1.7 Strategic Plan of the HEQAAC/QAAD 5 1.7.1 Destination 2030 5 1.7.2 Vision 5 1.7.3 Mission 5 1.7.4 Core Values 6 1.7.5 Goals 6 1.7.6 Objectives 6 1.8 Governing Principles of QAA 6 1.9 Major Policies Related to QAA 7 1.10 Method of Reporting and Structures of this Report 8

CHAPTER TWO: ANNUAL ACTIVITIES 9-20 2.1 Office (In-house) Activities 10 2.1.1 Approval of the LoI Submitted by the HEIs 10 2.1.2 Meetings and Discussions 10 2.1.3 Orientation to LoI Accepted HEIs 11 2.1.4 Accreditation Award Ceremony 12 2.1.5 Deputation/Appointment of QAA Director 12 2.1.6 Other Activities 13 2.2 Assessment Visits 15 2.2.1 Preparatory Visits 15 2.2.2 Peer Review Team's Assessment Visits 15 2.2.3 PTR's Follow-up Visits 16 2.3 Networking and Outreach 16 2.3.1 Establishment of Internal Quality Assurance System (IQAS) in the HEIs and Universities 16 2.3.2 International Networking 17 2.3.3 Outreach Activities 18 2.4 Good Practices 19

CHAPTER THREE: CRITICAL APPRAISAL AND WAY FORWARD 21-22 3.1 Critical Appraisal of Nepali QAA System 21 3.2 Way Forward 22

REFERENCES 23

APPENDICES 24-67 Annex 1: The Composition of the HEQAAC 24 HEQAAC 74 Annual Report 2075/076 (2018/019)

Annex 2: Major Decisions Made by the HEQAAC 25 Annex 3: The Composition of the TC 29 Annex 4: The QAAD Family 29 Annex 5: The Directors Headed the QAAD 29 Annex 6: Outreach Activities (Details of QAA Facilitation Conducted During FY 2075/076) 30 Annex 7: Some of the Good Practices of Nepali Quality Assurance System 33 Annex 8: List of Accredited HEIs in FY 2075/076 (2018/019) only 48 Annex 9: Accredited and QAA Cycle Completed HEIs (in Total) by 2075/076 49 Annex 10: List of Preparatory Visit Completed HEIs (2075/076) 51 Annex 11: List of Peer Review Team's Assessment Visit Completed HEIs (2075/076) 51 Annex 12: List of Peer Review Team's Follow-up Visit Completed HEIs (2075/076) 52 Annex 13: List of the Coordinators Coordinated the PRT 52 Annex 14: List of LoI Accepted HEIs (in Total) by 2075/076 55 HEQAAC 2075/076 (2018/019) Annual Report 75 HEQAAC 2075/076 (2018/019) Annual Report 1

CHAPTER ONE INTRODUCTION

1.1 University Grants Commission formulation of necessary policies and programs and taking appropriate steps The University Grants Commission (UGC) for the promotion and enhancement of was established in Nepal under the University quality and standards of higher education; Grants Commission Act 1993 on 22 November and making necessary arrangement on the 1993. The UGC came into its function since exchange of scholarships, and fellowships 1994. The UGC is a board consists of eleven between the universities and educational members, appointed by the Government institutions within or outside the country are of Nepal, except the ex-officio members, also the major functions of the UGC Nepal. and is chaired by the Chairman. Among the members, only the Chairman and the 1.2 Higher Education QAA Council Member-Secretary are the fulltime office The Higher Education Quality Assurance bearers. The members include honorable and Accreditation Council (HEQAAC) is a member of National Planning Commission functionally autonomous agency of the UGC (education); the Secretary of the Ministry Nepal provisioned by the Educational Quality of Education, Science, and Technology; Assurance and Accreditation Regulations the Secretary of the Ministry of Finance; (EQAAR), 2018 (2074 BS) of the Government two Vice-chancellors of the universities; of Nepal. The council formulates necessary two Prominent Educationists and two policies and strategies to implement the Distinguished Professors. Quality Assurance and Accreditation System According to the UGC Act 1993, the major in the country. Preparation of necessary objectives and/or functions of the UGC criteria-setting benchmarks and indicators are to coordinate among the universities; for the quality of higher education and the advise the Government of Nepal on the implementation of the National Quality establishment of new universities; formulate Framework (NQF) to ensure that all the policy for the allocation of government grants Higher Education Institutions (HEIs) are to the universities and higher education operating as guided by the framework, is institutions; disburse grants to universities the primary function of the council. The and make recommendations to the concerned eleven member council is chaired by the bodies for additional grants; take necessary Chairperson (ex-officio) who is also the steps for determination and maintenance of Chairman of the UGC Board. The member- standards of higher education. Additionally, secretary of the UGC, three prominent HEQAAC 2 Annual Report 2075/076 (2018/019) educationists/professors, four chairpersons • Ensure the operation of the HEIs based of the related professional councils, and the on National Quality Framework, joint-secretary of the Ministry of Education, • Recommend the eligible HEIs and their Science and Technology (higher education) programs to UGC for the accreditation are the members of the council. The director based on the set criteria, benchmark, and of QAA Division (QAAD), UGC plays the role indicators, of member-secretary of the council. The members of the council are nominated by • Integrate the entire development of the UGC generally for the period of four higher education with QAA system, years. Annex -1 of the report shows the • Coordinate among the universities, composition of existing HEQAAC. professional councils, and higher UGC has issued the Higher Education Quality education institutions for quality Assurance and Accreditation Directives assurance, quality assessment, quality (HEQAAD) in 2018 for smooth and fair promotion, accreditation, and continuous implementation of the QAA System in Nepal. credibility, and The directives has not only determined • Establish and develop networking with the organizational structure of the QAA the international agencies related to System in the country but also spelled-out QAA. the role and responsibilities of each and every mechanism, units, and individuals While acting for those functions, duties, involved in the process. This refers that the and responsibilities, eight meetings of the council is working only for the assessment council were held in the fiscal year (FY) for Institutional Quality Assurance and 2075/076 BS (2018/019), which has decided Accreditation of HEIs. The available policy on 33 important resolutions. Annex 2 of the and legal provisions made under these three report has enlisted the major decisions made statutory documents - UGC Act 1993, EQAA by the council including the decisions made Regulations 2018, and HEQAAD 2018, are during the year 2018/019. guiding the QAA system in Nepal. 1.3 QAA Technical Committee As the institutional accreditation is The HEQAAC has the rights to formulate concerned, the council is assessing four a Technical Committee (TC) for technical types of HEIs – Central Departments of the facilitation of its works and activities. For University; Schools/Central Campuses of this purpose, a seven-member TC has been the Universities; Constituent Campuses; formed associating the renowned experts and the Affiliated Community and Private working in the field of QAA. The TC mainly Campuses/Colleges. The assessment of gives approval of the Self Study Report the Universities and equivalent bodies (SSR) submitted by HEIs and recommends for institutional accreditation is yet to be HEQAAC to form Peer Review Team (PRT) practiced in Nepal. for quality assessment of the institutions of According to the EQAAR 2018, the major which, SSR met the technical requirements. functions, duties, and responsibilities of the The TC can also provide the HEQAAC other HEQAAC are: technical inputs related to QAA of higher education. • Determine the criteria, benchmark, and indicators for QAA of higher education, During the FY 2075/076, nine meetings of the TC have been set up and many decisions • Assure the system, process, and methods related to the quality of higher education of QAA of higher education and act have been made to facilitate the council’s accordingly, activities. The TC has approved nineteen (19) SSR and recommended for the formation of HEQAAC 2075/076 (2018/019) Annual Report 3

PRT for their institutional quality assessment. Table 1: Criteria, Number of Indicators and Full Annex – 3 has presented the composition of Marks of National Quality Framework the TC. for QAA Process

1.4 Quality Assurance and Criteria No. of Full Name of the Criteria Accreditation Division (QAAD) No. Indicators Marks 1 Policy and Procedures 15 15 The UGC Nepal, through the HEQAAC, has 2 Curricular Aspects 10 10 launched the QAA program, as an important Teaching, Learning, component of reforms in Nepali higher 3 and Evaluation 21 15 education. As the council has been formed System for the development and implementation of Research, 4 Consultancy, and 16 10 QAA activities in higher education, the QAA Extension Division (QAAD) in UGC has been established Infrastructures and 5 28 20 to facilitate HEQAAC as its secretariat. The Learning Resources Student Support and division performs daily and regular activities 6 14 10 related to QAA. The division is headed by the Guidance Director, who is also the Member Secretary of 7 Information System 8 10 8 Public Information 8 10 both the HEQAAC and the TC. A categorically Total 120 100 defined Job Description (JD) has been given to all the experts and the personnel working in the division. Currently, the division is 1.6 Initiation and Advancement of QAA mobilizing the pool of 150 national and 35 System in Nepal international (foreign) experts to implement As mandated by the article 6 (1) (Cha) of the QAA related activities. The QAAD family the UGC Act 1993, the system of Quality working at present, is given in the annex – 4. Assurance and Accreditation in higher 1.5 National Quality Framework (NQF) education was formally initiated in Nepal Following former practice of the UGC Nepal, through the implementation of the Second the HEQAAC has adopted the National Higher Education Project (SHEP) in 2007. Quality Framework (NQF) for QAA of higher The project was funded, and technically education institutions in the country. The supported, by the International Development framework mainly consists of 120 indicators Agency (IDA)/World Bank. The University within 8 broad criteria. The council has Grants Commission (UGC), the implementing provisioned to assess the HEIs with 100 full agency of SHEP, had formed a 21 member marks, while assessing for the institutional Quality Assurance and Accreditation accreditation. The HEIs obtained 50 Committee (QAAC) under the Chairmanship percent of the full marks in aggregate are of UGC Chairman. The committee established generally regarded as the eligible HEIs for QAA Division as its secretariat and formally the accreditation. Based on the evidences begun QAA process by facilitating the HEIs produced (in the SSR) to prove and verify the intended to participate in QAA process. claims presented in the particular indicators, The QAA Committee has been transformed the council has decided to provide four types to HEQAAC having 11 members with the of marks (25%, 50%, 75%, and 100%) against endorsement of the Educational Quality full marks of each of the indicators. The table Assurance and Accreditation Regulations below has shown the criteria-wise full marks (EQAAR), 2018 (2074 BS). The QAAD works as of the indicators practiced for institutional the secretariat of the council and implements accreditation of HEIs in the country: as well as monitors QAA related activities in the country. HEQAAC 4 Annual Report 2075/076 (2018/019)

Higher Education Institution (HEI) submits Letter of Intent to QAA Division, UGC

QAA Division performs eligibility test of HEI

Eligible HEI undertakes self-assessment and F prepares/submits SSR to QAAD E E D B Technical review of SSR by QAAD and TC A C K Formation of PRT by HEQAAC

PRT reviews the SSR and assesses QAA status Recommendation to HEI by the PRT before accreditation Pre-visit, PRT visit and Follow-up visit to HEI

Progress report PRT's report submitted to HEQAAC submitted by HEI addressing PRT's Recommendations HEQAAC recommendation for accreditation to UGC

PRT's follow-up Final decision of accreditation by UGC assessment to HEI

Periodic review, No Accreditation Accreditation monitoring and audit

Figure 1: Schematic stages and flow of Institutional Accreditation Process in Nepal Figure 1: Schematic stages and flow of Institutional Accreditation Process in Nepal

6 | Page HEQAAC 2075/076 (2018/019) Annual Report 5

Initially, the QAA system was introduced assessed 43 HEIs and the HEQAAC council on a piloting basis in nine (nationally has acknowledged the completion of their selected "Scheme A") campuses under QAA cycle as well. Among the HEIs who have SHEP. The Letter of Intent (LoI) had been completed QAA Cycle, the UGC has awarded called for voluntary participation and the the Institutional Accreditation to 33 HEIs, in eligible HEIs were supported by providing reference to the recommendation made by them financial and technical support from the HEQAAC. Nepali QAA system is adopting QAAD, UGC. Balkumari College (Chitwan), the formative strategies of QAA meaning a community based, affiliated college of that the QAAD and external QAA experts Tribhuvan University, was the first HEI in facilitate HEIs in various ways they could Nepal to receive the award of Institutional reach to the state to accreditation, once they Accreditation in July 2009. submit the LoI. Figure one shows the process and steps that the HEQAAC has adopted in The encouraging progress made by the accreditation process. HEIs under the "Scheme A" created interest and enthusiasm in many other community 1.7 Strategic Plan of the HEQAAC campuses selected for the reform grants By the end of the FY 2075/76, the UGC program under Scheme "B", "C" and "D" for formed a team of experts, coordinated by entering into the QAA process. On request the UGC Chairman, to design a strategic of these campuses, UGC extended the QAA plan of the HEQAAC. The initial meetings system for community-based affiliated of the strategic planning committee have campuses under Scheme "B", "C" and "D" by set following Vision, Mission, Goals, and inviting the LoI from them (UGC, 2014/015). Objectives of the HEQAAC. Above all, the SHEP gained encouraging progress of the participating HEIs during the 1.7.1 Destination 2030 project period, which created the ground Through the implementation of Quality for full fledge QAA implementation in the Assurance and Accreditation System, Higher country. Education Institutions (HEIs) of Nepal will The Higher Education Reforms Project comply with defined quality standards, be (HERP) (2015-2020) implemented by the UGC able to address the national need of qualified has taken the Institutionalization of Quality human resources, and approach towards Assurance and Accreditation System as meeting international standard in higher major thrust of the project and is conditioned education. as a requirement under Disbursement 1.7.2 Vision Linked Indicator 1 (DLI - 1) of the Project Agreement Document (PAD). Based on this, Assure the operation of Nepali HEIs capable EQAA Regulations (2018) was endorsed that of producing knowledge and human brought the system into practice. The EQAA resources competitive to fulfill the changing Regulations (2018) from the Government of national and global requirements. Nepal and HEQAA Directives (2018) endorsed 1.7.3 Mission by the UGC have provided Functional Promote and nurture an enabling environment Autonomy (FA) to the HEQAAC to conduct for producing knowledge and human quality assessment related affairs. resources to fulfill the changing national As of the data by the end of this FY is and global requirements through a dynamic concerned, QAAD has accepted the LoI QAA system applicable to different types of 325 HEIs; among them 113 HEIs have of HEIs and academic programs assuring submitted their SSR for evaluation. Among their quality making them compatible to the SSR received, the HEQAAC has formed international practices of accreditation by the PRT for 76 HEIs. Up to now, the PRT has HEQAAC 6 Annual Report 2075/076 (2018/019) facilitating HEIs for faculty and students' 1.3 Internalize the global QAA practice inter/intra- institutional academic mobility and insure the quality of Nepali higher and research and innovation both nationally education expected by concerned and internationally. stakeholders 1.7.4 Core Values 1.4 Sensitize HEIs to QAA system to improve their academic environment integrating Fundamental to the VMG, the HEQAAC sets innovative teaching-learning process. following values that would be practiced in the course of implementing this strategic 1.5 Expand and strengthen international plan: network and cooperation with QAA Agencies. (a) Determined to quality culture in education, 1.6 HEIs sustain the quality standard defined by QAA system. (b) Research and development for effective QAA system, 1.7 Explore, identify, and address the temporal changes in societal and (c) Efficient and simplified assessment stakeholders’ expectations in the quality process through independent reviewers, of higher education. (d) Integrity, Transparency and 1.8 Make HEIs ethically responsible for Accountability in quality assessment quality service and encourage them to be process, morally and professionally bound by their (e) Participatory approach for strengthening code of conducts. QAA system and its outcomes, and 1.9 Facilitate Nepali HEIs identify their (f) National/international collaboration and specific expertise/capability and resources sharing. encourage them to exhibit scale-specific leadership and engagement (local/ 1.7.5 Goals provincial/national/ international). 1. To enable institutions engaged in higher education in Nepal offer quality 1.10 Facilitate universities and HEIs to programmes defined in terms of success strengthen IQAC, Quality Audits and EMIS in exhibiting knowledge, skills and through innovations and improvement in abilities. existing system. 2. To develop core competencies of Nepali 1.11 Enhance the quality of faculties and their HEIs in niche areas with capabilities, outputs (e.g., research and publications, facilities, engagement, and outputs. consultancy, graduates, and outreach) through mobility of students and faculties, 1.7.6 Objectives both nationally and internationally. 1.1 Design a framework-guideline to 1.8 Governing Principles of QAA implement systematic and authentic QAA is an academic approach for ensuring system for quality assurance and participatory decision making and collective accreditation. responsibility/accountability. There are 1.2 Develop and implement quality assurance governing principles as well as the principles and accreditation criteria benchmarks of evaluation. The major governing principles and indicators to be applicable in of QAA in Nepal are as below: reference to the nature of governance, and program offered by HEIs. HEQAAC 2075/076 (2018/019) Annual Report 7

Principles Descriptions Recognizes that providers of higher education have the primary responsibility for the Autonomy quality of their provisions and their assurance. Safeguarding Safeguards the interest of society in the quality and standards of higher education Societal Interest through quality improvement. Encouragement Encourages culture of quality within higher education institutions and recognizes and Support institutional objectives and implementing processes to achieve them. Thoroughness Carries out activities as thoroughly as possible based on the principle. Flexibility Acknowledges the institutional diversity and originalities in activities. Works in collaboration with other quality assurance agencies, especially the Collaboration professional councils and international institutions. Transparency Keeps QAA procedures open and transparent to public scrutiny.

1.9 Major Policies Related to QAA f) Institutional accreditation is awarded to the Central Department/School of The system for QAA of higher education University, central campus, constituent was previously guided by Higher Education campus, and affiliated community and Policy (HEP) of the Government of Nepal private campus/colleges. (GoN). The GoN has recently published her g) Assurance of the internal quality is National Education Policy (NEP), which has the primary responsibility of the HEIs. provisioned different policies and strategies So, they must have in place QA policy related to QAA. There are some of the and determination and effective IQA important policy decisions of the UGC and mechanism. the HEQAAC as well. Based on these all, the h) The review and assessment is conducted major policies related to QAA in Nepal has by a team of free and independent been listed as below: assessors. a) Accreditation is a voluntary process i) The HEQAAC ensures credibility of for institutions now. However, it will the assessment and reviews avoiding gradually be implemented as a mandatory institutional as well as circumstantial endeavor. conflict of interest amongst the reviewers b) Accreditation process is open to all the based on a workable code of conduct in HEIs fulfilling the minimum eligible place. threshold. j) Different professional councils shall be c) All the foreign university affiliated Nepali involved in QAA system and process, as HEIs should undergo the process of QAA fulfillment of the council requirement by the national accreditation agency. is considered to be eligibility for QAA participation. d) The HEQAAC, under UGC Nepal is implementing the Institutional k) The validity of accreditation certificate Accreditation. It shall gradually go to will generally be for five years. The program accreditation in near future. HEIs should follow the same process to renew (re-accredited) the accreditation e) The authorized accreditation body (UGC) certificate after the validity period is will assure the operation of all the eligible over. HEIs based on the National Quality Framework (NQF) for QAA. Provision l) In case of the affiliated HEIs, the of additional grants and other facilities accreditation certificate remains valid will be provided to the HEIs based on only within the validity period of the accreditation status. affiliation. HEQAAC 8 Annual Report 2075/076 (2018/019) m) There will be regular annual review and The report is organized under three progress monitoring of the Accredited chapters. The first chapter consists of HEIs. the introduction, which introduces major organizational agencies, bodies, and entities. 1.10 Method of Reporting and Structure Furthermore, the chapter presented the of this Report major policy provisions, plans, and programs This annual report has been prepared through related to QAA practice in Nepal. The second accumulating the entire activities conducted chapter reports annual activities performed by the QAAD and HEQAAC during the FY by the division and the HEQAA Council, 2075/76, with some background information which primarily includes awareness raising from earlier years. The annual plan, program, activities, technical facilitation, meetings, and budget of the council; annual working outreach and networking, orientation/ calendar of the division; minutes of different seminar/workshop, assessment visits, award meetings; program schedules; attendance ceremonies, and other internal activities. The of the participants in different programs/ critical appraisal and way forward have been events; and the decision notes and divisional presented in the third chapter. All the details records and database were the main sources related to the report have been annexed in of data and information. The collected data the appendixes at the last part of the report. were analyzed and presented in narratives and charts. Photos of some events were also included in the report. HEQAAC 2075/076 (2018/019) Annual Report 9

CHAPTER TWO ANNUAL ACTIVITIES

As the secretariat of HEQAAC, the QAAD has been carried out a number of activities throughout the year to expedite the pace of QAA process. As the primary objective of HEQAAC is to assess and recommend for accreditation of the HEIs of the nation, QAAD remained busy throughout the year (I) mostly on facilitating the assessment LoI Submission & Approval of LoI and accreditation activities. Some (IX) (II) Accreditation of the notable activities of QAAD SSR Submission Decision by UGC were building the capacity of the institutions through orientation and facilitation, orientation to peer (VIII) QAA Cycle reviewers, conduction of meeting of Completion & (III) Recommendation Review of SSR technical committee and HEQAAC, for Accreditation by HEQAAC Accreditation arrangement of several pre- assessment and PRT assessment visits, and organization of award (VII) (IV) ceremonies. Out of total 1425 PRT visit and Approval of SSR Follow-up Visit by TC HEIs in the country (EMIS Report, 2017/18, UGC) of Nepal, 325 HEIs (V) (VI) have participated in the QAA system PRT Formation Pre paratory visit by submitting/approving Letter by HEQAAC of Intent (LoI). They are in various stages of accreditation process as Figure 2: Cyclical Chain of QAA Process shown in the figure 2: Figure 2: Cyclical Chain of QAA Process

Comparatively Speaking, community campuses have a significant presence in reaching the final stage of QAA accreditation. The second position in QAA process has been secured by the constituent HEIs following the private HEIs in the last position. Among the 11 universities in the country, the HEIs from 8 different universities are participated in the process and the process is yet to start by the three (Nepal Sanskrit University, and RajarshreeJanak University) universities. HEQAAC 10 Annual Report 2075/076 (2018/019)

2.1 Office (In-house) Activities This chapter presents the details of annual activities performed by the division and HEQAA Council. Day-to-day administrative and other in-house activities are the major milestones in relation to the QAA implementation. The following sub-headings have presented the glimpses of major activities performed so far.

350 325

300

250

200 135 150 93 100 68

Number of HEIs 50 29 27 2 7 6 12 0 2075/76 Total 2075/76 Total 2075/76 Total 2075/76 Total 2075/76 Total Central Constituent HEIs Community HEIs Private HEIs Grand Total Departments/ School Nature of HEIs

Figure 3: LoI approved HEIs in Nepal Figure – 3: LoI approved HEIs in Nepal upto 2075/76

2.1.1 Approval of the LoI Submitted by the HEIs Request for letter of intent by the HEIs and the approval of the submitted LoI by the QAAD after eligibility testing is the first step of QAA participation. For this, the division has been conducting the national campaign for awareness raising, focused orientations, and dissemination of policies, plans and programs. As a result, the participation of different types of HEIs in QAA system is increasing year by years. As the data of the FY 2075/76 is concerned, the division has given approval of the LoI to 27 different HEIs, among them 13 were affiliated private HEIs, 9 were the constituent HEIs of different universities and the rests of 5 were affiliated community campuses. While the total number of LoI approved HEIs is taken into consideration, 325 HEIs are participating in the QAA system by the end of this FY 2075/76. Figure 3 has presented the details of LoI approved HEIs in the country. 2.1.2 Meetings and Discussions The remarkable voluntary participation of different natures of HEIs in the QAA system has created higher volume of related tasks in the division. Due to this, meetings for necessary decision making are one of the important tools to materialize the dreams of participating HEIs. Basically, QAAD organized and facilitated the following five types of meetings, which has given necessary way outs to gear up the journey of participating HEIs timely. (a) Meetings of the HEQAAC: Based on the provision of regulations and directives, the HEQAAC meets generally once in a month; however, the meeting can be called as per the need too. While acting for the defined functions, duties, and responsibilities of the council, eight meetings of the HEQAAC were held in the FY 2018/019 (2075/076 BS), which have HEQAAC 2075/076 (2018/019) Annual Report 11

decided on 33 important resolutions. Among them, formation of the PRT for a dozen of HEIs was an important activity. Annex - 2 of the report has enlisted the major decisions of the council including the decisions made during the year 2074/075. (b) Meetings of the Technical Committee: The TC is a technical helping hand of the HEQAAC as it provides necessary technical consultation to the council so that the decisions made by the council become technically sound. Thus, it meets as per the need. As the data of the reporting period is concerned, the TC has approved nineteen (19) SSR of the HEIs and recommended for the formation of PRT for institutional quality assessment. During the FY 2075/076, nine meetings of the TC have been held and many other decisions related to the quality and relevancy of higher education has been made to facilitate the council's activities. (c) Portfolio Meetings of the PRT: The portfolio meeting is an in-house meeting of PRT before field visit for quality assessment. This meeting provides the PRT opportunity to be familiar with each other; review and discuss on the documents submitted by the HEI before field visit; and get certain impression on the institution and its report/documents. In this bedrock, 51 portfolio meetings of the PRT was organized during the year and the SSR of 28 HEIs were reviewed, analyzed, discussed, and verified with the documents submitted for the compliance of their Participants from different HEIs attending QAA Orientation Program claim. (d) Internal Review Meetings (IRM): The QAAD organized IRM to discuss about ongoing activities, their progress and problems, and to share the status of overall activities to respective authorities and officials. Generally, UGC Chairman, Member Secretary, Chief Administrative Officer of UGC, and Technical Experts working in QAAD participate such meetings along with QAAD family. The main purpose of this meeting is to share the progress and get necessary feedback on the ongoing activities, which further eases the inter-divisional coordination. The division has organized 5 such meetings with high-level authorities and officials during the reported year. (e) Divisional Meetings: The QAAD has planned to meet collectively once every weeks in the division to review the completed activities, discuss on progress of ongoing activities, and to plan for upcoming activities. This meeting has been scheduled for every Sunday; however, due to field works, not all the weeks but 30 times (weeks) have had weekly meetings during the reporting period. 2.1.3 Orientation to LoI Accepted HEIs The QAAD organized orientation programs to those HEIs whose LoIs were recently approved after eligibility testing. Generally, this type of program has been scheduled to be held four times within a year, in the interval of each three month. As the data of reported year is concerned, it has organized two such programs in the seminar hall of the UGC, where participants of 18 HEIs were oriented. HEQAAC 12 Annual Report 2075/076 (2018/019)

2.1.4 Accreditation Award Ceremony The UGC decides for the accreditation of the HEI following the recommendation of the HEQAAC. The QAAD organizes a formal award ceremony to provide the certificate of institutional accreditation to the HEI. In this context, the division organized four such ceremonies to provide the certificates for 13 HEIs during the period of one year (FY 2075/076). By this, 33 HEIs in Nepal got the accreditation status institutionally. The figure 4 shows details of the accredited HEIs in the country.

35 33

30

25 22 20

15 12 10

Number of HEIs 6 4 5 3 3 1 2 2 1 0 1 0 0 2075/76 Total 2075/76 Total 2075/76 Total 2075/76 Total 2075/76 Total 2075/76 Total 2075/76 Total Central Constituent Communnity Central Private Constituent Department/ HEIs HEIs Department/ HEIs HEIs School School Tribhuvan University (TU) Kathmandu Purbanchal Far Western Grand Total University (KU) University University

Nature of HEIs/Concerned University

FigureFigure – 4 4:: AccreditedAccredited HEIs HEIs inin thethe country country

2.1.5 Deputation/Appointment of QAA Director

As a member secretary of the HEQAAC, the QAAD is headed by a Division Director. This has been provisioned by both the QAA regulations and the QAA directives. While the contract tenure of Dr. Shyam Prasad Lohani as QAA Director was completed by 2075/03/19, UGC had decided to depute the Chief Administrative Officer of the UGC, Mr. Subash Chandra Dhungel, as QAA Director on 2075/4/16. He headed the division for approximately ten months until Dr. Rishikesh Pandey is appointed as QAA Director on 2076/02/01. Annex – 5 of the report has enlisted the tenure track of all the former Directors, who had headed the division from its establishment. Delegates attending interaction Program on Engineering Education in Nepal: Future Perspective and Challenges HEQAAC 2075/076 (2018/019) Annual Report 13

2.1.6 Other Activities QAA Division, UGC organized different in-house programs for the betterment of QAA implementation process in the country. These programs include: organization of facilitation workshops, orientation programs, interactions, and training. Following paragraphs provide information on these activities in brief. (a) Capacity Development Program for Peer Reviewers: The QAAD organized an orientation program for the roster assessors (peer reviewers) on 29 August, 2018 to orient them on the system and process of peer review for accreditation of HEIs. The program was facilitated by the Coordinator of Technical Committee - Prof. Shiba Kumar Rai, and one of the members of Technical Committee Prof. Mana Prasad Wagley. Among the 130 roster assessors listed in the QAAD database,

62 participated in Peer Review Report handover during exit meeting of the PRT at KBC, Kathmandu the one-day program held in UGC Nepal. Similar orientation program on QAA system and process was held on 5 December, 2018 for the newly enlisted roster of expert assessors. The program was facilitated by Prof. Basu Dev Kafle (Technical Committee Member) and Prof. Jai Raj Awasthi. A total of 42 roster experts participated in the program. (b) Interaction Program with Peer Reviewers: The QAAD organized an interaction program with a foreign expert - Prof. Thummuluri Siddaiah from NAAC - India on 5 October, 2018. The theme for the discussion was 'the role of peer reviewers in accreditation process - an international experience.' A total of 52 peer reviewers participated in the program, along with some members of Technical Committee and HEQAAC. Prof. Siddaiah highlighted the NAAC practice of peer review along with some other international practices. He also highlighted some of the good practices of Nepali peer review process linking that up with NAAC practice of Indian peer review. Nepali peer reviewers have been benefited with the highlights of international practices of peer review. Furthermore, the QAAD organized another interaction program on 28 January, 2019 entitled 'Scope, issues, and challenges of QAA peer review.' The program was facilitated by Dr. Rozilini M. Fernandez-Chung from Malaysia. A total of 62 Nepali peer reviewers along with some members of the HEQAAC and Technical Committee actively participated in the program. Dr. Rozilini highlighted the South Asian, Asia-Pacific, European and American practices of peer review and their issues and challenges. Nepali experts interacted about major issues and challenges of peer review in Nepali context. (c) Interaction with the Stakeholders: The QAAD organized an interaction program with major stakeholders of higher education entitled 'QAA in Nepal: Issues, challenges, and way forward' on 22 November, 2018. UGC authorities, Vice-Chancellors of different Universities and Health Science Academies, other officials of universities, practitioners, experts, and peer reviewers of higher education, officials of the UGC, and media personnel have participated HEQAAC 14 Annual Report 2075/076 (2018/019)

in the program. The main objective of the program was to dig- out recent issues and challenges underlying in Nepali QAA system and process, along with to explore possible way forward to address them. The UGC had expected policy level input from the stakeholders so that they could be addressed while implementing the Peer Review Report hand over during exit meeting at JSMMC QAA system in Nepali higher education. Similar to this, QAAD organized another interaction program on 'Engineering Education in Nepal: Future Perspective and Challenges' on 10 May, 2019. The program was jointly organized with Nepal Engineering Council in company with the Association of Engineering College of Nepal (AECON).The main objective of the program was to make the stakeholders of engineering and technical higher education, including AECON members, aware on QAA process in to all the member colleges. There are 49 HEIs providing engineering education. Among them, AECON is the association of private engineering colleges. Thus, the representatives of 36 colleges providing engineering education were participated in the program. (d) Basic Orientation to the Participating HEIs: The QAAD organized two separate orientation programs on 26 September, 2018 and 31 May, 2019 for the QAA participating HEIs. The first was a refresher program for those HEIs, whose LoI has been approved but SSR preparation was not initiated for some years. A total of 65 individuals representing 17 HEIs attended the program. The staff from QAAD and two experts from the Technical Committee facilitated the orientation program. The second program was for the new HEIs, who have just been entered into the QAA process by getting approval of their LoI. This program was facilitated by the staff at QAAD. A total of 57 participants from 12 different HEIs attended the orientation program. (e) Technical Facilitation for SSR Preparation: An intensive facilitation workshop has been conducted to assist the preparation and finalization of SSR of participating HEIs on 24-28 June, 2019. The program was organized to facilitate the remaining process of 25 HEIs, where preparatory visit have been made. However, PRT interacting with stakeholders of the college during Peer Review of KBC HEQAAC 2075/076 (2018/019) Annual Report 15

participants from six other HEIs were also attended the program. The chairperson of CMC and Head of the Institution along with all the SAT members from all the HEIs participated in the program. The QAAD team along with three Members of the Technical Committee facilitated the participants. A total of 110 stakeholders from 30 QAA participating HEIs have been benefited from such program. (f) Formation of Strategic Plan Drafting Committee: The UGC decided to form a high level strategic plan drafting committee to propose the QAA plan, program, policies and strategies including the vision, mission, goals and objectives of the HEQAAC. The committee was formed in 18 May, 2019 (04 Jestha, 2076) under the chair of UGC Chairperson Prof. Dr. Bhim Prasad Subedi. Other members of the committee include Prof. Dr. Pushkar Bajracharya, Prof. Dr. Jai Raj Awasthi, Prof. Dr. Bhola Thapa, and Prof. Dr. Kushum Shakya. The QAAD Director Dr. Rishikesh Pandey has been assigned as member secretary in the committee. 2.2 Assessment Visits The HEQAAC has adopted formative approach in enabling the HEIs for gaining the status of institutional accreditation. Once the SSR of a HEI is accepted for assessment purpose by the TC, HEQAAC forms the PRT. The PRT commences the following three types of visits to the institutions during the period of their assessment.

2.2.1 Preparatory Visits The PRT Coordinator along with a UGC staff member conducts preparatory visit to respective HEI generally for three days. The main purpose of this visit is to check whether the institution is ready for assessment or not, and to facilitate the HEI to be prepared for PRT assessment. The pre-visit team validates the compliance of related activities with the documents produced and claims as proofs, and also observes the fulfillment status of the indicators for assessment. In this regard, 24 pre-visits were conducted and/or completed during the reporting year.

2.2.2 Peer Review Team's Assessment Visits After submission of the pre-visit response report by respective HEIs, QAAD plans for the PRT's assessment visits. This visit lasts for 4-5 days based on the size and nature of the participating

HEIs. The team consists of Coordinator, foreign expert, two other national 25 experts and a staff member. 22 This assessment will 20 generally be participative, suggestive and responsive. 15 A narrative report along with quantitative marking 10 is produced by the PRT of Number HEIs 5 4 based on observation, 3 3 assessment, interaction, 1 0 and document review. The Central Department School Constituent HEIs Community HEIs Private HEIs report is agreed by both Type of HEIs the parties and handed over to each other. The Figure 5: Accredited HEIs by Type HEQAAC acknowledges Figure 13: Accredited HEIs by Type the completion of QAA Cycle and decides for recommendation to UGC based on this report. The QAAD has conducted and completed 22 such assessment visits during the year. HEQAAC 16 Annual Report 2075/076 (2018/019)

2.2.3 PTR's Follow-up Visits After completion of the PRT's assessment, the HEI responds to the given recommendations and submits the PRT response report. The HEQAAC decides whether to conduct a follow-up visit or to proceed ahead without the visit, based on the progress reported in the response report. The QAAD has conducted and completed 5 such follow-up visits during the year. The figure 6 comprehensively details the status of different assessments conducted and completed so far during the year.

14 12 12 11

10

8 6 6 5 4 4 4 Number Number HEIsof 4

2 1

0 Central Constituent Community Private HEIs Central Constituent Community Community Department/ HEIs HEIs Department/ HEIs HEIs HEIs School School Preparatory Assessment Visit Peer Review Team Visit Follow Up Visit

Field Assessment Visit

FigureFigure – 6: 5 :Assessment Assessment statusstatus of of the the participating participating HEIs HEIs

2.3 Networking and Outreach The UGC has given due attention to establish and extend the national-international networking on QAA with related agencies. These networks provide platforms for interaction, exposure and facilitation for capacity development and sharing of ideas. Further, it has conducted many outreach activities to facilitate the participating HEIs in many respects. This section of the report has been spelt out in detail about the same. 2.3.1 Establishment of Internal Quality Assurance System (IQAS) in the HEIs and Universities The initiation of QAAD in establishing IQAS in universities and HEIs has been positively materialized in the recent days. As a result, Tribhuvan University (TU), Mid-western University Participants taking part in the Interaction Program (MWU), Far-western University HEQAAC 2075/076 (2018/019) Annual Report 17

(FWU), (PokU), and Purbanchal University (PU) have formed Internal Quality Assurance Committee (IQAC) with statutory provision and functional guidelines. A separate office of the IQAC, as a secretariat, has also been set up in TU, MWU and PU along with required officials. Remaining universities are in the process of establishing IQAS to which the division is coordinating and facilitating. Similarly, 14 IQACs

Central Department/School with separate official Private HEIs arrangements have been established in 29, 9% the 14 accredited 93, 29% Constituent HEIs HEIs, among the 33 68, 21% accredited HEIs. A duly approved functional

135, 41% guideline has been in Community HEIs operation. The draft of the HEQAAC - IQAC guideline has been prepared and is in the process of necessary approval. The QAAD is coordinating Figure 7: LOI Approved HEIs by Type/Nature to facilitate the establishment of IQAC and make it functionalFigure 6: inLOI all Approved the remaining HEIs by Type accredited/Nature HEIs, and also in other HEIs that are in the process of QAA. 2.3.2 International Networking

The UGC Nepal has its membership with the Asia Pacific Quality Network (APQN) and the International Network for Quality Assurance Agencies in Higher Education (INQAAHE) since 2012. The membership is renewed annually. Sudurpaschim Province , As a member, UGC's 25, 8% participation in the Karnali Province , 17, 5% international forums Province 2, 14, 4% in regards to QAA is Province 1, 42, 13% moderately satisfactory, Province 5, 35, 11% although not sufficient. Gandaki Province, 32, 10% Similarly, UGC Nepal and NAAC India had Bagmati Province, 160, a MoU related to 49% QAA implementation between the two agencies. The former MoU was expired in

2015 and now the new FigureFigure 8: 8Province-wise:Province-wise LOI ApprovedLOI Approved HEIs HEIs MoU is in the process of signing. HEQAAC 18 Annual Report 2075/076 (2018/019)

2.3.3 Outreach Activities The QAA Division, UGC has conducted different outreach activities to facilitate the SSR preparation process for participatory HEIs. On-the-spot individual facilitation to the HEIs and assistance in groups of different cluster has also been conducted to address the practical needs of HEIs. In this regard, 55 HEIs have been facilitated by 18 team of different expert. The focus of the facilitation was to solve their practical problems related to QAA process and document preparation. Annex – 6 details the facilitated HEIs, involved team, and the date of facilitation as outreach activity of the division.

350 325

300

250

200

135 77

150 Number of HEIs

93 76 68

100 44 50 7 50 18 33 29 50 6 9 22 11 4 3 8 8 4 9 3 3 5 3 3 1 3

0 Central School Constituent HEIs Community HEIs Private HEIs Total Department

LoI Approved SSR Approved PRT Formed QAA Cycle Completed Accredited

Nature/Type of HEIs

FigureFigure 109: :QAA QAA Participation Participation by by Types Types of HEIsof HEIs

HEQAAC 2075/076 (2018/019) Annual Report 19

2.4 Good Practices Generally, a Good Practice (GP) in the context of quality higher education is such practice that adds values in implementation and refines results as well as outcomes. These practices need not only to be innovative but should add value on any aspect of quality higher 300 266 education. In most of the 250 cases, it may be identified initially as an informal 200 practice, but later, could be noticed as a Good Pratice. 150 In general, good practice is that, which has not been Number of HEIs 100 practiced by others, and/ or not disseminated in the 50 14 14 7 10 11 similarcommunity widely. 1 1 1 0 TU KU PU PoKU MWU FWU LBU AFU Foreign According to NAAC University

(2019) 'good practice' is a UNIVERSITY potential activity practiced in higher education, which Figure 10:Figure QAA 11: QAA Participation Participation by University by University adds value to its process and outcomes. It serves the purpose of creating positive contribution in particular that are emerging from regional and international jurisdictions to promote success for all learners. Good Practice has been an interest of all, who are concerned with quality assurance in higher education in particular to external quality assurance agencies so it has significant contribution in policy making, novelty and innovations in higher education (INQAAHE, 2018). As the global trend of identifying GP is concerned, it is generally carried out in three ways - self declaration of good practices; identification and validation of good practices by recognized networks and agencies; and identification of good practices through literature review/research study.

Several international quality 30 assurance networks (such 27 as INQAAHE, ENQA, CHEA, 25 OECD) have contributed for the promotion 20 of good practices in quality assurance, both 15 internally and externally.

Number of of HEIs Number Many quality assurance 10 agencies also have taken part in identification and 5 4 dissemination of good 1 1 practices in their process. 0 Tribhuvan University (TU) (KU) Purbanchal University (PU) Far Western University (FWU) Involvement of foreign University expert/academics in the

peer review team for Figure Figure11: Accredited 12: Accredited HEIs HEIs by Universityby University institutional accreditation

HEQAAC 20 Annual Report 2075/076 (2018/019)

(HEQAAC, UGC Nepal); 14 student satisfaction survey 13 as part of assessment and 12 accreditation process (NAAC, India); internship program for 10 international quality assurance 8 8 officials (MQA, Malaysia); 6 involvement of student and 5 employer representatives in 4 4 the accreditation process 3 and review panel (MNCEA, 2

Mongolia); and professional 0 0 0 training workshop in quality Province 1 Province 2 Bagmati Province Gandaki Province Province 5 Karnali Province Sudurpaschim Province assurance for quality assurance practitioners and Figure 12: Province-wiseFigure 14: Distribution Distribution of Accreditation byof Province Accredited HEIs professionals (HKCAAVQ, Hong Kong) are some of the examples of internationally recognized good practices. Many national and international HEIs have their own GP, which are good lessons not only to learn but also to adopt so that they help adding values in their entire services. The main purpose of sharing good practices of QAA across the higher education community is for the betterment and quality enhancement rather than identification, reporting and certification. As Good Practice implemented by Nepali quality assurance agency (HEQAAC) is of concerned, the involvement of foreign expert in the PRT; the portfolio meeting of the PRT before the field visit; preparatory visit to the participatory HEIs to develop them ready for PRT assessment; and presentation of the assessment result and PRT report by the PRT coordinator in HEQAAC meeting are some to be noticed. Similar to this, practice of autonomous curriculum; practice of soft skill and non- credit courses; separate examination hall; radio broadcast of academic activities of the HEIs; yoga classes to the community people; involvement of students and employers in IQAC; comprehensive guidelines to govern the quality assurance system, Peer Review Team studying documents of the HEI during Peer Review are some of the important GP practiced by the Nepali HEIs. Thus, an attempt has been made here to present some of the good practices of Nepali quality assurance agency and HEIs that have added values in their educational practices. Annex – 7 of the report has presented some of them in details. HEQAAC 2075/076 (2018/019) Annual Report 21

CHAPTER THREE CRITICAL APPRAISAL AND WAY FORWARD

3.1 Critical Appraisal of Nepali QAA System The HEQAAC, a functionally autonomous agency of the UGC, is implementing QAA related activities in the country. The table below presents the critical appraisal of Nepali QAA system as observed by the QAAD. Table -2: Critical Appraisal of Nepali QAA System

Area of Detail Description Appraisal • The system is well defined and is acknowledged by national policies on higher education • The practice is systematic and is governed by UGC Act, EQAA Regulations, and HEQAA Directives • Implemented by a functionally autonomous agency of UGC Nepal (i.e., HEQAAC) • A member of globally recognized QAA networks (APQN and INQAAHE) • MoU with international accreditation agency (NAAC) Strengths • Nationally recognized and reputed system of higher education reforms and development • Adopted a formative approach that encourages HEIs and facilitates them be accredited • Attraction of HEIs of the country for obtaining accreditation • Nationwide increase in awareness on QAA system and process • Involvement of foreign expert in PRT • Participation of regulatory councils in PRT • Inadequate statutory status (not governed by separate act) that makes it difficult to convince HEIs for QAA, and makes it problematic in rewards and punishment system • Insufficient staffing to facilitate the system operation • Inadequate monitoring of accredited HEIs • Inadequate performance of accredited HEIs • Lack of financial autonomy Learning(s) • Poor QAA EMIS/lack of centralized EMIS draining resources for poor quality EMIS • Lack of online system of submission and assessment • Insufficient acknowledgement by the university authorities and inadequate cooperation • ‘One coat fits all model’ is challenging for HEIs meeting the requirements • Only implementation of Institutional Accreditation • Poor Internal Quality Assurance System (IQAS) of the participating HEIs • No practice of Academic and Administrative Audit at HEIs HEQAAC 22 Annual Report 2075/076 (2018/019)

Area of Detail Description Appraisal • The HEIs interested in QAA are increasing rapidly • Defined VMGO • QAAD in process of preparing strategic plan • HEQAAC agreed upon developing and implementing different quality criteria for different HEIs based upon the nature of governance and the degree they offer • Enhanced national and international linkages and networks Opportunities • A relatively large number of experts to review HEIs under QAA system • National Education Policy recognizes QAA system and process • Encouraging engagement of professional councils in the implementation of QAA system • Transforming to more credible system of higher education reforms and development through QAA system and process • Getting accreditation of national quality assurance agency (HEQAAC) from the recognized international accreditation agency • Meeting global standard of accreditation • Getting commitment from all the universities towards the QAA journey • Bringing all the HEIs within QAA system Concerns/ • Establishing the IQAS in all the participating HEIs and making them fully functional Challenges as required • Minimizing the time taken by participating HEIs to get accreditation • Minimizing the process and enhancing the assessment • Developing capacity of QAAD and its staff • Ensuring sustainability of the achievements and continuation of the system • Establishing separate QAA Board to regulate national system of accreditation

3.2 Way Forward and cooperation among the University Level IQAC and UGC/QAAD Based on the aforementioned critical appraisal of Nepali QAA system, followings (f) Development and promotion of internal are some of the possible ways to be adopted quality assurance system in HEIs for smooth implementation of QAA system (g) Mandatory provision for submission in the country. of Academic and Administrative Audit (a) Nation-wide QAA awareness campaign report by the accredited HEIs (b) Effective implementation of National (h) Developing and implementing interactive Education Policy, 2076 website for QAA process (c) Establishment of an autonomous and free (i) Develop/establish national EMIS and link national system of accreditation with it with QAAD and all the HEIs legal binding (j) Professional development and refresher (d) Linking QAA with affiliation, autonomy, to roster experts and QAAD staff and grants support (k) Timely updating and revision of related (e) Enhance and strengthen coordination documents including the National Quality Framework (NQF) HEQAAC 2075/076 (2018/019) Annual Report 23

REFERENCES

GoN (2019). National education policy. Kathmandu: Ministry of Education, Science, and Technology, Government of Nepal.

INQAAHE (2018). INQAAHE guidelines of good practice: Procedures manual. Barcelona: International Network for Quality Assurance Agency in Higher Education.

NAAC (2019). Good practices of quality assurance and accreditation agencies across the globe. Banglore: National Assessment and Accreditation Council.

UGC (2018). QAA for higher education in Nepal: A brief guidelines. Sanothimi: QAAD, University Grants Commission.

UGC (2019). EMIS report on higher education, 2074/075. Sanothimi: University Grants Commission.

UGC (2019). HEQAAC annual report, 2074/075. Sanothimi: QAAD, University Grants Commission.

UGC (2019). UGC annual report, 2074/075. Sanothimi: University Grants Commission. HEQAAC 24 Annual Report 2075/076 (2018/019)

Annex – 2: Major Decisions Made by the HEQAAC

Date of SN Decision No. Decisions of HEQAAC Meeting

Recommendation for the accreditation of International School of Tourism and Hotel 70 Management to UGC

The recognition of the accreditation duration is valid only within the validity of the 69 affiliation period of the affiliated HEIs Acknowledging the QAA Cycle Completion of the five HEIs 1 05 Jestha, 2076 (a) , Lalitpur (b) , Jhapa 68 (c) Kabhre Multiple Campus, Kavre (d) Manthali Sahid Smriti Multiple Campus, Ramechhap (e) International School of Tourism and Hotel Management, Gyaneswor APPENDICES Welcoming the newly appointed QAA Director Dr. Rishikesh Pandey and Mr. Ram 67 Sharam Sapkota, Joint Secretary, MoEST as HEQAAC Members 08 Baishak, 66 Approval of the annual budget of HEQAAC for FY 2076/77 2 Annex – 1: The Composition of the HEQAAC 2076 65 Recommendation to UGC for the formation of QAA Startegic Plan Drafting Committee Change in the PRT member for (a) Aishwarya Multiple Campus, Kailali (b) Resunga 64 Multiple Campus, Gulmi (c) Siddhajyoti Shikshya Campus, Sindhuli Portfolio Official Designation Name Formation of Peer Review Team (PRT) for the four HEIs: Chairperson Chairman, UGC Prof. Dr. Bhim Prasad Subedi (a) Gupteshwor Mahadev Multiple Campus, Kaski Member Secretary, UGC Prof. Dr. Dev Raj Adhikari 63 (b) Pathari Multiple Campus, Morang Prof. Dr. Upendra Pradhananga (c) Kantipur City College, Kathmandu Three prominent professors nominated by Prof. Dr. Bharat Jha (d) Kathmandu Bernhardt College, Kathmandu UGC as experts Prof. Dr. Kushum Shakya Acknowledging the QAA Cycle Completion of the four HEIs Prof. Dr. Dharma Kant Banskota (NMC) (a) Aishwarya Multiple Campus, Kailali Members Prof. Dr. Satya Narayan Shah (NEC) 62 (b) Siddhajyoti Shikshya Campus, Sindhuli Four Chairpersons represented from Prof. Dr. Dilli Raman Niraula (NEC) (c) Resunga Multiple Campus, Gulmi professional councils & nominated by UGC Prof. Dr. Keshav Dhwoj Joshi (NPC) (d) Rammani Multiple Campus, Rupandehi Prof. Goma Niraula (NNC) 61 Change in PRT member for Manthali Sahid Smriti Multiple Campus, Ramechhap 27 Falgun, Joint Secretary, Ministry of Education, Science Ms. Dev Kumari Guragain and 3 Amendment in existing criteria for institutional accreditation (from 8 criteria to 7 2075 60 and Technology (MoEST) Mr. Ram Sharan Sapkota criteria) Mr. Subas Chandra Dhungel and Provisioning the "Declaration of No Conflict of Interest" by both the PRT experts and Member Secretary Director, QAA Division 59 Dr. Rishikesh Pandey participating HEIs before initiating the Peer Review process 58 Formation of Peer Review Team (PRT) for Karfok Vidhya Mandir Multiple Campus, Ilam Recommendation for the accreditation of the two HEIs to UGC: 57 (a) Hari Khetan Multiple Campus, Parsa (b) Tikapur Multiple Campus, Kailali Acknowledging the QAA Cycle Completion of Tikapur Multiple Campus, Kailali and decided to request International School of Tourism and Hotel Management for the 56 submission of additional documents related to (a) affiliation and (b) action plan based on the PRT recommendation Endorsement of the formation of Peer Review Team (PRT) for the two HEIs: 55 (a) Jana Bhawana Campus, Lalitpur (b) Rammani Campus, Rupandehi 4 14 Magh, 2075 54 Not decided on any resolutions 53 Not decided on the resolutions Recommendation for the accreditation of the four HEIs to UGC: (a) Central Department of Botany, TU, Kathmandu 5 15 Paush, 2075 52 (b) , Kaski (c) Triyuga Janta Multiple Campus, Udayapur (d) Siddhartha Gautam Buddha Campus, Rupandehi HEQAAC 2075/076 (2018/019) Annual Report 25

Annex – 2: Major Decisions Made by the HEQAAC

Date of SN Decision No. Decisions of HEQAAC Meeting

Recommendation for the accreditation of International School of Tourism and Hotel 70 Management to UGC

The recognition of the accreditation duration is valid only within the validity of the 69 affiliation period of the affiliated HEIs Acknowledging the QAA Cycle Completion of the five HEIs 1 05 Jestha, 2076 (a) Pulchowk Campus, Lalitpur (b) Mechi Multiple Campus, Jhapa 68 (c) Kabhre Multiple Campus, Kavre (d) Manthali Sahid Smriti Multiple Campus, Ramechhap (e) International School of Tourism and Hotel Management, Gyaneswor Welcoming the newly appointed QAA Director Dr. Rishikesh Pandey and Mr. Ram 67 Sharam Sapkota, Joint Secretary, MoEST as HEQAAC Members 08 Baishak, 66 Approval of the annual budget of HEQAAC for FY 2076/77 2 Annex – 1: The Composition of the HEQAAC 2076 65 Recommendation to UGC for the formation of QAA Startegic Plan Drafting Committee Change in the PRT member for (a) Aishwarya Multiple Campus, Kailali (b) Resunga 64 Multiple Campus, Gulmi (c) Siddhajyoti Shikshya Campus, Sindhuli Portfolio Official Designation Name Formation of Peer Review Team (PRT) for the four HEIs: Chairperson Chairman, UGC Prof. Dr. Bhim Prasad Subedi (a) Gupteshwor Mahadev Multiple Campus, Kaski Member Secretary, UGC Prof. Dr. Dev Raj Adhikari 63 (b) Pathari Multiple Campus, Morang Prof. Dr. Upendra Pradhananga (c) Kantipur City College, Kathmandu Three prominent professors nominated by Prof. Dr. Bharat Jha (d) Kathmandu Bernhardt College, Kathmandu UGC as experts Prof. Dr. Kushum Shakya Acknowledging the QAA Cycle Completion of the four HEIs Prof. Dr. Dharma Kant Banskota (NMC) (a) Aishwarya Multiple Campus, Kailali Members Prof. Dr. Satya Narayan Shah (NEC) 62 (b) Siddhajyoti Shikshya Campus, Sindhuli Four Chairpersons represented from Prof. Dr. Dilli Raman Niraula (NEC) (c) Resunga Multiple Campus, Gulmi professional councils & nominated by UGC Prof. Dr. Keshav Dhwoj Joshi (NPC) (d) Rammani Multiple Campus, Rupandehi Prof. Goma Niraula (NNC) 61 Change in PRT member for Manthali Sahid Smriti Multiple Campus, Ramechhap 27 Falgun, Joint Secretary, Ministry of Education, Science Ms. Dev Kumari Guragain and 3 Amendment in existing criteria for institutional accreditation (from 8 criteria to 7 2075 60 and Technology (MoEST) Mr. Ram Sharan Sapkota criteria) Mr. Subas Chandra Dhungel and Provisioning the "Declaration of No Conflict of Interest" by both the PRT experts and Member Secretary Director, QAA Division 59 Dr. Rishikesh Pandey participating HEIs before initiating the Peer Review process 58 Formation of Peer Review Team (PRT) for Karfok Vidhya Mandir Multiple Campus, Ilam Recommendation for the accreditation of the two HEIs to UGC: 57 (a) Hari Khetan Multiple Campus, Parsa (b) Tikapur Multiple Campus, Kailali Acknowledging the QAA Cycle Completion of Tikapur Multiple Campus, Kailali and decided to request International School of Tourism and Hotel Management for the 56 submission of additional documents related to (a) affiliation and (b) action plan based on the PRT recommendation Endorsement of the formation of Peer Review Team (PRT) for the two HEIs: 55 (a) Jana Bhawana Campus, Lalitpur (b) Rammani Campus, Rupandehi 4 14 Magh, 2075 54 Not decided on any resolutions 53 Not decided on the resolutions Recommendation for the accreditation of the four HEIs to UGC: (a) Central Department of Botany, TU, Kathmandu 5 15 Paush, 2075 52 (b) Prithvi Narayan Campus, Kaski (c) Triyuga Janta Multiple Campus, Udayapur (d) Siddhartha Gautam Buddha Campus, Rupandehi HEQAAC 26 Annual Report 2075/076 (2018/019)

Date of Date of SN Decision No. Decisions of HEQAAC SN Decision No. Decisions of HEQAAC Meeting Meeting Acknowledging the QAA Cycle Completion of the two HEIs and wider, if necessary 51 (a) Prithvi Narayan Campus, Kaski Decided for further discussion to make decision for accreditation of Global College of 37 (b) Central Department of Botany, TU, Kathmandu Management, Kathmandu (a) Initiation for the renewal of membership with APQN, and INQAAHE, and exploring Acknowledging the QAA Cycle Completion of the following HEIs: 50 possible membership with CHEA (a) Triyuga Janta Multiple Campus, Udayapur 36 (b) Update Foreign Experts' Roster by the QAAD (b) Hari Khetan Multiple Campus, Parsa 14 Mangsir, 6 49 Acknowledging the QAA Cycle Completion of School of Science, KU, Kabhre (c) Babai Multiple Campus, Bardiya 2075 Formation of Peer Review Team (PRT) for the two HEIs: Notice for preparation of Assessor's Roster along with their minimum qualification and 35 48 (a) Pulchowk Campus, Lalitpur experience. (b) Myagdi Multiple Campus, Myagdi Formation of PRT for the five HEIs based on the recommendation of TC: 9 27 Jestha, 2075 47 Not decided on the resolution (a) J.S. Murarka Campus, Siraha Seeking consent of UGC for necessary discussion on the minimum eligible marking for (b) School of Arts, KU, Lalitpur 46 34 accreditation of the participating HEIs (c) Kanchan Vidya Mandir Samudayik College, Kanchanpur Request the Accredited HEIS for action plan to address the PRT Recommendation and (d) International School of Tourism and Hotel Management, Kathamndu 45 7 28 Kartik, 2075 conduct desk monitoring as well as field monitoring, if needed. (e) Shahid Narayan Pokharel Ramapur Campus, Rupandehi Updating the Roster of Foreign Experts including NAAC Experts and others to ensure Recommendation for the accreditation of the three HEIs to UGC: 44 their participation in Peer Review of Nepali HEIs. Furtherance of the MOUs for the (a) Balkumari College, Chitwan (Re-accreditation) 33 mobilization of foreign experts in QAA related assignments (b) Kailali Multiple Campus, Kailali (Re-accreditation) 43 Recommendation for the accreditation of Janta Multiple Campus, Sunsari to UGC (c) Dibyajyoti Multiple Campus, Nawalparasai Formation of Peer Review Team (PRT) for the three HEIs: 32 Approval of the amendment in the LOI Form as per revised Eligibility Criteria (a) Resunga Multiple Campus, Gulmi Recommended for the rate of honorarium and allowance to be provided for experts 42 31 (b) Nilkantha Multiple Campus, Dhading 28 Chaitra, and staff involved in different activities, programs and meetings related to QAA 10 (c) School of Development and Social Engineering, PoKu, Kaski 2074 Include facilitation visit as a formative process to assist the participating HEIs in the 30 Recommendation for the accreditation of the five HEIs to UGC: regular tire of pre-visit, PRT visit and follow-up visit (a) Janapriya Multiple Campus, Kaski (Re-accreditation) 29 Recommendation for the accreditation of Makwanpur Campus, Makwanpur to UGC (b) Central Department of Environmental Sciences, TU, Kathmandu Delegation of certain administrative and technical power of the HEQAAC to the council 41 28 (c) Central Department of Biotechnology, TU, Kathmandu chairperson to make immediate decisions and inform to the council later on (d) School of Education, KU, Lalitpur Recommendation for the re-accreditation of Lumbini Banijya Campus, Rupandehi to 27 (e) School of Arts, KU, Lalitpur UGC Same assessment process to be followed for foreign affiliated Nepali HEIs in their Peer 26 Changes of PRT Coordinator and Members for Hari Khetan Multiple Campus 40 Review Approval of the amendments in the eligibility criteria for LOI application submission 25 Acknowledging the QAA Cycle Completion of the two HEIs and SSR submission 07 Chaitra, 39 (a) School of Education, KU, Lalitpur 11 Formation of PRT for the four HEIs based on the recommendation of TC: 2074 (b) School of Arts, KU, Lalitpur (a) Janapriya Multiple Campus, Kaski Endorsement of the following decisions made by Chairman Level: 24 (b) Ghodaghodi Multiple Campus, Kailali A. As per the recommendation of TC, formation of PRT for the six HEIs: 29 Ashwin, (c) School of Business, PoKU, Kaski 8 (a) Prithvi Narayan Campus, Kaski 2075 (d) School of Health and Allied Sciences, PoKU, Kaski (b) Aishwarya Multiple Campus, Kailali 23 Recommendation for the accreditation of Rupandehi Campus, Rupandehi to UGC (c) Engineering College, Kailali Endorsement of the changes of PRT for Balkumari College, Chitwan and 22 (d) School of Sciences, KU, Kabhre acknowledging the QAA Cycle Completion of the same HEI (e) , Kathmandu Decided to conduct Orientation Program in UGC Seminar Hall on 10 Falgun 2074 to all 12 11 Magh, 2074 21 (f) Tikapur Multiple Campus, Kailali the Engineering Colleges of Nepal B. Acknowledging the Completion of QAA Cycle for the five HEIs: 20 Accept the LOI submitted by International School of Tourism and Hotel Management (a) Janta Multiple Campus, Sunsari 38 19 Conduct snap visit to the HEIs, if needed (b) Janapriya Multiple Campus, Kaski Ask for written information about TU affiliated programs in Global College of (c) Siddhartha Gautam Buddha Campus, Rupandehi 18 Management and proceed the remaining process of accreditation based on that (d) Central Department of Environmental Sciences, TU, Kathmandu information (e) Central Department of Biotechnology, TU, Kathmandu Formation of Peer Review Team (PRT) for the three HEIs: C. Changes of PRT Coordinator and Members for (a) Siddhartha Gautam Buddha Campus, Rupandehi i. Siddhartha Gautam Buddha Campus, Rupandehi 17 (b) Purchaudi Multiple Campus, Baitadi ii. School of Arts, KU, Lalitpur (c) Kathmandu University School of Management (KUSOM), Lalitpur iii. School of Education, KU, Lalitpur Recommended to the UGC to provision rules and regulations for mandatory D. Propose UGC to conduct discussion/interaction program with active participation of 24 Mangsir, 16 13 participation of HEIs in QAA Process. all the professional councils to make QAA related practice enhanced, well-managed, 2074 15 A. Recommendation for the accreditation of the two HEIs to UGC: HEQAAC 2075/076 (2018/019) Annual Report 27

Date of Date of SN Decision No. Decisions of HEQAAC SN Decision No. Decisions of HEQAAC Meeting Meeting Acknowledging the QAA Cycle Completion of the two HEIs and wider, if necessary 51 (a) Prithvi Narayan Campus, Kaski Decided for further discussion to make decision for accreditation of Global College of 37 (b) Central Department of Botany, TU, Kathmandu Management, Kathmandu (a) Initiation for the renewal of membership with APQN, and INQAAHE, and exploring Acknowledging the QAA Cycle Completion of the following HEIs: 50 possible membership with CHEA (a) Triyuga Janta Multiple Campus, Udayapur 36 (b) Update Foreign Experts' Roster by the QAAD (b) Hari Khetan Multiple Campus, Parsa 14 Mangsir, 6 49 Acknowledging the QAA Cycle Completion of School of Science, KU, Kabhre (c) Babai Multiple Campus, Bardiya 2075 Formation of Peer Review Team (PRT) for the two HEIs: Notice for preparation of Assessor's Roster along with their minimum qualification and 35 48 (a) Pulchowk Campus, Lalitpur experience. (b) Myagdi Multiple Campus, Myagdi Formation of PRT for the five HEIs based on the recommendation of TC: 9 27 Jestha, 2075 47 Not decided on the resolution (a) J.S. Murarka Campus, Siraha Seeking consent of UGC for necessary discussion on the minimum eligible marking for (b) School of Arts, KU, Lalitpur 46 34 accreditation of the participating HEIs (c) Kanchan Vidya Mandir Samudayik College, Kanchanpur Request the Accredited HEIS for action plan to address the PRT Recommendation and (d) International School of Tourism and Hotel Management, Kathamndu 45 7 28 Kartik, 2075 conduct desk monitoring as well as field monitoring, if needed. (e) Shahid Narayan Pokharel Ramapur Campus, Rupandehi Updating the Roster of Foreign Experts including NAAC Experts and others to ensure Recommendation for the accreditation of the three HEIs to UGC: 44 their participation in Peer Review of Nepali HEIs. Furtherance of the MOUs for the (a) Balkumari College, Chitwan (Re-accreditation) 33 mobilization of foreign experts in QAA related assignments (b) Kailali Multiple Campus, Kailali (Re-accreditation) 43 Recommendation for the accreditation of Janta Multiple Campus, Sunsari to UGC (c) Dibyajyoti Multiple Campus, Nawalparasai Formation of Peer Review Team (PRT) for the three HEIs: 32 Approval of the amendment in the LOI Form as per revised Eligibility Criteria (a) Resunga Multiple Campus, Gulmi Recommended for the rate of honorarium and allowance to be provided for experts 42 31 (b) Nilkantha Multiple Campus, Dhading 28 Chaitra, and staff involved in different activities, programs and meetings related to QAA 10 (c) School of Development and Social Engineering, PoKu, Kaski 2074 Include facilitation visit as a formative process to assist the participating HEIs in the 30 Recommendation for the accreditation of the five HEIs to UGC: regular tire of pre-visit, PRT visit and follow-up visit (a) Janapriya Multiple Campus, Kaski (Re-accreditation) 29 Recommendation for the accreditation of Makwanpur Campus, Makwanpur to UGC (b) Central Department of Environmental Sciences, TU, Kathmandu Delegation of certain administrative and technical power of the HEQAAC to the council 41 28 (c) Central Department of Biotechnology, TU, Kathmandu chairperson to make immediate decisions and inform to the council later on (d) School of Education, KU, Lalitpur Recommendation for the re-accreditation of Lumbini Banijya Campus, Rupandehi to 27 (e) School of Arts, KU, Lalitpur UGC Same assessment process to be followed for foreign affiliated Nepali HEIs in their Peer 26 Changes of PRT Coordinator and Members for Hari Khetan Multiple Campus 40 Review Approval of the amendments in the eligibility criteria for LOI application submission 25 Acknowledging the QAA Cycle Completion of the two HEIs and SSR submission 07 Chaitra, 39 (a) School of Education, KU, Lalitpur 11 Formation of PRT for the four HEIs based on the recommendation of TC: 2074 (b) School of Arts, KU, Lalitpur (a) Janapriya Multiple Campus, Kaski Endorsement of the following decisions made by Chairman Level: 24 (b) Ghodaghodi Multiple Campus, Kailali A. As per the recommendation of TC, formation of PRT for the six HEIs: 29 Ashwin, (c) School of Business, PoKU, Kaski 8 (a) Prithvi Narayan Campus, Kaski 2075 (d) School of Health and Allied Sciences, PoKU, Kaski (b) Aishwarya Multiple Campus, Kailali 23 Recommendation for the accreditation of Rupandehi Campus, Rupandehi to UGC (c) Dhangadhi Engineering College, Kailali Endorsement of the changes of PRT for Balkumari College, Chitwan and 22 (d) School of Sciences, KU, Kabhre acknowledging the QAA Cycle Completion of the same HEI (e) Thapathali Campus, Kathmandu Decided to conduct Orientation Program in UGC Seminar Hall on 10 Falgun 2074 to all 12 11 Magh, 2074 21 (f) Tikapur Multiple Campus, Kailali the Engineering Colleges of Nepal B. Acknowledging the Completion of QAA Cycle for the five HEIs: 20 Accept the LOI submitted by International School of Tourism and Hotel Management (a) Janta Multiple Campus, Sunsari 38 19 Conduct snap visit to the HEIs, if needed (b) Janapriya Multiple Campus, Kaski Ask for written information about TU affiliated programs in Global College of (c) Siddhartha Gautam Buddha Campus, Rupandehi 18 Management and proceed the remaining process of accreditation based on that (d) Central Department of Environmental Sciences, TU, Kathmandu information (e) Central Department of Biotechnology, TU, Kathmandu Formation of Peer Review Team (PRT) for the three HEIs: C. Changes of PRT Coordinator and Members for (a) Siddhartha Gautam Buddha Campus, Rupandehi i. Siddhartha Gautam Buddha Campus, Rupandehi 17 (b) Purchaudi Multiple Campus, Baitadi ii. School of Arts, KU, Lalitpur (c) Kathmandu University School of Management (KUSOM), Lalitpur iii. School of Education, KU, Lalitpur Recommended to the UGC to provision rules and regulations for mandatory D. Propose UGC to conduct discussion/interaction program with active participation of 24 Mangsir, 16 13 participation of HEIs in QAA Process. all the professional councils to make QAA related practice enhanced, well-managed, 2074 15 A. Recommendation for the accreditation of the two HEIs to UGC: HEQAAC 28 Annual Report 2075/076 (2018/019)

Date of SN Decision No. Decisions of HEQAAC Annex – 3: The Composition of the TC Meeting (a) Mahakabi Devkota Campus, Nawalparasi (b) Damak Multiple Campus, Jhapa SN Name Institutional Involvement Designation B. Decided to recommend the UGC for the accreditation of only the legally registered 1. Dr. Shiba Kumar Rai Professor, Health Science, KU Coordinator HEIs 2. Dr. Basu Dev Kafley Professor, Education, TU Member 14 30 Kartik, 2074 14 Direction given to QAAD to suggest the amendment in the QAA Guidelines 3. Dr. Mana Pd. Wagley Professor, Education, TU/KU Member Passing Condolence resolution to acknowledge the untimely demise of Prof. Dr. 13 4. Dr. Chandralal Shrestha Professor, , TU Member Krishna Manandhar, HEQAAC member on 2074/05/09 5. Dr. Sunity Hada Shrestha Professor, Management, TU Member Formation of PRT for the three HEIs based on the recommendation of TC: 15 17 Kartik, 2074 6. Dr. Panna Bahadur Thapa Professor, Pharmacy, KU Member (a) Drabya Shah Multiple Campus, Gorkha 12 7. Mr. Subas Chandra Dhungel Director, QAAD, UGC Nepal Member Secretary (b) Dibyajyoti Multiple Campus, Nawalparasi Dr. Rishikesh Pandey (c) School of Education, KU, Lalitpur

Preparation of Annual Plan, Strategic Plan and Working Schedule for smooth 11 implementation of QAAD Activities

10 Preparation of the roster of assessors to be engaged in Peer Review Team Recommendation for the accreditation of Saptagandaki Multiple Campus, Chitwan to 9 Annex – 4: The QAAD Family UGC Acknowledging the QAA Cycle Completion of the three HEIs (a) Saptagandaki Multiple Campus, Chitwan 8 SN Name Designation Remarks (b) Mahakabi Devkota Campus, Nawalparasi 1. Mr. Subas Chandra Dhungel Director Deputation of the Chief Administrative Officer, (c) Damak Multiple Campus, Jhapa UGC Endorsement of the change in PRT Member for Mahakabi Devkota Campus; and for 7 2. Dr. Rishikesh Pandey Director Damak Multiple Campus 3. Prof. Dr. Basu Dev Kafle QAA Expert Consultant (a) Changes of PRT coordinators for Central Department of Environmental Science; 4. Prof. Dr. Chandralal Shrestha QAA Expert Consultant Hari Khetan Multiple Campus; Janajyoti Multiple Campus, Balkumari College; and Tej 6 5. Mr. Gopal Acharya Program Officer Ganga Multiple Campus 6. Mr. Narayan Prasad Bhandari IEC Assistant (b) Reformation of PRT for Janajyoti Multiple Campus 7. Ms. Mamata Prajapati Senior Assistant 19 Shrawan, Formation of a Committee for the preparation of the draft of QAA program directives 16 5 2074 and Working Procedure of QAAC meeting 8 Ms. Sita Dumre QAA Assistant Discussion regarding amendments on Eligibility Criteria for QAA participation and 9 Ms. Nabina Chaulagain QAA Assistant 4 registration fee 10 Ms. Aashma Adhikari QAA Assistant Changes of PRT Coordinator for Janajyoti Multiple Campus, and Central Department of 3 Environmental Science Formation of Peer Review Team (PRT) for the ten HEIs: (a) Triyuga Janata Multiple Campus, Udayapur (b) Janata Multiple Campus, Sunsari (c) Kabhre Multiple Campus, Kabhre 17 16 Asar, 2074 (d) Manthali Sahid Smriti Multiple Campus, Ramechhap 2 (e) Thakurram Multiple Campus, Parsa (f) Central Department of Biotechnology, TU, Kathmandu (g) Lumbni Banijya Campus, Rupandehi (h) Damak Multiple Campus, Jahpa (i) Kailali Multiple Campus, Kailali (j) Makwanpur Multiple Campus, Makawanpur 1 Re-formation of the Technical Committee

HEQAAC 2075/076 (2018/019) Annual Report 29

Date of SN Decision No. Decisions of HEQAAC Annex – 3: The Composition of the TC Meeting (a) Mahakabi Devkota Campus, Nawalparasi (b) Damak Multiple Campus, Jhapa SN Name Institutional Involvement Designation B. Decided to recommend the UGC for the accreditation of only the legally registered 1. Dr. Shiba Kumar Rai Professor, Health Science, KU Coordinator HEIs 2. Dr. Basu Dev Kafley Professor, Education, TU Member 14 30 Kartik, 2074 14 Direction given to QAAD to suggest the amendment in the QAA Guidelines 3. Dr. Mana Pd. Wagley Professor, Education, TU/KU Member Passing Condolence resolution to acknowledge the untimely demise of Prof. Dr. 13 4. Dr. Chandralal Shrestha Professor, Economics, TU Member Krishna Manandhar, HEQAAC member on 2074/05/09 5. Dr. Sunity Hada Shrestha Professor, Management, TU Member Formation of PRT for the three HEIs based on the recommendation of TC: 15 17 Kartik, 2074 6. Dr. Panna Bahadur Thapa Professor, Pharmacy, KU Member (a) Drabya Shah Multiple Campus, Gorkha 12 7. Mr. Subas Chandra Dhungel Director, QAAD, UGC Nepal Member Secretary (b) Dibyajyoti Multiple Campus, Nawalparasi Dr. Rishikesh Pandey (c) School of Education, KU, Lalitpur

Preparation of Annual Plan, Strategic Plan and Working Schedule for smooth 11 implementation of QAAD Activities

10 Preparation of the roster of assessors to be engaged in Peer Review Team Recommendation for the accreditation of Saptagandaki Multiple Campus, Chitwan to 9 Annex – 4: The QAAD Family UGC Acknowledging the QAA Cycle Completion of the three HEIs (a) Saptagandaki Multiple Campus, Chitwan 8 SN Name Designation Remarks (b) Mahakabi Devkota Campus, Nawalparasi 1. Mr. Subas Chandra Dhungel Director Deputation of the Chief Administrative Officer, (c) Damak Multiple Campus, Jhapa UGC Endorsement of the change in PRT Member for Mahakabi Devkota Campus; and for 7 2. Dr. Rishikesh Pandey Director Damak Multiple Campus 3. Prof. Dr. Basu Dev Kafle QAA Expert Consultant (a) Changes of PRT coordinators for Central Department of Environmental Science; 4. Prof. Dr. Chandralal Shrestha QAA Expert Consultant Hari Khetan Multiple Campus; Janajyoti Multiple Campus, Balkumari College; and Tej 6 5. Mr. Gopal Acharya Program Officer Ganga Multiple Campus 6. Mr. Narayan Prasad Bhandari IEC Assistant (b) Reformation of PRT for Janajyoti Multiple Campus 7. Ms. Mamata Prajapati Senior Assistant 19 Shrawan, Formation of a Committee for the preparation of the draft of QAA program directives 16 5 2074 and Working Procedure of QAAC meeting 8 Ms. Sita Dumre QAA Assistant Discussion regarding amendments on Eligibility Criteria for QAA participation and 9 Ms. Nabina Chaulagain QAA Assistant 4 registration fee 10 Ms. Aashma Adhikari QAA Assistant Changes of PRT Coordinator for Janajyoti Multiple Campus, and Central Department of 3 Environmental Science Formation of Peer Review Team (PRT) for the ten HEIs: Annex – 5: The Directors Headed the QAAD (a) Triyuga Janata Multiple Campus, Udayapur (b) Janata Multiple Campus, Sunsari (c) Kabhre Multiple Campus, Kabhre Tenure of Leadership Total Duration (Approx. 17 16 Asar, 2074 SN Name (d) Manthali Sahid Smriti Multiple Campus, Ramechhap From To in Year) 2 (e) Thakurram Multiple Campus, Parsa 1. Dr. Chandra Prasad Rijal 2064-02-26 2064-09-8 Six Months (f) Central Department of Biotechnology, TU, Kathmandu 2. Dr. Kushum Shakya 2065-03-17 2068-02-13 Three years (g) Lumbni Banijya Campus, Rupandehi 3. Prof. Dr. Kanhaiya RB Mathema 2068-06-01 2071-12-16 Three years & (h) Damak Multiple Campus, Jahpa six months (i) Kailali Multiple Campus, Kailali 4. Dr. Shyam Prasad Lohani 2072-03-20 2075-03-19 Three years (j) Makwanpur Multiple Campus, Makawanpur 5. Mr. Subas Chandra Dhungel 2075-04-16 2075-01-30 Ten months 1 Re-formation of the Technical Committee 6. Dr. Rishikesh Pandey 2076-02-01 Till the date

HEQAAC 30 Annual Report 2075/076 (2018/019)

Annex – 6: Outreach Activities (Details of QAA Facilitation Conducted During FY 2075/076) Cluster Name of the HEIs District Province Types Facilitation Team Visit Date Central campus of Engineering, Constituent MWU Cluster Name of the HEIs District Province Types Facilitation Team Visit Date Central Campus of and Constituent Pokhara Campus (Institute of Constituent Prof. Dr. Basudev Social Sciences, MWU Forestry), TU Kaski Kafle and Mr. Central Campus of Science and Constituent Paschimanchal Campus, TU Kaski Constituent Narayan Bhandari Technology, MWU 1 Gupteswor Mahadev Multiple 4 Community 2075/4/25-30 School of Management (MUSOM), Constituent Campus, TU Kaski MWU Kalika Campus, TU Kaski Community Surkhet Model College, TU Private Mr. Narayan Kanya Campus, TU Kaski Community 10 3 12/15/2075 Patan Multiple Campus, TU Lalitpur Constituent Bhandari Central Department of Zoology, Constituent Mr. Narayan 2 3 4/27/2075 TU Kathmandu Bhandari Prof. Dr. Jai Raj Chaitanya Multiple Campus, TU Kavre Community Prof. Dr. 11 3 Awasthi and Mr. 1/12/2076 Padmakanya Multiple Campus, TU Kathmandu Constituent Narayan Bhandari Indreshwor Multiple Campus, TU Kavre Community Chandralal Prof. Dr. Jai Raj Chautara Multiple Campus, TU Sindhupalchowk Community Shrestha, 12 3 Awasthi and Mr. 10/12/2076 3 Gaurishankar Multiple Campus, TU Dolakha 3 Community Ms. Radha Kanel, 4/27/2075 Nepal Law Campus, TU Kathmandu Constituent Gopal Acharya Community and Ms. Nabina Kumarwarti Multiple Campus, TU Nawalparasi 5 Community Mr. Narayan Siddhajyoti Shiksha Campus, TU Sindhuli Chaulagain Birahawa Multiple Campus, TU Rupandehi 5 Constituent Bhandari, Ms. Central Department of Rural Constituent Mr. Gopal Acharya Siddhartha Campus, TU Kapilvastu 5 Community Radha Kanel and 4 3 4/27/2075 Development, TU Kathmandu 13 Community Mr. Dil Kumar 2076/1/24-29 Lama Devdaha Adarsha Multiple Community Prof. Dr. Hridaya 5

Campus, TU Rupandehi Ratna Bajracharya Rapti Babai Multiple Campus, TU Dang Yagyodaya Dudhnath Tharu 5 Community and Mr. Gopal 5 2075/9/10-13 Constituent Mr. Narayan Multiple Campus, TU Rupandehi Acharya 14 3 2/14/2076 Maharajgunj Nursing Campus, TU Kathmandu Bhandari Rammani Multiple Campus, TU Rupandehi Community Community Prof. Dr. Mana Waling Multiple Campus, TU Syangja 4 Community Prasad Wagley and Constituent Prof. Hridaya Ratna 15 3 3/26/2076 Mr. Narayan 6 3 Bajracharya and 2075/9/16 Baneshwor Multiple Campus, TU Kathmadnu Bhandari Maharajgunj Medical Campus, TU Kathmandu Mr. Gopal Acharya Community Mr. Narayan Chaturbhujeshehwor Janata Community Mr. Gopal Acharya 2 16 3 Bhandari and Ms. Multiple Campus, TU Sarlahi and Mr. Narayan Koteshwor Multiple Campus, TU Kathmandu Nabina Chaulagain Nursing Campus, TU Morang Constituent Bhandari Kankai Multiple Campus, TU Jhapa Community Prof. Dr. Jai Raj Center of Arts, Law and Education, Tridev Multiple Campus, TU Jhapa Community Awasthi and Ms. PU Morang Constituent 17 1 2076/2/5-11 Panchthar Multiple Campus, TU Panchthar Community Mamata Prajapati Centre for Population and Constituent Pathibhara Multiple Campus, TU Taplejung Community Development, PU Morang Gorkha Campus, TU Gorkha Constituent Dr. Rishikesh 7 Management Campus, PU Morang Constituent 2075/11/28-12/3 School of Engineering, PokU Kaski Constituent Pandey and Mr. School of Engineering and 1 Constituent Marsyangdi Multiple Campus, TU Lamjung Community Narayan Bhandari Technology (PUSET), PU Morang 18 Kanya Campus, TU Kaski 4 Community 2076/2/19-24 Giraja Prasad Koirala College of Constituent agriculture & Research Centre Waling Multiple Campus, TU Syangja Community (GPCAR), PU Morang Pokhara Campus (Institute of Constituent College of Medical & Allied Constituent Forestry), TU Kaski Sciences, PU Morang Janajyoti Campus, TU Tanahun Community Mr. Narayan Triveni International College, TU Kaski Private Bhandari and Ms. 8 4 2075/12/9-11 LA Grande International College, Nabina Chaulagain PokU Kaski Private Central Campus of Education, Surkhet Constituent Mr. Gopal Acharya MWU and Ms. Mamata 9 6 2075/12/14-20 Central Campus of Management, Constituent Prajapati MWU HEQAAC 2075/076 (2018/019) Annual Report 31

Annex – 6: Outreach Activities (Details of QAA Facilitation Conducted During FY 2075/076) Cluster Name of the HEIs District Province Types Facilitation Team Visit Date Central campus of Engineering, Constituent MWU Cluster Name of the HEIs District Province Types Facilitation Team Visit Date Central Campus of Humanities and Constituent Pokhara Campus (Institute of Constituent Prof. Dr. Basudev Social Sciences, MWU Forestry), TU Kaski Kafle and Mr. Central Campus of Science and Constituent Paschimanchal Campus, TU Kaski Constituent Narayan Bhandari Technology, MWU 1 Gupteswor Mahadev Multiple 4 Community 2075/4/25-30 School of Management (MUSOM), Constituent Campus, TU Kaski MWU Kalika Campus, TU Kaski Community Surkhet Model College, TU Private Mr. Narayan Kanya Campus, TU Kaski Community 10 3 12/15/2075 Patan Multiple Campus, TU Lalitpur Constituent Bhandari Central Department of Zoology, Constituent Mr. Narayan 2 3 4/27/2075 TU Kathmandu Bhandari Prof. Dr. Jai Raj Chaitanya Multiple Campus, TU Kavre Community Prof. Dr. 11 3 Awasthi and Mr. 1/12/2076 Padmakanya Multiple Campus, TU Kathmandu Constituent Narayan Bhandari Indreshwor Multiple Campus, TU Kavre Community Chandralal Prof. Dr. Jai Raj Chautara Multiple Campus, TU Sindhupalchowk Community Shrestha, 12 3 Awasthi and Mr. 10/12/2076 3 Gaurishankar Multiple Campus, TU Dolakha 3 Community Ms. Radha Kanel, 4/27/2075 Nepal Law Campus, TU Kathmandu Constituent Gopal Acharya Community and Ms. Nabina Kumarwarti Multiple Campus, TU Nawalparasi 5 Community Mr. Narayan Siddhajyoti Shiksha Campus, TU Sindhuli Chaulagain Birahawa Multiple Campus, TU Rupandehi 5 Constituent Bhandari, Ms. Central Department of Rural Constituent Mr. Gopal Acharya Siddhartha Campus, TU Kapilvastu 5 Community Radha Kanel and 4 3 4/27/2075 Development, TU Kathmandu 13 Community Mr. Dil Kumar 2076/1/24-29 Lama Devdaha Adarsha Multiple Community Prof. Dr. Hridaya 5

Campus, TU Rupandehi Ratna Bajracharya Rapti Babai Multiple Campus, TU Dang Yagyodaya Dudhnath Tharu 5 Community and Mr. Gopal 5 2075/9/10-13 Constituent Mr. Narayan Multiple Campus, TU Rupandehi Acharya 14 3 2/14/2076 Maharajgunj Nursing Campus, TU Kathmandu Bhandari Rammani Multiple Campus, TU Rupandehi Community Community Prof. Dr. Mana Waling Multiple Campus, TU Syangja 4 Community Prasad Wagley and Constituent Prof. Hridaya Ratna 15 3 3/26/2076 Mr. Narayan 6 3 Bajracharya and 2075/9/16 Baneshwor Multiple Campus, TU Kathmadnu Bhandari Maharajgunj Medical Campus, TU Kathmandu Mr. Gopal Acharya Community Mr. Narayan Chaturbhujeshehwor Janata Community Mr. Gopal Acharya 2 16 3 Bhandari and Ms. Multiple Campus, TU Sarlahi and Mr. Narayan Koteshwor Multiple Campus, TU Kathmandu Nabina Chaulagain Biratnagar Nursing Campus, TU Morang Constituent Bhandari Kankai Multiple Campus, TU Jhapa Community Prof. Dr. Jai Raj Center of Arts, Law and Education, Tridev Multiple Campus, TU Jhapa Community Awasthi and Ms. PU Morang Constituent 17 1 2076/2/5-11 Panchthar Multiple Campus, TU Panchthar Community Mamata Prajapati Centre for Population and Constituent Pathibhara Multiple Campus, TU Taplejung Community Development, PU Morang Gorkha Campus, TU Gorkha Constituent Dr. Rishikesh 7 Management Campus, PU Morang Constituent 2075/11/28-12/3 School of Engineering, PokU Kaski Constituent Pandey and Mr. School of Engineering and 1 Constituent Marsyangdi Multiple Campus, TU Lamjung Community Narayan Bhandari Technology (PUSET), PU Morang 18 Kanya Campus, TU Kaski 4 Community 2076/2/19-24 Giraja Prasad Koirala College of Constituent agriculture & Research Centre Waling Multiple Campus, TU Syangja Community (GPCAR), PU Morang Pokhara Campus (Institute of Constituent College of Medical & Allied Constituent Forestry), TU Kaski Sciences, PU Morang Janajyoti Campus, TU Tanahun Community Mr. Narayan Triveni International College, TU Kaski Private Bhandari and Ms. 8 4 2075/12/9-11 LA Grande International College, Nabina Chaulagain PokU Kaski Private Central Campus of Education, Surkhet Constituent Mr. Gopal Acharya MWU and Ms. Mamata 9 6 2075/12/14-20 Central Campus of Management, Constituent Prajapati MWU HEQAAC 32 Annual Report 2075/076 (2018/019)

Annex – 7: Some of the Good Practices of Nepali Quality Assurance System Title Description agreement of the expert, the division proposes the name of foreign expert to HEQAAC for approval. The approved expert is invited to join the PRT for field assessment. Visit/assessment dates are finalized accordingly for five working days. Travel allowance and local hospitality support along with a modest honorarium is Good Practice – 1 provided in recognition of their contribution. During the field visit, each of the PRT members independently Introduction evaluates different aspects of HEIs, grouped into eight criteria and 120 indicators. This practice has been initiated in the history of Nepalese accreditation in 2009 for the first time while Name of the Good Practice Involvement of a Foreign Expert in the Peer Review Team for Institutional Accreditation assessing/ reviewing the Balkumari College, Chitwan, Nepal for the purpose of institutional accreditation. After Name of the Agency Higher Education Quality Assurance and Accreditation Council (HEQAAC), UGC Nepal this, 46 HEIs have already been reviewed for the same purpose involving the foreign experts. Following the Address Sanothimi, Bhaktapur, Nepal Evidence of process, 33 HEIs have already been accredited and over 100 HEIs are at different level/stage of assessment. Of Province Bagmati success/ the total 1408 HEIs in Nepal, around 25% are showing the interest to go through the process of accreditation impact by submitting their Letter of Intent (LoI). The outcome and impact level results of this practice has not been Detail Description assessed yet, however; at output level, the inclusion of foreign experts helped convince the HEIs to meet the basic requirement before they could be accredited as foreign experts emphasize what it look like to be a HEI of Title Description international standard. Description Involvement of a Foreign Expert/Academics in the Peer Review Team for Institutional Accreditation is a Implementation of the good practice i.e. engaging foreign expert in assessment of HEIs is not so complex. The issue to be considered is only the travel cost of the experts from the countries and agencies located far away. of the good practice followed by HEQAAC of Nepal. In this practice, the peer review process involves an involvement of a Realization Nevertheless, inviting foreign experts from many of the Asian and European countries, including from practice foreign expert/academic in the institutional review process. of the Australia, is not a big issue, if the experts agree to travel in economy class and accepting, standard local The Higher Education Quality Assurance and Accreditation Council (HEQAAC), UGC Nepal is conducting peer objectives hospitality, including minimum honorarium support against their contribution. Since pay scale in Nepali review for Institutional Accreditation of the Higher Education Institutions (HEIs) in the country. and Success academia is considerably less than many of the other countries, it depends upon the interest and availability of factor The Peer Review Team (PRT) comprises of minimum three eminent Professors (national experts) from the the foreign expert. Until the date, we have mobilized 32 foreign experts to assess 46 HEIs, and the number is related discipline, one foreign expert/academics, who has good knowledge and experiences of working for growing. quality assessment of the HEIs (of respective countries), and a personnel from QAA Division, UGC Nepal as Staff In Nepal, HEQAAC is only the agency responsible for and recognized by the Government of Nepal, for Member. The ultimate goal of involving foreign academics in the team is to assure fair and critical assessment assessment of HEIs for the purpose of accreditation. Since accreditation of HEIs is a new process that the of the HEIs for accreditation. HEQAAC has adopted, it is gradually being visible in international level. This agency is a member of APQN, Promotion Since the quality is ongoing process, the involvement of foreign expert helps to approach the quality assurance INQAAHE and SAARC Quality Assurance Network as well as it has a formal MOU with NAAC, India in relation to of Good Purposes and accreditation process towards international standard at the early stage of accreditation. Hence, the goals the facilitation for accreditation process. The HEQAAC is planning to approach/ share its good practice to like- Practice and and objectives of engaging foreign academics in accreditation process are to strengthen the recently initiated minded agencies through establishing formal relationship of cooperation. The process is well promoted within objective the approach of accreditation and make efforts for international recognition and trust of the process until formal the country through orientation, interaction programmes, facilitation workshops, and public notice as well as good relation of cooperation is established. It also promotes cross-border movement of expert and facilitates through website of University Grants Commission and formal publication of the UGC and HEQAAC. practice students’ and faculties mobility. At the establishment phase, the national experts also require to be familiar The good practice i.e. involvement of foreign academics who is in the roster of expert of the QAA agency of the with international practice. country of domicile is highly relevant to other QAA agencies as well. It is more important particularly to those The involvement of the experts, who have experiences in foreign QAA agencies provides sound platform to countries/agencies that are new or are at initial stage of accreditation process. Other agencies can also include Validation train national experts. Further, engagement of foreign expert is also important to make the assessment fair and foreign experts in their team to add new perspectives in assessment process. It can be replicated at /Received independent from any sorts of influence, since there would have possibility of human-factor influencing the international level with a minimum effort. It provides sound platform of cooperation among the agencies awards assessment process at the early stage of establishment. established for similar purpose. It can also be seen as an approach of mutual recognition and cooperation, as This also provides opportunity to share experiences among the reviewers, which helps to get adequate well as exchanging ideas, developing network, and innovating new framework and approaches to advance the feedback for further improvements in and strengthening of the system. Involving foreign expert is appropriate QAA system and process. until joint accreditation of cross-border HEIs is practice, which Nepal has not done yet. Name: RishikeshPandey, PhD The involvement of Foreign Expert in the Peer Review Team is based on the Higher Education Quality Position: Director, QAA Division assurance and Accreditation Directives and the QAA Guidelines of UGC Nepal, which are prepared based on Details of Tel: +977-1-6638548/49/50/51 provision of the Educational Quality Assurance and Accreditation Regulations of the Government of Nepal. The the contact Mob: +977-9841313714 accreditation process in Nepal is quite new and many of the HEIs are running with minimum resources. person Fax: +977-01-6638552 Context Therefore, it is quite hard for them to meet the quality of international standard. The HEQAAC is adopting gradual and systematic approach by encouraging the HEIs to meet very basic criteria required to run an Email: [email protected], [email protected], [email protected] institution systematically. The validity of the first accreditation lasts for five year, subject to annual review or Website: www.ugcnepal.edu.np monitoring of their progress. At the second stage, criteria for QAA would be towards advancing the quality in many respects. The HEQAAC has set the eligibility requirements to be fulfilled by the Peer Reviewers. Based on this QAA Division communicates with the QAA agencies of different countries and obtains the list of eligible and experienced experts from their roster. Then, a short-list of the foreign experts as per the requirement for the Practice assessment is prepared as standing list. This includes knowing the areas of expertise of the prospective expert and the programmes of the HEIs being assessed. Afterwards, the prospective experts are communicated to know their availability and agreement to serve as a PRT Member (foreign expert). Up on availability and HEQAAC 2075/076 (2018/019) Annual Report 33

Annex – 7: Some of the Good Practices of Nepali Quality Assurance System Title Description agreement of the expert, the division proposes the name of foreign expert to HEQAAC for approval. The approved expert is invited to join the PRT for field assessment. Visit/assessment dates are finalized accordingly for five working days. Travel allowance and local hospitality support along with a modest honorarium is Good Practice – 1 provided in recognition of their contribution. During the field visit, each of the PRT members independently Introduction evaluates different aspects of HEIs, grouped into eight criteria and 120 indicators. This practice has been initiated in the history of Nepalese accreditation in 2009 for the first time while Name of the Good Practice Involvement of a Foreign Expert in the Peer Review Team for Institutional Accreditation assessing/ reviewing the Balkumari College, Chitwan, Nepal for the purpose of institutional accreditation. After Name of the Agency Higher Education Quality Assurance and Accreditation Council (HEQAAC), UGC Nepal this, 46 HEIs have already been reviewed for the same purpose involving the foreign experts. Following the Address Sanothimi, Bhaktapur, Nepal Evidence of process, 33 HEIs have already been accredited and over 100 HEIs are at different level/stage of assessment. Of Province Bagmati success/ the total 1408 HEIs in Nepal, around 25% are showing the interest to go through the process of accreditation impact by submitting their Letter of Intent (LoI). The outcome and impact level results of this practice has not been Detail Description assessed yet, however; at output level, the inclusion of foreign experts helped convince the HEIs to meet the basic requirement before they could be accredited as foreign experts emphasize what it look like to be a HEI of Title Description international standard. Description Involvement of a Foreign Expert/Academics in the Peer Review Team for Institutional Accreditation is a Implementation of the good practice i.e. engaging foreign expert in assessment of HEIs is not so complex. The issue to be considered is only the travel cost of the experts from the countries and agencies located far away. of the good practice followed by HEQAAC of Nepal. In this practice, the peer review process involves an involvement of a Realization Nevertheless, inviting foreign experts from many of the Asian and European countries, including from practice foreign expert/academic in the institutional review process. of the Australia, is not a big issue, if the experts agree to travel in economy class and accepting, standard local The Higher Education Quality Assurance and Accreditation Council (HEQAAC), UGC Nepal is conducting peer objectives hospitality, including minimum honorarium support against their contribution. Since pay scale in Nepali review for Institutional Accreditation of the Higher Education Institutions (HEIs) in the country. and Success academia is considerably less than many of the other countries, it depends upon the interest and availability of factor The Peer Review Team (PRT) comprises of minimum three eminent Professors (national experts) from the the foreign expert. Until the date, we have mobilized 32 foreign experts to assess 46 HEIs, and the number is related discipline, one foreign expert/academics, who has good knowledge and experiences of working for growing. quality assessment of the HEIs (of respective countries), and a personnel from QAA Division, UGC Nepal as Staff In Nepal, HEQAAC is only the agency responsible for and recognized by the Government of Nepal, for Member. The ultimate goal of involving foreign academics in the team is to assure fair and critical assessment assessment of HEIs for the purpose of accreditation. Since accreditation of HEIs is a new process that the of the HEIs for accreditation. HEQAAC has adopted, it is gradually being visible in international level. This agency is a member of APQN, Promotion Since the quality is ongoing process, the involvement of foreign expert helps to approach the quality assurance INQAAHE and SAARC Quality Assurance Network as well as it has a formal MOU with NAAC, India in relation to of Good Purposes and accreditation process towards international standard at the early stage of accreditation. Hence, the goals the facilitation for accreditation process. The HEQAAC is planning to approach/ share its good practice to like- Practice and and objectives of engaging foreign academics in accreditation process are to strengthen the recently initiated minded agencies through establishing formal relationship of cooperation. The process is well promoted within objective the approach of accreditation and make efforts for international recognition and trust of the process until formal the country through orientation, interaction programmes, facilitation workshops, and public notice as well as good relation of cooperation is established. It also promotes cross-border movement of expert and facilitates through website of University Grants Commission and formal publication of the UGC and HEQAAC. practice students’ and faculties mobility. At the establishment phase, the national experts also require to be familiar The good practice i.e. involvement of foreign academics who is in the roster of expert of the QAA agency of the with international practice. country of domicile is highly relevant to other QAA agencies as well. It is more important particularly to those The involvement of the experts, who have experiences in foreign QAA agencies provides sound platform to countries/agencies that are new or are at initial stage of accreditation process. Other agencies can also include Validation train national experts. Further, engagement of foreign expert is also important to make the assessment fair and foreign experts in their team to add new perspectives in assessment process. It can be replicated at /Received independent from any sorts of influence, since there would have possibility of human-factor influencing the international level with a minimum effort. It provides sound platform of cooperation among the agencies awards assessment process at the early stage of establishment. established for similar purpose. It can also be seen as an approach of mutual recognition and cooperation, as This also provides opportunity to share experiences among the reviewers, which helps to get adequate well as exchanging ideas, developing network, and innovating new framework and approaches to advance the feedback for further improvements in and strengthening of the system. Involving foreign expert is appropriate QAA system and process. until joint accreditation of cross-border HEIs is practice, which Nepal has not done yet. Name: RishikeshPandey, PhD The involvement of Foreign Expert in the Peer Review Team is based on the Higher Education Quality Position: Director, QAA Division assurance and Accreditation Directives and the QAA Guidelines of UGC Nepal, which are prepared based on Details of Tel: +977-1-6638548/49/50/51 provision of the Educational Quality Assurance and Accreditation Regulations of the Government of Nepal. The the contact Mob: +977-9841313714 accreditation process in Nepal is quite new and many of the HEIs are running with minimum resources. person Fax: +977-01-6638552 Context Therefore, it is quite hard for them to meet the quality of international standard. The HEQAAC is adopting gradual and systematic approach by encouraging the HEIs to meet very basic criteria required to run an Email: [email protected], [email protected], [email protected] institution systematically. The validity of the first accreditation lasts for five year, subject to annual review or Website: www.ugcnepal.edu.np monitoring of their progress. At the second stage, criteria for QAA would be towards advancing the quality in many respects. The HEQAAC has set the eligibility requirements to be fulfilled by the Peer Reviewers. Based on this QAA Division communicates with the QAA agencies of different countries and obtains the list of eligible and experienced experts from their roster. Then, a short-list of the foreign experts as per the requirement for the Practice assessment is prepared as standing list. This includes knowing the areas of expertise of the prospective expert and the programmes of the HEIs being assessed. Afterwards, the prospective experts are communicated to know their availability and agreement to serve as a PRT Member (foreign expert). Up on availability and HEQAAC 34 Annual Report 2075/076 (2018/019)

Good Practice – 2 divisions. All of them are responsible to regulate (function) their plans, programs and activities Introduction and also are monitored and supervised duely. Name of good practice Channel –wise mechanism to monitor and supervise plan, program and activities Now, DMC has a statutory provision to form the Campus Management Committee of 231 Name of Agency Damak Multiple Campus (TU) members General Body (GB) of the Campus Assembly. The CMC is responsible to the GB. The Address Damak-9, Jhapa, Nepal CMC’s plans, programs and activities are endorsed by GB priorto function them. For the smooth Province One run of plans and programs the CMC forms other sub-committee with defined roles and responsibilities. For example, the construction sub-committee proposes plans of the required Detail Description construction works. The plans are discussed and endorsed by CMC. Then the work of sub- Channel-wise mechanism to monitor and supervise plan, programs and activities in a practice committee is evaluated, reviewed, monitored or supervised by the CMC or by the defined body of Description the good followed by Damak Multiple Campus (DMC). In this practice, the various units, cells, departments, the CMC. Practice Practice divisions, committees function with due responsibility for better operation of the campus. Similarly, DMC has Higher Eduation Reform Project (HERP) performance committee. This Damak Multiple Campus (DMC) is a pioneer community campus in Province No. 1 on the basis of committee functions as IQAC in the campus.The committee makes annual work plan that almost its establishment and its programs and activities as well. From its inception, the campus has coversall the activities related to publication cell, Research cell, departments, EMIS Unit, student defined the role, responsibility and duties of the governing bodies. However, for the transparency welfare unit etc. Prior to prepare annual plan, the HERP performance committee summons the and accountability of these wings, the regular monitoring and supervision is a must. In this need-base activities with estimated budget. Thenthe plan is finally endorsed by CMC.The internal regard the campus is doing its best. committees are assigned their duty to be fulfillwithin the defined time frame. Their performance DMC is aware of decentralizing its authority to the concerned departments, units, cells and is monitored, supervised and reviewed by the HERP performance committee and CMC for further recommendation if needed. committees. It has eight departments, three units including Alumni Association and five sub- committees. The practice of monitoring/supervising plans, program and activities on channel-wise system has The agencies involve in the regular monitoring /supervision is Campus Management Committee been initiated broadly and systematically in the campus during the process of Accreditation and (CMC), Academic Committee, HERP performance committee and Campus administration, whereas after attaining Accredited Certification. This led the campus to achieve its objectives within the CMC mostly supervise the overall functioning of all, the HERP performance committee stipulated time and smoothly. The practice of assigning responsibilities to the particular units/ overviews and evaluates the quality related activities of the departments, units and cells. department has autonomized their function. Similarly, the Academic Committee, which is led by the Campus Chief, monitors all the units, In DMC, Teaching-Learning (TL) is one of the major facets to ensure educational quality cells, departs functioning to upgrade the Teaching-Learning (TL). Even Heads of the Department enhancement. As such, the individual faculty member is responsible to prepare his/her subject (HoDs) monitors the function of individual faculty regarding their teaching plan, time bound work plan. That plan is submitted to the Head of the Department (HoD).The HoDs make plan of Purpose and Objective of activities and their performance. In this sense this practice became more inevitable and keen Evidence of Success / the respective department including the activities of the faculties. That plan is further submitted the good practice afterthe Campus entered into Second Higher Education Project (SHEP) in 2008 and signed Impact to IQAC (HERP performance committee) and campus administration. The campus administration theMoU with University Grants Commission, Nepal. By developing a channel-wise mechanism, further discusses on Academic Committee meeting. Eventually these plans are supervised / DMC has set a system of realizing / assessing the level – wise duty, responsibility and role of monitored whether they are duely implemented or not. concerned units, cells, divisions and committee to enhance the quality of the campus in an This practice has traced a remarkablesuccess in TL. Due to such mechanism students have effective way. Hence, the objectives of forming such components and assigning them due trusted the quality measures of the campus. They are fully confident with the activities responsibilities is to ensure quality measures and strengthen the campus with collective performed by the campus. It has gained public faith. And during the eight years time span (2068 participation. BS to 2076 BS) the number of students intake increased from 1900 in 2068 to 3019 in 2076 B.S. It also helps campus to grow up as per the requirement of the age,not only this, the regular Besides, it has made it easier to complete all the syllabus related activities on time, to improve monitoring and supervision measures ensure trust, sense of co-operation and participation in result and to evaluate its impact as well. every plan, program and activities of the campus. Besides, the chronological channel helps to The campus has certain goals and objectives to attain so as to lead the campus to the way to a maintain and share check and balance responsibility among the units, cells, divisions and "Deemed University." This target comes to be true only after the campus is able to impart quality committee. Furthers it fulfill the gaps/lapses and helps to create the provisions of corrections. education as per the demand of the community. DMC, at this stage, experiences a certain level of Realization of the This also provides an opportunity to function the assigned responsibility within the scope of the satisfaction after it set a channel-wise mechanism to examine its plans and programs and to objectives and success Campus Regulations. It helps to review the work assigned whether that leads to achieve the systematize its activities based on a system. The channel wise mechanism, we believe, is the key factor extensive growth of the campus or not. factor for the success till the date. Increase in student's enrolment, increase in the number of Though assigning role and responsibility was a trend from the very date of its establishment, it presence of students in their respective class every day, increase in public belief etc, we believe, was transitory i.e., only the problems would define the need. Whoever was supposed to be for are the success factors for the further growth and development of the campus. whatever case would be sanctioned the duty. However, during the process and after receiving Campus has a provision of both reward and punishment. The monitoring/supervising mechanism QAA certificate, DMC experiences various practices prevalent world-wide in HEIs that address the not only assesses the performance of the units, cells, departments and committees; it also requirements and growing sense extended in concerned people. In this context, DMC thought it empowers the stakeholders to easily attain its outcome. This practice also justifies the initiatives is urgent to bring changes in the process and procedures practiced till the date. and results of the units, cells, departments and other committees and also indicates the steps to Promotion of good Context The need of qualitative growth and development of the campus was in apex, whereas the have further thought of. practice adopted practice was less effective, almost traditional, and temporal and need-based. In our present context, DMC is planning to extend consultancy to community-based educational Henceforth, the campus developed a statutory provision to form various units, cells, divisions or institutions on how a system driven practice leads to quality assurance, further growth and committee to cope with the need and challenges which would emerge in the institution. As such, development. DMC, hence, pays high attention on implementing the other factual measures and DMC has a statutory provision of forming sub-committee, like Education sub-committee, Finance efficient methods for evaluating the overall plans, programs of the campus. sub-committee, Library, Lab sub-committee, Construction sub-committee and Extra-curricular Validation Received The system of monitoring and supervising the plans, program and activities of the campus sub-committee. Apart fromthese, it has provisioned to form other internal units, cells, and Awards. reflects a positive response of the community towards campus. This practice helps systematize, HEQAAC 2075/076 (2018/019) Annual Report 35

Good Practice – 2 divisions. All of them are responsible to regulate (function) their plans, programs and activities Introduction and also are monitored and supervised duely. Name of good practice Channel –wise mechanism to monitor and supervise plan, program and activities Now, DMC has a statutory provision to form the Campus Management Committee of 231 Name of Agency Damak Multiple Campus (TU) members General Body (GB) of the Campus Assembly. The CMC is responsible to the GB. The Address Damak-9, Jhapa, Nepal CMC’s plans, programs and activities are endorsed by GB priorto function them. For the smooth Province One run of plans and programs the CMC forms other sub-committee with defined roles and responsibilities. For example, the construction sub-committee proposes plans of the required Detail Description construction works. The plans are discussed and endorsed by CMC. Then the work of sub- Channel-wise mechanism to monitor and supervise plan, programs and activities in a practice committee is evaluated, reviewed, monitored or supervised by the CMC or by the defined body of Description the good followed by Damak Multiple Campus (DMC). In this practice, the various units, cells, departments, the CMC. Practice Practice divisions, committees function with due responsibility for better operation of the campus. Similarly, DMC has Higher Eduation Reform Project (HERP) performance committee. This Damak Multiple Campus (DMC) is a pioneer community campus in Province No. 1 on the basis of committee functions as IQAC in the campus.The committee makes annual work plan that almost its establishment and its programs and activities as well. From its inception, the campus has coversall the activities related to publication cell, Research cell, departments, EMIS Unit, student defined the role, responsibility and duties of the governing bodies. However, for the transparency welfare unit etc. Prior to prepare annual plan, the HERP performance committee summons the and accountability of these wings, the regular monitoring and supervision is a must. In this need-base activities with estimated budget. Thenthe plan is finally endorsed by CMC.The internal regard the campus is doing its best. committees are assigned their duty to be fulfillwithin the defined time frame. Their performance DMC is aware of decentralizing its authority to the concerned departments, units, cells and is monitored, supervised and reviewed by the HERP performance committee and CMC for further recommendation if needed. committees. It has eight departments, three units including Alumni Association and five sub- committees. The practice of monitoring/supervising plans, program and activities on channel-wise system has The agencies involve in the regular monitoring /supervision is Campus Management Committee been initiated broadly and systematically in the campus during the process of Accreditation and (CMC), Academic Committee, HERP performance committee and Campus administration, whereas after attaining Accredited Certification. This led the campus to achieve its objectives within the CMC mostly supervise the overall functioning of all, the HERP performance committee stipulated time and smoothly. The practice of assigning responsibilities to the particular units/ overviews and evaluates the quality related activities of the departments, units and cells. department has autonomized their function. Similarly, the Academic Committee, which is led by the Campus Chief, monitors all the units, In DMC, Teaching-Learning (TL) is one of the major facets to ensure educational quality cells, departs functioning to upgrade the Teaching-Learning (TL). Even Heads of the Department enhancement. As such, the individual faculty member is responsible to prepare his/her subject (HoDs) monitors the function of individual faculty regarding their teaching plan, time bound work plan. That plan is submitted to the Head of the Department (HoD).The HoDs make plan of Purpose and Objective of activities and their performance. In this sense this practice became more inevitable and keen Evidence of Success / the respective department including the activities of the faculties. That plan is further submitted the good practice afterthe Campus entered into Second Higher Education Project (SHEP) in 2008 and signed Impact to IQAC (HERP performance committee) and campus administration. The campus administration theMoU with University Grants Commission, Nepal. By developing a channel-wise mechanism, further discusses on Academic Committee meeting. Eventually these plans are supervised / DMC has set a system of realizing / assessing the level – wise duty, responsibility and role of monitored whether they are duely implemented or not. concerned units, cells, divisions and committee to enhance the quality of the campus in an This practice has traced a remarkablesuccess in TL. Due to such mechanism students have effective way. Hence, the objectives of forming such components and assigning them due trusted the quality measures of the campus. They are fully confident with the activities responsibilities is to ensure quality measures and strengthen the campus with collective performed by the campus. It has gained public faith. And during the eight years time span (2068 participation. BS to 2076 BS) the number of students intake increased from 1900 in 2068 to 3019 in 2076 B.S. It also helps campus to grow up as per the requirement of the age,not only this, the regular Besides, it has made it easier to complete all the syllabus related activities on time, to improve monitoring and supervision measures ensure trust, sense of co-operation and participation in result and to evaluate its impact as well. every plan, program and activities of the campus. Besides, the chronological channel helps to The campus has certain goals and objectives to attain so as to lead the campus to the way to a maintain and share check and balance responsibility among the units, cells, divisions and "Deemed University." This target comes to be true only after the campus is able to impart quality committee. Furthers it fulfill the gaps/lapses and helps to create the provisions of corrections. education as per the demand of the community. DMC, at this stage, experiences a certain level of Realization of the This also provides an opportunity to function the assigned responsibility within the scope of the satisfaction after it set a channel-wise mechanism to examine its plans and programs and to objectives and success Campus Regulations. It helps to review the work assigned whether that leads to achieve the systematize its activities based on a system. The channel wise mechanism, we believe, is the key factor extensive growth of the campus or not. factor for the success till the date. Increase in student's enrolment, increase in the number of Though assigning role and responsibility was a trend from the very date of its establishment, it presence of students in their respective class every day, increase in public belief etc, we believe, was transitory i.e., only the problems would define the need. Whoever was supposed to be for are the success factors for the further growth and development of the campus. whatever case would be sanctioned the duty. However, during the process and after receiving Campus has a provision of both reward and punishment. The monitoring/supervising mechanism QAA certificate, DMC experiences various practices prevalent world-wide in HEIs that address the not only assesses the performance of the units, cells, departments and committees; it also requirements and growing sense extended in concerned people. In this context, DMC thought it empowers the stakeholders to easily attain its outcome. This practice also justifies the initiatives is urgent to bring changes in the process and procedures practiced till the date. and results of the units, cells, departments and other committees and also indicates the steps to Promotion of good Context The need of qualitative growth and development of the campus was in apex, whereas the have further thought of. practice adopted practice was less effective, almost traditional, and temporal and need-based. In our present context, DMC is planning to extend consultancy to community-based educational Henceforth, the campus developed a statutory provision to form various units, cells, divisions or institutions on how a system driven practice leads to quality assurance, further growth and committee to cope with the need and challenges which would emerge in the institution. As such, development. DMC, hence, pays high attention on implementing the other factual measures and DMC has a statutory provision of forming sub-committee, like Education sub-committee, Finance efficient methods for evaluating the overall plans, programs of the campus. sub-committee, Library, Lab sub-committee, Construction sub-committee and Extra-curricular Validation Received The system of monitoring and supervising the plans, program and activities of the campus sub-committee. Apart fromthese, it has provisioned to form other internal units, cells, and Awards. reflects a positive response of the community towards campus. This practice helps systematize, HEQAAC 36 Annual Report 2075/076 (2018/019)

regularize and grow the keen sense of obligation in the campus. Compared to the prior days, the Good Practice – 3 practice increases accountability, transparency of all the units, divisions, cells and other Introduction committee. As a result campus got Accreditation Certificate in the year 2068 BS and having signed the MoU for HERP in 2072, campus followed the system as good practice. As a result DMC Name of the Good Practice Academic Excellence through Sharing was re-accredited in 2074BS as the first campus to get re-accredited among the HEIS in Nepal. Name of the Agency Lumbini Banijya Campus (TU) The importance of this practice is increasing more in the days. It's been a model practice to bring Address -11, Devinagar, Rupandehi, Nepal the core stakeholders in the main stream of the campus. Moreover, it grows a sense of co- Province Five operation and mutual understanding among the divisions, cells, units and committee in the campus. Detail Description Name : Dr. Netra Bahadur Budhathoki Position : Campus Chief Title Description Details of the contact Telephone No. : 023-580132, 023-581232 Academic Exchange (Is it exchange or Interaction? The description below indicates, it is interaction with person Mobile No. : 9842651797 Description stakeholders specially industry) Programs with National and International Colleges, Universities and Fax : 023-581232 of the good Enterprises is a practice followed by LBC. In this practice, the teaching faculties and students take active practice participation in sharing their reflections in the presence of the experts, industrialists, academicians, and Email address : [email protected] educationalists.

Lumbini Banijya Campus (LBC) has been regularly organizing academic exchange programs with experts, industrialists, academicians and educationalist of the country and beyond. The experts, industrialists, academicians and educationalists who have good knowledge and experiences give the Campus new insights in promoting quality education in the Campus. Therefore, the prime objective of the Purposes practice is to familiarize the faculties and students with new emerging trends and practices not only in the and academia but also the requirement of skilled human resources required in the job market. objective the Similarly, the interaction programs help the Campus in developing non-credit courses to meet the need of the good employers which ultimately make students easy to get placement in organizations. practice The national and international level academic exchange programs widen the horizon of teaching and learning processes of the teachers and students. The faculties also introduce and practice the innovative ways of teaching methods which contribute in enhancing quality of the Campus. The students also collect a lot of knowledge for sharpening their cognitive, affective and psychomotor domains in qualifying themselves for their bright future. In the current academic scenario of Nepal, the academic institutions haven't practiced the effective academic exchange programs. Many of them haven't understood the importance of organizing interaction programs for enhancing quality. Due to this, the regular update of faculties and students with global academic scenario is unavoidable. Even the Government of Nepal, University Grants Commission, Nepal has given the importance in organizing national and international seminars, conferences and workshops for sharing the latest happenings in academia. Context The involvement of subject matter experts (SMEs), industrialists, academicians, educationalist and guardians is one of the important factors in enhancing quality of any academic organizations. The exchange programs help the organizations to sort out the shortcomings and also help in formulating required strategies, policies and effective implementation of those strategies and policies in enhancing quality of the Campus. Not only this, the internal mechanisms introduced in the Campus such as IQAC measures, monitors and reports about the academic activities of the Campus whether they are helping in enhancing quality of the Campus. The Campus has established 6 different departments (Department of Finance, Department of Management and Marketing, Department of Accountancy, Department of English and Business Communication, Department of Economics and , Department of Research and Development) and different cells (Counseling and Placement Cell, Extra Curricular Activities Cell, Internal Quality Cell) for imparting quality education. The departments and cells regularly organize academic interaction programs with national and international experts, prepare the schedule to visit national and international colleges and universities, industries and Practice encourage and urge the students to participate in such programs. Not only this, the Program Director, Program Incharge and Program Co-ordinators prepare the annual programs which are published in the Academic Calendar of the Campus. According to the schedule, the programs are organized. The cost is also estimated beforehand. The Campus encourages the students for their active participation even in the management of the events. It is because the involvement of faculties and students; it build up the effective teaching and learning environment. Evidence of The practice of organizing and participating in national and international level academic exchange programs HEQAAC 2075/076 (2018/019) Annual Report 37 regularize and grow the keen sense of obligation in the campus. Compared to the prior days, the Good Practice – 3 practice increases accountability, transparency of all the units, divisions, cells and other Introduction committee. As a result campus got Accreditation Certificate in the year 2068 BS and having signed the MoU for HERP in 2072, campus followed the system as good practice. As a result DMC Name of the Good Practice Academic Excellence through Sharing was re-accredited in 2074BS as the first campus to get re-accredited among the HEIS in Nepal. Name of the Agency Lumbini Banijya Campus (TU) The importance of this practice is increasing more in the days. It's been a model practice to bring Address Butwal-11, Devinagar, Rupandehi, Nepal the core stakeholders in the main stream of the campus. Moreover, it grows a sense of co- Province Five operation and mutual understanding among the divisions, cells, units and committee in the campus. Detail Description Name : Dr. Netra Bahadur Budhathoki Position : Campus Chief Title Description Details of the contact Telephone No. : 023-580132, 023-581232 Academic Exchange (Is it exchange or Interaction? The description below indicates, it is interaction with person Mobile No. : 9842651797 Description stakeholders specially industry) Programs with National and International Colleges, Universities and Fax : 023-581232 of the good Enterprises is a practice followed by LBC. In this practice, the teaching faculties and students take active practice participation in sharing their reflections in the presence of the experts, industrialists, academicians, and Email address : [email protected] educationalists.

Lumbini Banijya Campus (LBC) has been regularly organizing academic exchange programs with experts, industrialists, academicians and educationalist of the country and beyond. The experts, industrialists, academicians and educationalists who have good knowledge and experiences give the Campus new insights in promoting quality education in the Campus. Therefore, the prime objective of the Purposes practice is to familiarize the faculties and students with new emerging trends and practices not only in the and academia but also the requirement of skilled human resources required in the job market. objective the Similarly, the interaction programs help the Campus in developing non-credit courses to meet the need of the good employers which ultimately make students easy to get placement in organizations. practice The national and international level academic exchange programs widen the horizon of teaching and learning processes of the teachers and students. The faculties also introduce and practice the innovative ways of teaching methods which contribute in enhancing quality of the Campus. The students also collect a lot of knowledge for sharpening their cognitive, affective and psychomotor domains in qualifying themselves for their bright future. In the current academic scenario of Nepal, the academic institutions haven't practiced the effective academic exchange programs. Many of them haven't understood the importance of organizing interaction programs for enhancing quality. Due to this, the regular update of faculties and students with global academic scenario is unavoidable. Even the Government of Nepal, University Grants Commission, Nepal has given the importance in organizing national and international seminars, conferences and workshops for sharing the latest happenings in academia. Context The involvement of subject matter experts (SMEs), industrialists, academicians, educationalist and guardians is one of the important factors in enhancing quality of any academic organizations. The exchange programs help the organizations to sort out the shortcomings and also help in formulating required strategies, policies and effective implementation of those strategies and policies in enhancing quality of the Campus. Not only this, the internal mechanisms introduced in the Campus such as IQAC measures, monitors and reports about the academic activities of the Campus whether they are helping in enhancing quality of the Campus. The Campus has established 6 different departments (Department of Finance, Department of Management and Marketing, Department of Accountancy, Department of English and Business Communication, Department of Economics and Statistics, Department of Research and Development) and different cells (Counseling and Placement Cell, Extra Curricular Activities Cell, Internal Quality Cell) for imparting quality education. The departments and cells regularly organize academic interaction programs with national and international experts, prepare the schedule to visit national and international colleges and universities, industries and Practice encourage and urge the students to participate in such programs. Not only this, the Program Director, Program Incharge and Program Co-ordinators prepare the annual programs which are published in the Academic Calendar of the Campus. According to the schedule, the programs are organized. The cost is also estimated beforehand. The Campus encourages the students for their active participation even in the management of the events. It is because the involvement of faculties and students; it build up the effective teaching and learning environment. Evidence of The practice of organizing and participating in national and international level academic exchange programs HEQAAC 38 Annual Report 2075/076 (2018/019)

Title Description Good Practice – 4 success/ started when the Campus got its first accreditation from UGC, Nepal in 2012 A.D. and was reaccredited in 2018 Introduction impact A.D. The frequent visit of UGC team provided a lot of constructive feedbacks for improving quality of the Name of the Good Practice Human Resource Development for Quality Enhancement in Education Campus. The Campus also regularizedorganizing and participating in national and international level academic Name of the Agency Tikapur Multiple Campus interaction programs and has been regularly organizing and been participating such programs. The Address Tikapur Municipality-1, Kailali, Nepal International Seminar on "Redefining Management Education in Nepal" was held on 16th and 17th November, Province Sudurpaschim 2018 in which 250 researchers, scholars and students had participated. Similarly, students studying in MBA-BF program held a seminar on "Contemporary Management Issues"on 10th February, 2019 in which more than 150 Detail Description participants had participated. Similarly, faculties are regularly taking participations on Faculty Development Title Description Programs in Nepal and beyond. For this, the Campus has prepared the guidelines and directives for the The concept of human resource development for quality enhancement in education of the institution participation of the Faculties. Entrepreneurial Talk Show, Interactions with Industrialists, experts, academicians was incepted with the formulation of the strategic plan (2018-2022) in line with SHEP (Scheme B) and and educationalists has been regular activities of the Campus. Similarly, the students participated in the Description of Good HERP launched byUGC. Human resource development strengthens quality education upbringing Business Plan Competition organized by IIM, India and won the second prize in 2018 and also won the second practice faculty enhancement in terms of higher academic qualification, innovative pedagogy, research and prize in National Level Business Plan Competition organized by School of Management, Tribhuvan University extensions. in 2019. Human resource development comprises institutional development and sustainability to enhance Likewise, the Department of Research and Development has regularly published the biannual journal entitled quality education.The institution set up the idea of human resource development when University "The Lumbini Journal of Business and Economics" since 2011 A.D. In the same way, the Department of English Grants Commission selected this Campus under the Second Higher Education Project (SHEP). The idea and Business Communication regularly publishes "The Lumbini Journal of Language and Literature" every year. of enhancing human resource development of the institution penetrated as with the recommendation Similarly, the Campus has signed in MOU with universities viz. Handiq Girls’ College, Guwahati, India; Goa of PRT led by Professor Dr. Suresh Raj Sharma, the former Vice Chancellor of Katmandu University. University (Goa Business School), Goa, India Saurashtra University, Rajkot, Gujarat, India Shri Ram College of The campus was QAA certified in the condition to empower faculties in terms of higher education and Commerce, New Delhi, India and banks and business houses namelyShine Resunga Development Bank, Nepal, research.The key goal of initiating faculty development program is to promote quality education by NIC Asia Bank, Nepal, Antarprerana Pvt. Ltd. and Nepalese Young Entrepreneurs Forum (NYEF), Rupendehi, strengthening faculty membersregarding academic qualification, research, innovative pedagogy and Global IME Nepal Ltd., Nepal, Pepsi Cola Multinational Company, Nepal, Sipradi Trading Pvt. Ltd., Nepal, and Purposes and extension. Edusanjal.com, Nepal. Objective of the Quality improvement of higher education is ongoing national and global issue.Efficient manpower can The Campus has also set up Entrepreneurs Incubation Centre here at the Campus, which is expected to be one of Good Practice only address the challenges of economic, political, social and environmental issues. The higher the most fruitful practices for enhancing skills and placement of the graduates. education input and process factors are identified as significant determinants for quality output. Realization The Campus has highly realized that the academic interaction programs held in the campus have helped to Furthermore, the campus has been running Master Level programme in three streams. To have of the enhance the quality of the Campus. It has also contributed a lot for the placement of the graduates. The academic and reformative dealing with the students of this level, the teachers are expected to have objectives programs have helped the Campus to get familiarized with the external environment and understand the informed knowledge of research built through higher academic qualification. and Success actual need of the job market. Being based on the very notion, the campus formulated practical plan and policies to adhere acute factor need of quality improvement through the faculty development.In the same vein, the attempt for The Campus has extended its networking not only within the locality but also across the country and beyond. establishing research culture via faculty development is guided by the beneficial ideas to support Promotion Many of the representatives of other Campuses and Universities also come to visit the Campus through which community and nation. of Good the Campus has shared its good practices. The academic exchange programs have also supported the Campus Tikapur Multiple Campus established in2002 envisioned with making it an educational destination Practice to solidify its dream of converting the Campus into a deemed university. The Campus has built up strong with its comprehensive and integrated learning network and be a major contributor to the relationship among the campuses, enterprises and universities. intellectual, cultural, social and economic development of the nation. To materialize the institutional The Campus has received national awards due to its effort of enhancing quality education. The Ministry of vision, six major strategic areas and priorities were identified. Quality improvement is one of the key Validation Education, Science and Technology awarded the Campus with "Best Community Campus-2075" on the auspicious priorities for creating the center of academic excellence through empowering faculty members in /Received occasion of National Education Day. Similarly, the Campus has recently received the award "PrajyaPadak- terms of higher education, research, innovative pedagogy and extension. awards Second" from the State Government of Province No.-5. Context Moreover, Quality Assurance and Accreditation process under SHEP and HERP hasconsidered higher Name : Prof. Tara Prasad Upadhyaya, PhD academic qualification and research as the key benchmark for the assessment. This institution, being Position : Campus Chief in the process of QAA cycle realized the need of research culture among the faculty members which is Details of Tel: +977-071-410500 expected to achieve through higher studies. We believe higher studies build research knowledge and the contact research knowledge inspires the teachers to implement innovative pedagogy leading to quality Mob : +977-9857026361 person education. This assumption was strengthened when PRT team recommended prioritizing faculty Fax: +977-071-410245 development program as the condition to be QAA certified. Email : [email protected] As with the strategic plan of the campus (2018-2022), the guidelines for higher education have been Website: www.lbc.edu.np devised into two formats: paid leave and in-service leave. Teachers willing to go for M. Phil and PhD have been endorsed paid leave while the teachers pursuing higher studies being involved in teaching learning activities in the campus are awarded with scholarship. At least, five years of working Practice experiences as the permanent position and the need of departments were the selection criteria for the award. After being the constituent campus of Far-western University, the procedure of sending teachers for higher studies is based on the rules and bylaws of the university. The administrative body of campus recommends to the respective university and Executive Council makes the final decision. The HEQAAC 2075/076 (2018/019) Annual Report 39

Title Description Good Practice – 4 success/ started when the Campus got its first accreditation from UGC, Nepal in 2012 A.D. and was reaccredited in 2018 Introduction impact A.D. The frequent visit of UGC team provided a lot of constructive feedbacks for improving quality of the Name of the Good Practice Human Resource Development for Quality Enhancement in Education Campus. The Campus also regularizedorganizing and participating in national and international level academic Name of the Agency Tikapur Multiple Campus interaction programs and has been regularly organizing and been participating such programs. The Address Tikapur Municipality-1, Kailali, Nepal International Seminar on "Redefining Management Education in Nepal" was held on 16th and 17th November, Province Sudurpaschim 2018 in which 250 researchers, scholars and students had participated. Similarly, students studying in MBA-BF program held a seminar on "Contemporary Management Issues"on 10th February, 2019 in which more than 150 Detail Description participants had participated. Similarly, faculties are regularly taking participations on Faculty Development Title Description Programs in Nepal and beyond. For this, the Campus has prepared the guidelines and directives for the The concept of human resource development for quality enhancement in education of the institution participation of the Faculties. Entrepreneurial Talk Show, Interactions with Industrialists, experts, academicians was incepted with the formulation of the strategic plan (2018-2022) in line with SHEP (Scheme B) and and educationalists has been regular activities of the Campus. Similarly, the students participated in the Description of Good HERP launched byUGC. Human resource development strengthens quality education upbringing Business Plan Competition organized by IIM, India and won the second prize in 2018 and also won the second practice faculty enhancement in terms of higher academic qualification, innovative pedagogy, research and prize in National Level Business Plan Competition organized by School of Management, Tribhuvan University extensions. in 2019. Human resource development comprises institutional development and sustainability to enhance Likewise, the Department of Research and Development has regularly published the biannual journal entitled quality education.The institution set up the idea of human resource development when University "The Lumbini Journal of Business and Economics" since 2011 A.D. In the same way, the Department of English Grants Commission selected this Campus under the Second Higher Education Project (SHEP). The idea and Business Communication regularly publishes "The Lumbini Journal of Language and Literature" every year. of enhancing human resource development of the institution penetrated as with the recommendation Similarly, the Campus has signed in MOU with universities viz. Handiq Girls’ College, Guwahati, India; Goa of PRT led by Professor Dr. Suresh Raj Sharma, the former Vice Chancellor of Katmandu University. University (Goa Business School), Goa, India Saurashtra University, Rajkot, Gujarat, India Shri Ram College of The campus was QAA certified in the condition to empower faculties in terms of higher education and Commerce, New Delhi, India and banks and business houses namelyShine Resunga Development Bank, Nepal, research.The key goal of initiating faculty development program is to promote quality education by NIC Asia Bank, Nepal, Antarprerana Pvt. Ltd. and Nepalese Young Entrepreneurs Forum (NYEF), Rupendehi, strengthening faculty membersregarding academic qualification, research, innovative pedagogy and Global IME Nepal Ltd., Nepal, Pepsi Cola Multinational Company, Nepal, Sipradi Trading Pvt. Ltd., Nepal, and Purposes and extension. Edusanjal.com, Nepal. Objective of the Quality improvement of higher education is ongoing national and global issue.Efficient manpower can The Campus has also set up Entrepreneurs Incubation Centre here at the Campus, which is expected to be one of Good Practice only address the challenges of economic, political, social and environmental issues. The higher the most fruitful practices for enhancing skills and placement of the graduates. education input and process factors are identified as significant determinants for quality output. Realization The Campus has highly realized that the academic interaction programs held in the campus have helped to Furthermore, the campus has been running Master Level programme in three streams. To have of the enhance the quality of the Campus. It has also contributed a lot for the placement of the graduates. The academic and reformative dealing with the students of this level, the teachers are expected to have objectives programs have helped the Campus to get familiarized with the external environment and understand the informed knowledge of research built through higher academic qualification. and Success actual need of the job market. Being based on the very notion, the campus formulated practical plan and policies to adhere acute factor need of quality improvement through the faculty development.In the same vein, the attempt for The Campus has extended its networking not only within the locality but also across the country and beyond. establishing research culture via faculty development is guided by the beneficial ideas to support Promotion Many of the representatives of other Campuses and Universities also come to visit the Campus through which community and nation. of Good the Campus has shared its good practices. The academic exchange programs have also supported the Campus Tikapur Multiple Campus established in2002 envisioned with making it an educational destination Practice to solidify its dream of converting the Campus into a deemed university. The Campus has built up strong with its comprehensive and integrated learning network and be a major contributor to the relationship among the campuses, enterprises and universities. intellectual, cultural, social and economic development of the nation. To materialize the institutional The Campus has received national awards due to its effort of enhancing quality education. The Ministry of vision, six major strategic areas and priorities were identified. Quality improvement is one of the key Validation Education, Science and Technology awarded the Campus with "Best Community Campus-2075" on the auspicious priorities for creating the center of academic excellence through empowering faculty members in /Received occasion of National Education Day. Similarly, the Campus has recently received the award "PrajyaPadak- terms of higher education, research, innovative pedagogy and extension. awards Second" from the State Government of Province No.-5. Context Moreover, Quality Assurance and Accreditation process under SHEP and HERP hasconsidered higher Name : Prof. Tara Prasad Upadhyaya, PhD academic qualification and research as the key benchmark for the assessment. This institution, being Position : Campus Chief in the process of QAA cycle realized the need of research culture among the faculty members which is Details of Tel: +977-071-410500 expected to achieve through higher studies. We believe higher studies build research knowledge and the contact research knowledge inspires the teachers to implement innovative pedagogy leading to quality Mob : +977-9857026361 person education. This assumption was strengthened when PRT team recommended prioritizing faculty Fax: +977-071-410245 development program as the condition to be QAA certified. Email : [email protected] As with the strategic plan of the campus (2018-2022), the guidelines for higher education have been Website: www.lbc.edu.np devised into two formats: paid leave and in-service leave. Teachers willing to go for M. Phil and PhD have been endorsed paid leave while the teachers pursuing higher studies being involved in teaching learning activities in the campus are awarded with scholarship. At least, five years of working Practice experiences as the permanent position and the need of departments were the selection criteria for the award. After being the constituent campus of Far-western University, the procedure of sending teachers for higher studies is based on the rules and bylaws of the university. The administrative body of campus recommends to the respective university and Executive Council makes the final decision. The HEQAAC 40 Annual Report 2075/076 (2018/019)

expertise and knowledge built among the faculty members has remarkable reflection on the Good Practice – 5 pedagogical and research capabilities so as to gear up the institutional excellence. Introduction The testimonial outputs regarding faculty development has positive and diversified. Two faculty members are awarded with PhD, seven with M. Phil and fourteen faculties are enrolled in M. Phil and Name of the Good Practice Implementation of Academic Autonomous Program PhD programmes. Similarly, to foreground and weigh up the academic cum research activities of the Name of the Agency Shaheed Smriti Multiple Campus institution, the publication task has been prioritized adopting the norms of impact factor and Address Ratnanagar-3, Chitwan, Nepal authentic reviewing process. Approximately, two dozens of peer reviewed articles have been Province Bagmati Evidence of published in variousdisciplines by the faculties of the campus. In the same way, the utmost use of ICT Success/ Impact in classroom activitiesto meet the target for innovative pedagogy has been experienced. Teacher’s Detail Description skills and knowledge have been utilized not only by the campus but also by local government bodies Title Description and other organizations appointing them as consultants and experts.Equally, the involvements of As the Higher Education Institution permitted to financially autonomous accredited institution to launch faculty members have been seen in the line of research disseminations, conferences and seminars to Description academically autonomous program, then this institution launched BFA program. In BFA program, entire boost up academic performance. This is expected to ensure benefits to students’ quality education. of the good academic activities like entry to exit of graduates are performed by the campus administration. Finally Proper implementation of the best practice i.e. faculty enhancement as with the provision of QAA practice graduation certificate is issued by the TU. We have launched Bachelor in Financial Administration (BFA) as our becomes easy and consistent rather than complex. However, the realization of the faculty very first autonomous course. enhancement from substantial perspective can be enumerated with M.Phil. and PhD award of the Fundamentally, BFA course is concentrated for the fulfillment of following core objectives such as: faculty members and the decisions for granting study leave by the Executive Council of Far-western Realization of the  To address needs and interest of students, University. The preliminary motivation for adopting good practice in the institution guided with the objectives and  To address the needs and requirements of local community and employers, institutional procedure has been directly realized with their academic achievement and award. Success factor Purposes  To prepare highly competent graduates with theoretical and practical knowledge, Moreover, the faculty enhancement of the institution has set up the platform of academic soundness and The courses which are designed by TU are able to meet the national and international requirements, but not among the learners and other stakeholders to consolidate academic quality. The expertise of faculty objective the for local needs. So, our campus has launched it successfully towards which, the students, graduations and members to make up their research and pedagogical skills in the institutional and academic good employers are keenly interested towards academically autonomous program. As per the interest and performance vividly comprises one of the success factors. practice requirements of stakeholders course is designed and got final approval from academy council TU. After the The significance of good practice has been further realized after being awarded with QAA completion of course the graduates will have multiple opportunities. They will be able either to establish their certificate.The marked strengths and weakness of the institution by the QAA peer review team own business venture through the entrepreneurial skill, or they can enter in banking, governmental, and other hasrejuvenated for the promotion of good practice. The earlier institutional and faculty weaknesses as private sectors for jobs. pointed out by PRT have now been practiced positively as strengths. The practice of promoting faculty As the government drafted in officially implemented the higher education policy to provide academic expertise through granting leave for M. Phil. and PhD will be further extended to post-doctoral autonomy to financially autonomous accredited institution, our campus was very much impressed by this Promotion of Good studies. decisions SSMC was certified by QAA at 2071/03/12. SSMC was fully capable to launched autonomous Practice The culture of sharing and disseminating will be further strengthened by organizing international program. For this, management committee, campus administration, faculties and other stakeholders organized conferences in the issues relevant to research and innovative pedagogy. The teachers’ empowerment Context meeting and collective decision was made in the favor of autonomous program. Entire part of Eastern Chitwan will be assured by supporting faculties to participate in global seminars and conferences. The (4 Municipalities) were the catchment area for this program. For the implementation of this program institution further plans to support the faculties to publish the research papers, refereed journals with management committee at department, faculties were very much devoted.During that time internal imbalance the provision of seed money. Local, federal and international funding agencies will be sought teachers in SSMC played some unfavorable role but it was solved by the management and campus administration engagement in research base activities. collectively. The good practice i.e. human resource development for quality enhancement in education has offered At first campus administration organized department meeting regarding the autonomous program. After academic potentialities and awards (M.Phil., PhD)to amplify teachers' (faculty members')knowledge, making the consensus decision, then we made course designing team. This team contributed a lot for the experiences, skills and expertise to promotetheir professionalism with proper rationale or validation. drafting and designing of course. As the course was designed, then we called expert to examine/evaluate the The faculty members after being academically strong, technically competent and appropriately able in course. After conducting the seminar with expert regarding course then it was sent to Dean Office for approval. researchhave enriched their pedagogical activitieswithin and out of the institution/campus. The paper Practice Campus Organized several interaction programs with stakeholders. Then we made exam committee, academic presentation both in national and international conferences/seminars/workshop, publishing peer council etc. We took the entrance exam of students. In first batch we were success to admit 11 students and Validation/ reviewed articles accordingly, utilizing technology in classroom activities etc. are the remarkable they are in 3rd semester at present. We have also admitted II batch students by following same system. To Received awards validations of the faculties. ensure quality of education; presentation, group discussion, field visit, seminar, guest lectures, terminal exams The conduction of wide-ranging orientations, interactions programs, research upholding seminars and etc. are conducted according to academic calendar. workshops and so on are also equally considerable to rationalize the received awards of faculty We have already conducted two final exams and students havepassed with excellent marks. The autonomous members.In addition, two members becoming awarded with PhD, seven with M. Phil and more than 14 Evidence of course is successfully implemented. Because of the teaching methodology, quality of course and dedication of faculties enrolled in PhD, heighten the validity of the very best practice in the campus. The QAA success/ faculties, the interest of students, graduations and other stakeholders is increasing day by day. All stakeholders award for the institution hasvitalized the faculty members offering them easy and reviving approach impact are in the favor of course. By observingthis fact, Ratnanagar chamber of Commerce and Industry has already for attaining qualifications like M. Phil, PhD and various research skills. requested to sign on MOU to tie up with BFA graduates after their completion of Course. Name: Keshar Bahadur Kunwar Realization Students are admitted in 1st and 2nd batch and this trend shows that program is increasing significantly. The Position: Campus Chief of the campus knows the needs and requirements of local community and employers, and campus is fully confident Details of the Tel: 091-560088 objectives to fulfill their expectation after the completion of academic cycle. Similarly course is already designed and contact person Mob: 9851148826 and Success approved by authority with the aim to meet the quality standard but the graduates have to prove it. Email: [email protected]/ [email protected] factor Website:www.tmc.edu.np HEQAAC 2075/076 (2018/019) Annual Report 41 expertise and knowledge built among the faculty members has remarkable reflection on the Good Practice – 5 pedagogical and research capabilities so as to gear up the institutional excellence. Introduction The testimonial outputs regarding faculty development has positive and diversified. Two faculty members are awarded with PhD, seven with M. Phil and fourteen faculties are enrolled in M. Phil and Name of the Good Practice Implementation of Academic Autonomous Program PhD programmes. Similarly, to foreground and weigh up the academic cum research activities of the Name of the Agency Shaheed Smriti Multiple Campus institution, the publication task has been prioritized adopting the norms of impact factor and Address Ratnanagar-3, Chitwan, Nepal authentic reviewing process. Approximately, two dozens of peer reviewed articles have been Province Bagmati Evidence of published in variousdisciplines by the faculties of the campus. In the same way, the utmost use of ICT Success/ Impact in classroom activitiesto meet the target for innovative pedagogy has been experienced. Teacher’s Detail Description skills and knowledge have been utilized not only by the campus but also by local government bodies Title Description and other organizations appointing them as consultants and experts.Equally, the involvements of As the Higher Education Institution permitted to financially autonomous accredited institution to launch faculty members have been seen in the line of research disseminations, conferences and seminars to Description academically autonomous program, then this institution launched BFA program. In BFA program, entire boost up academic performance. This is expected to ensure benefits to students’ quality education. of the good academic activities like entry to exit of graduates are performed by the campus administration. Finally Proper implementation of the best practice i.e. faculty enhancement as with the provision of QAA practice graduation certificate is issued by the TU. We have launched Bachelor in Financial Administration (BFA) as our becomes easy and consistent rather than complex. However, the realization of the faculty very first autonomous course. enhancement from substantial perspective can be enumerated with M.Phil. and PhD award of the Fundamentally, BFA course is concentrated for the fulfillment of following core objectives such as: faculty members and the decisions for granting study leave by the Executive Council of Far-western Realization of the  To address needs and interest of students, University. The preliminary motivation for adopting good practice in the institution guided with the objectives and  To address the needs and requirements of local community and employers, institutional procedure has been directly realized with their academic achievement and award. Success factor Purposes  To prepare highly competent graduates with theoretical and practical knowledge, Moreover, the faculty enhancement of the institution has set up the platform of academic soundness and The courses which are designed by TU are able to meet the national and international requirements, but not among the learners and other stakeholders to consolidate academic quality. The expertise of faculty objective the for local needs. So, our campus has launched it successfully towards which, the students, graduations and members to make up their research and pedagogical skills in the institutional and academic good employers are keenly interested towards academically autonomous program. As per the interest and performance vividly comprises one of the success factors. practice requirements of stakeholders course is designed and got final approval from academy council TU. After the The significance of good practice has been further realized after being awarded with QAA completion of course the graduates will have multiple opportunities. They will be able either to establish their certificate.The marked strengths and weakness of the institution by the QAA peer review team own business venture through the entrepreneurial skill, or they can enter in banking, governmental, and other hasrejuvenated for the promotion of good practice. The earlier institutional and faculty weaknesses as private sectors for jobs. pointed out by PRT have now been practiced positively as strengths. The practice of promoting faculty As the government drafted in officially implemented the higher education policy to provide academic expertise through granting leave for M. Phil. and PhD will be further extended to post-doctoral autonomy to financially autonomous accredited institution, our campus was very much impressed by this Promotion of Good studies. decisions SSMC was certified by QAA at 2071/03/12. SSMC was fully capable to launched autonomous Practice The culture of sharing and disseminating will be further strengthened by organizing international program. For this, management committee, campus administration, faculties and other stakeholders organized conferences in the issues relevant to research and innovative pedagogy. The teachers’ empowerment Context meeting and collective decision was made in the favor of autonomous program. Entire part of Eastern Chitwan will be assured by supporting faculties to participate in global seminars and conferences. The (4 Municipalities) were the catchment area for this program. For the implementation of this program institution further plans to support the faculties to publish the research papers, refereed journals with management committee at department, faculties were very much devoted.During that time internal imbalance the provision of seed money. Local, federal and international funding agencies will be sought teachers in SSMC played some unfavorable role but it was solved by the management and campus administration engagement in research base activities. collectively. The good practice i.e. human resource development for quality enhancement in education has offered At first campus administration organized department meeting regarding the autonomous program. After academic potentialities and awards (M.Phil., PhD)to amplify teachers' (faculty members')knowledge, making the consensus decision, then we made course designing team. This team contributed a lot for the experiences, skills and expertise to promotetheir professionalism with proper rationale or validation. drafting and designing of course. As the course was designed, then we called expert to examine/evaluate the The faculty members after being academically strong, technically competent and appropriately able in course. After conducting the seminar with expert regarding course then it was sent to Dean Office for approval. researchhave enriched their pedagogical activitieswithin and out of the institution/campus. The paper Practice Campus Organized several interaction programs with stakeholders. Then we made exam committee, academic presentation both in national and international conferences/seminars/workshop, publishing peer council etc. We took the entrance exam of students. In first batch we were success to admit 11 students and Validation/ reviewed articles accordingly, utilizing technology in classroom activities etc. are the remarkable they are in 3rd semester at present. We have also admitted II batch students by following same system. To Received awards validations of the faculties. ensure quality of education; presentation, group discussion, field visit, seminar, guest lectures, terminal exams The conduction of wide-ranging orientations, interactions programs, research upholding seminars and etc. are conducted according to academic calendar. workshops and so on are also equally considerable to rationalize the received awards of faculty We have already conducted two final exams and students havepassed with excellent marks. The autonomous members.In addition, two members becoming awarded with PhD, seven with M. Phil and more than 14 Evidence of course is successfully implemented. Because of the teaching methodology, quality of course and dedication of faculties enrolled in PhD, heighten the validity of the very best practice in the campus. The QAA success/ faculties, the interest of students, graduations and other stakeholders is increasing day by day. All stakeholders award for the institution hasvitalized the faculty members offering them easy and reviving approach impact are in the favor of course. By observingthis fact, Ratnanagar chamber of Commerce and Industry has already for attaining qualifications like M. Phil, PhD and various research skills. requested to sign on MOU to tie up with BFA graduates after their completion of Course. Name: Keshar Bahadur Kunwar Realization Students are admitted in 1st and 2nd batch and this trend shows that program is increasing significantly. The Position: Campus Chief of the campus knows the needs and requirements of local community and employers, and campus is fully confident Details of the Tel: 091-560088 objectives to fulfill their expectation after the completion of academic cycle. Similarly course is already designed and contact person Mob: 9851148826 and Success approved by authority with the aim to meet the quality standard but the graduates have to prove it. Email: [email protected]/ [email protected] factor Website:www.tmc.edu.np HEQAAC 42 Annual Report 2075/076 (2018/019)

Title Description Good Practice – 6 Introduction For the launching of this program; at first campus organized interaction program with elected members of all

municipalities of Eastern Chitwan. Then with all principals of community and private schools and colleges. Promotion Similarly we organized same program with journalist, social workers. For the promotion of this program we Name of the Good Practice Enhancing Learning Environment: Linking Theory and Practice of Good launched promotional activities through printed media in Chitwan. We also use social media like campus Name of the Agency School of Education, Kathmandu University Practice website; campus Facebook page etc. as we did all these promotional activities, almost of the Eastern part of Address Hattiban, Lalitpur, Nepal Chitwan became aware of with this program. Province Bagmati

As we designed autonomous course and sent to Dean Office for final approved, the course got final approval Detail Description from the academic council. We got examination autonomy and chairman of campus management committee Validation/R and campus chief have already signed an MOU on the behalf of campus. Final exam is already conducted and Title Description eceived result is published as per the prescribed guidelines. The course is recognized by the society and must Description School of Education, Kathmandu University believes in the process of learning that connects theories with the awards interesting and valuable thing is that RCCI has already requested to campus to sign on the MOU between of the good practice. Such an approach enables both the teachers and students to test the theories and generate new SSMC and RCCI to tie up with the graduates of BFA. practice knowledge based on indigenous knowledge and belief systems. Name: Dharma DattaTiwari The purpose of enhancing learning environment at School of Education Kathmandu University is to make the Position: Campus Chief student-researchers aware of the social, educational and cultural issues of society, understanding them, and Details of contributing to create a better future of our people, who learn to live respecting the rules of Nature and values Tel: +977-56-560147, 561447,563270,563047 Purposes the contact of our society. Likewise, the purpose is also to link the students with the potential work-places where they Mob: +977-9855062047 and person would be working after their graduation. Fax: +977-56-560147 objective of School of Education Kathmandu University creates a favorable environment for teachers and student- the good Email: [email protected], [email protected] researchers to engage in high quality academic discourse and understand the issues of community, specifically practice Website: www.ssmcchitwan.edu.np the work-places, by visiting our communities and experiencing their social, educational and cultural problems. The purpose is to provide them theoretical and experiential learning environment where they could develop a realistic, creative, and leadership quality in them. One of the dominant discourses of present-day Nepal is that the quality of education that our educational institutions deliver to our students is very poor.This is so when graduates of our education system fail to earn a dignified living. This is linked with a large number of students from Nepal flying overseas for higher education and a high level of educated unemployment. We also know that majority of these students rarely return to Nepal after graduation and these educated unemployed are forced to go for very low level of employment in countries like Malaysia, South Korea and countries of the Gulf. School of Education Kathmandu University is well aware of the fact that the discourses in university classrooms Context barely help the graduates to make a dignified living when these graduates go to the world of work. We, here at School of Education Kathmandu University, have realized that finding link between the classroom discourses and our social, educational and cultural dimensions is an utmost necessity to connect education with the national workforce participation. Given a situation like this, School of Education Kathmandu University engages both the faculties and student- researchers in research, documentation and dissemination of the generated knowledge to fill the gap between educational practices in university classrooms and required human resource for the nation. School of Education Kathmandu University prioritizes a high level of learning environment for innovations in teaching, learning and research. We believe that university provides space for junior scholars under the guidance of senior scholars to articulate their academic excellence both based on their experience and research. Therefore, each faculty seeks innovations from every student-researchers providing opportunities to bloom their critical ability. The common practice among the faculty members to achieve this is to present discuss the student-researchers. Visiting communities is an essential aspect of educational practice at School of Education Kathmandu University. It is realized in many different ways. A certain group of students under the supervision of respective Practice teachers plan to visit a community of their interest. Dean’s Office approves the visit and the group visits the community and studies as per the plan and the students, either individually or in group, prepare the report of the visit. Or the student-researchers conduct research at the School and disseminate their research studies conducting seminars and workshops in different parts of the country. This enables the young researchers to test their findings and share their research with wider communities. Many of our students take part in national and international conferences to share their research studies. They are also encouraged to explore the appropriate national and international journals for publication. To encourage student-researchers for publication, School of Education Kathmandu University subscribe many journals from several online sites. HEQAAC 2075/076 (2018/019) Annual Report 43

Title Description Good Practice – 6 Introduction For the launching of this program; at first campus organized interaction program with elected members of all municipalities of Eastern Chitwan. Then with all principals of community and private schools and colleges. Promotion Similarly we organized same program with journalist, social workers. For the promotion of this program we Name of the Good Practice Enhancing Learning Environment: Linking Theory and Practice of Good launched promotional activities through printed media in Chitwan. We also use social media like campus Name of the Agency School of Education, Kathmandu University Practice website; campus Facebook page etc. as we did all these promotional activities, almost of the Eastern part of Address Hattiban, Lalitpur, Nepal Chitwan became aware of with this program. Province Bagmati

As we designed autonomous course and sent to Dean Office for final approved, the course got final approval Detail Description from the academic council. We got examination autonomy and chairman of campus management committee Validation/R and campus chief have already signed an MOU on the behalf of campus. Final exam is already conducted and Title Description eceived result is published as per the prescribed guidelines. The course is recognized by the society and must Description School of Education, Kathmandu University believes in the process of learning that connects theories with the awards interesting and valuable thing is that RCCI has already requested to campus to sign on the MOU between of the good practice. Such an approach enables both the teachers and students to test the theories and generate new SSMC and RCCI to tie up with the graduates of BFA. practice knowledge based on indigenous knowledge and belief systems. Name: Dharma DattaTiwari The purpose of enhancing learning environment at School of Education Kathmandu University is to make the Position: Campus Chief student-researchers aware of the social, educational and cultural issues of society, understanding them, and Details of contributing to create a better future of our people, who learn to live respecting the rules of Nature and values Tel: +977-56-560147, 561447,563270,563047 Purposes the contact of our society. Likewise, the purpose is also to link the students with the potential work-places where they Mob: +977-9855062047 and person would be working after their graduation. Fax: +977-56-560147 objective of School of Education Kathmandu University creates a favorable environment for teachers and student- the good Email: [email protected], [email protected] researchers to engage in high quality academic discourse and understand the issues of community, specifically practice Website: www.ssmcchitwan.edu.np the work-places, by visiting our communities and experiencing their social, educational and cultural problems. The purpose is to provide them theoretical and experiential learning environment where they could develop a realistic, creative, and leadership quality in them. One of the dominant discourses of present-day Nepal is that the quality of education that our educational institutions deliver to our students is very poor.This is so when graduates of our education system fail to earn a dignified living. This is linked with a large number of students from Nepal flying overseas for higher education and a high level of educated unemployment. We also know that majority of these students rarely return to Nepal after graduation and these educated unemployed are forced to go for very low level of employment in countries like Malaysia, South Korea and countries of the Gulf. School of Education Kathmandu University is well aware of the fact that the discourses in university classrooms Context barely help the graduates to make a dignified living when these graduates go to the world of work. We, here at School of Education Kathmandu University, have realized that finding link between the classroom discourses and our social, educational and cultural dimensions is an utmost necessity to connect education with the national workforce participation. Given a situation like this, School of Education Kathmandu University engages both the faculties and student- researchers in research, documentation and dissemination of the generated knowledge to fill the gap between educational practices in university classrooms and required human resource for the nation. School of Education Kathmandu University prioritizes a high level of learning environment for innovations in teaching, learning and research. We believe that university provides space for junior scholars under the guidance of senior scholars to articulate their academic excellence both based on their experience and research. Therefore, each faculty seeks innovations from every student-researchers providing opportunities to bloom their critical ability. The common practice among the faculty members to achieve this is to present discuss the student-researchers. Visiting communities is an essential aspect of educational practice at School of Education Kathmandu University. It is realized in many different ways. A certain group of students under the supervision of respective Practice teachers plan to visit a community of their interest. Dean’s Office approves the visit and the group visits the community and studies as per the plan and the students, either individually or in group, prepare the report of the visit. Or the student-researchers conduct research at the School and disseminate their research studies conducting seminars and workshops in different parts of the country. This enables the young researchers to test their findings and share their research with wider communities. Many of our students take part in national and international conferences to share their research studies. They are also encouraged to explore the appropriate national and international journals for publication. To encourage student-researchers for publication, School of Education Kathmandu University subscribe many journals from several online sites. HEQAAC 44 Annual Report 2075/076 (2018/019)

Title Description Good Practice – 7 Introduction

Doctoral students contribute to the understanding of different aspects of their research studies with Master of Name of the Good Practice Practiced advanced research along with teaching and learning parallelly Philosophy and Master’s students in regular interactions. Name of the Agency Central Department of Biotechnology, Tribhuvan University The practice of creating appropriate learning environment at School of Education Kathmandu University is of Address , Kathmandu, Nepal its first kind in Nepal. This links the theory to practice and the discourses of classrooms are applied to solve our Province Bagmati day to day social, educational and cultural issues of our society. Further the graduates from School of Education

Kathmandu University are generating a substantial number of studies with special focus on indigenous Detail Description knowledge system that was almost ignored for centuries now. Such a practice has enabled to many of them to

Evidence of theorize based on the local data. We hope in days to come our scholars will contribute to develop appropriate Title Description success/ theory to address our issues for which we largely depend on the theories developed in the West. impact Besides, the graduates of School of Education Kathmandu University are making very positive impact in their Description Involvement of research along with teaching and learning helps students to know and analyze the learning respective fields. The graduates agree that they find workplace oriented educational environment at the School of the good useful for implementation in practice in order to address the burning issues in society/nation through their and they do not find difficult to translate the knowledge acquired at the School into their workplace practice specific learned subject. environment. As the workplace environment is fast changing because of the rapid growth in technology, School Purposes Central Department of Biotechnology (CDBT) correlates research with teaching and learning system. The of Education Kathmandu University always interacts with the concerned stakeholders to get updated with the and research going on in CDBT are changing patterns in labor market. objective the i. Dengue fever and Dengue like illness in Nepal. good Implementation of the good practice i.e. enhancing learning environment; linking theory and practice is both ii. A Molecular and Immunological Investigation of leishmaniasis from unusual foci of cutaneous and visceral challenging and interesting. This requires regular interaction with the concerned stakeholders, particularly the practice disease in India and Nepal. employers, to understand what sort of knowledge and skills they expect from their employees. School of Realizationo iii. Screening of Epstein Barr virus and Kaposi Sarcoma antiserum in Nepalese healthy population and Education Kathmandu University prepares these skills and knowledge integrating the needs of labor market. fthe molecular diagnosis Conducting workshops, seminars, and conferences is both time-consuming as well as expensive. Besides, it also objectives iv. Biodiversity of Streptomyces from soil collected from various parts of Nepal and screening for potent requires high level of expertise in event management and academic expertise. After getting accreditation from and Success bioactive compounds. the UGC Nepal, School of Education Kathmandu University not only increased the number of frequencies of factor v. Profiling Cellular Immune Responses in Dengue Virus Infected Nepalese Population. such activities but also began to organize such programs outside the . Large numbers of scholars across the country have opportunities to interact with the scholars of School of Education and the vi. Cytotoxicity and Anti-cancer activities of “HeerakBhasma” (Diamond Particles) on different cell lines. scholars of School of Education also have interacted with the scholars from different regions. vii. Design of Microbial fuel Cell to Manage Household Organic Wastes Using Mixed Culture of Microbes. School of Education Kathmandu University, since its establishment in 1997, has believed in transforming viii. Screening of Novel Genes Involved in Biofilm-mediated Carbapenem Resistance in Pseudomonas society with excellence in education. The good practice of enhancing learning environment at the School as aeruginosa. Promotion described above is the primary concern of the School. To realize this objective, the School has been working in ix. Application of Bacteriophage to treat the multidrug resistant bacteria infection in mouse model. of Good coordination with similar minded organizations - both national and international - to share ideas and expertise. Practice x. Molecular characterization of plant pathogen and control (plant tissue culture model and field trial). Focus To promote these good practices, the School conducts workshops, seminars, and training programs to provide on Coffee Leaf Rust, Fall Army Worm and Dadhuwa disease of L. cardamom. forums for the interested scholars. xi. Isolation of contraceptive drug from natural products. The good practice i.e. enhancing learning environment is highly relevant for every institute of higher learning. xii. Bacteriophage as alternative to antibiotics. The available learning environment at School of Education Kathmandu University prepares eligible human Validation Almost all the research projects are fully funded by different national and international funds. Conduction of resource required for the national transformation. We understand that our younger generation has minimal /Received such works helps students and faculties to improve and strengthen research skill, help society to know more trust in the academic performance of our higher institute of learning as indicated by the large number of awards about the things going on. The purpose and Objective is not specifically mentioned. The list of the projects can educated Nepali youths moving abroad. The effort of School of Kathmandu University to retain the best minds be presented in evidence. in the country and utilize their expertise for the national development is the need of today. Context The research going on in the department is based on the masters’, Ph.D. and Post doc syllabus of CDBT, TU Name: Tikaram Poudel, PhD which is curriculum bounded and time bounded. As the department is rich in advanced facilities, almost all the Details of Position: Coordinator, Research and Innovation Center, SOE work going on in the department is of high standard. However, because of constrain in funding and time the contact Tel: +977 1 5250524 sometimes there is lagging in work contents. person Mob: +977-9843756851 Practice CDBT, TU has a departmental “research committee” and “subject committee” made from a group of experts’ Email: [email protected] , [email protected] team. The committee evaluates and controls the quality of research and teaching learning system going on in Website: www.kusoed.edu.np the department. Students are allowed to go to field for the sample collection where they can know a lot much about the feasibility of the work they are doing so that they can establish their own work station as entrepreneurs. Students are allowed to visit related industries to learn more about the situation and set input as per their knowledge analyze the case and design research based on the problems. Evidence of CDBT passed out students have successfully established different enterprises. Nepal regularly imports a huge success/ amount of fertilizer from India and other countries. Now we have several biofertilizer industries where CDBT impact passed out students are involved. They have successfully used organic solid wastes for fertilizer production. Students are involved in mushroom production, tissue cultured plant production. They are also involved in the establishment of diagnostic laboratories. HEQAAC 2075/076 (2018/019) Annual Report 45

Title Description Good Practice – 7 Introduction

Doctoral students contribute to the understanding of different aspects of their research studies with Master of Name of the Good Practice Practiced advanced research along with teaching and learning parallelly Philosophy and Master’s students in regular interactions. Name of the Agency Central Department of Biotechnology, Tribhuvan University The practice of creating appropriate learning environment at School of Education Kathmandu University is of Address Kirtipur, Kathmandu, Nepal its first kind in Nepal. This links the theory to practice and the discourses of classrooms are applied to solve our Province Bagmati day to day social, educational and cultural issues of our society. Further the graduates from School of Education

Kathmandu University are generating a substantial number of studies with special focus on indigenous Detail Description knowledge system that was almost ignored for centuries now. Such a practice has enabled to many of them to

Evidence of theorize based on the local data. We hope in days to come our scholars will contribute to develop appropriate Title Description success/ theory to address our issues for which we largely depend on the theories developed in the West. impact Besides, the graduates of School of Education Kathmandu University are making very positive impact in their Description Involvement of research along with teaching and learning helps students to know and analyze the learning respective fields. The graduates agree that they find workplace oriented educational environment at the School of the good useful for implementation in practice in order to address the burning issues in society/nation through their and they do not find difficult to translate the knowledge acquired at the School into their workplace practice specific learned subject. environment. As the workplace environment is fast changing because of the rapid growth in technology, School Purposes Central Department of Biotechnology (CDBT) correlates research with teaching and learning system. The of Education Kathmandu University always interacts with the concerned stakeholders to get updated with the and research going on in CDBT are changing patterns in labor market. objective the i. Dengue fever and Dengue like illness in Nepal. good Implementation of the good practice i.e. enhancing learning environment; linking theory and practice is both ii. A Molecular and Immunological Investigation of leishmaniasis from unusual foci of cutaneous and visceral challenging and interesting. This requires regular interaction with the concerned stakeholders, particularly the practice disease in India and Nepal. employers, to understand what sort of knowledge and skills they expect from their employees. School of Realizationo iii. Screening of Epstein Barr virus and Kaposi Sarcoma antiserum in Nepalese healthy population and Education Kathmandu University prepares these skills and knowledge integrating the needs of labor market. fthe molecular diagnosis Conducting workshops, seminars, and conferences is both time-consuming as well as expensive. Besides, it also objectives iv. Biodiversity of Streptomyces from soil collected from various parts of Nepal and screening for potent requires high level of expertise in event management and academic expertise. After getting accreditation from and Success bioactive compounds. the UGC Nepal, School of Education Kathmandu University not only increased the number of frequencies of factor v. Profiling Cellular Immune Responses in Dengue Virus Infected Nepalese Population. such activities but also began to organize such programs outside the Kathmandu Valley. Large numbers of scholars across the country have opportunities to interact with the scholars of School of Education and the vi. Cytotoxicity and Anti-cancer activities of “HeerakBhasma” (Diamond Particles) on different cell lines. scholars of School of Education also have interacted with the scholars from different regions. vii. Design of Microbial fuel Cell to Manage Household Organic Wastes Using Mixed Culture of Microbes. School of Education Kathmandu University, since its establishment in 1997, has believed in transforming viii. Screening of Novel Genes Involved in Biofilm-mediated Carbapenem Resistance in Pseudomonas society with excellence in education. The good practice of enhancing learning environment at the School as aeruginosa. Promotion described above is the primary concern of the School. To realize this objective, the School has been working in ix. Application of Bacteriophage to treat the multidrug resistant bacteria infection in mouse model. of Good coordination with similar minded organizations - both national and international - to share ideas and expertise. Practice x. Molecular characterization of plant pathogen and control (plant tissue culture model and field trial). Focus To promote these good practices, the School conducts workshops, seminars, and training programs to provide on Coffee Leaf Rust, Fall Army Worm and Dadhuwa disease of L. cardamom. forums for the interested scholars. xi. Isolation of contraceptive drug from natural products. The good practice i.e. enhancing learning environment is highly relevant for every institute of higher learning. xii. Bacteriophage as alternative to antibiotics. The available learning environment at School of Education Kathmandu University prepares eligible human Validation Almost all the research projects are fully funded by different national and international funds. Conduction of resource required for the national transformation. We understand that our younger generation has minimal /Received such works helps students and faculties to improve and strengthen research skill, help society to know more trust in the academic performance of our higher institute of learning as indicated by the large number of awards about the things going on. The purpose and Objective is not specifically mentioned. The list of the projects can educated Nepali youths moving abroad. The effort of School of Kathmandu University to retain the best minds be presented in evidence. in the country and utilize their expertise for the national development is the need of today. Context The research going on in the department is based on the masters’, Ph.D. and Post doc syllabus of CDBT, TU Name: Tikaram Poudel, PhD which is curriculum bounded and time bounded. As the department is rich in advanced facilities, almost all the Details of Position: Coordinator, Research and Innovation Center, SOE work going on in the department is of high standard. However, because of constrain in funding and time the contact Tel: +977 1 5250524 sometimes there is lagging in work contents. person Mob: +977-9843756851 Practice CDBT, TU has a departmental “research committee” and “subject committee” made from a group of experts’ Email: [email protected] , [email protected] team. The committee evaluates and controls the quality of research and teaching learning system going on in Website: www.kusoed.edu.np the department. Students are allowed to go to field for the sample collection where they can know a lot much about the feasibility of the work they are doing so that they can establish their own work station as entrepreneurs. Students are allowed to visit related industries to learn more about the situation and set input as per their knowledge analyze the case and design research based on the problems. Evidence of CDBT passed out students have successfully established different enterprises. Nepal regularly imports a huge success/ amount of fertilizer from India and other countries. Now we have several biofertilizer industries where CDBT impact passed out students are involved. They have successfully used organic solid wastes for fertilizer production. Students are involved in mushroom production, tissue cultured plant production. They are also involved in the establishment of diagnostic laboratories. HEQAAC 46 Annual Report 2075/076 (2018/019)

Title Description Good Practice – 8 Introduction Realization Doing research and establishing enterprises in Nepalese context is not easy. A huge amount of investment is of the needed to link the gap. Still CDBT passed out students are successfully fulfilling the gap and running their objectives business successfully. On the other side passed out students have successfully entered in other different Name of the Good Practice Practice of Academically Autonomy Programs and Success national sectors. Most of the students are enrolled in Ph.D. course for the higher education in universities Name of the Agency Janapriya Multiple Campus (TU) factor abroad. Few of the students have completed Ph. D. till date. Address Pokhara, Kaski, Nepal Province Gandaki Pradesh Promotion CDBT, TU has (These are facilities, not promotion of good practice) of Good 1. High demand of the course (Applicant 4/5 times higher than capacity, Skill oriented course, Coverage of Detail Description Practice diversity of knowledge)

2. Well established laboratory with advanced equipments and all the equipments are functional. Title Description 3. Twenty four hour working environment (Solar backup, water supply) Description Janapriya Multiple Campus (JMC) has designed the syllabus of academically autonomous programs. The programs are 4. National and International research grants are ongoing. of the good running smoothly to which, taking examination and publishing the result are also the responsibility of the campus. practice 5. Many international scientists, researchers, faculties visit the department frequently. Established and operated by local community, JMC is a QAA certified and approved for Academic Autonomy. It has Purposes 6. Vibrant faculties (Almost all faculties have grants). been developing its faculties as per the requirement to run Bachelor of Mountain Tourism Management that is related and 7. Capability to conduct national and international seminars/conference /workshops/training programs. to the largest industry in the country. The main objective of launching this program is to meet the student interest and objective the the necessity of the job market along with marching ahead towards the path of Deemed University. As the further step 8. Research conductive environment. good of this mission, we have recently commenced MBA in Hospitality Management in Master level. The scholars and 9. Viable academia to industry approach. practice academicians are engaged in the subject committee in order to design and commencement of such programs. 10. New building under construction with enough space to expand. It was quite new for JMC to design an academic program: develop the curriculum and syllabus, intake and run the Validation Many pass out students have their own business houses. Biotech-Business house owner students are classes, conduct the examination and publish the result ourselves. Therefore, we had some confusions and difficulties /Received  Arya Diagnostics (Bagbazar, Kathmandu): Molecular Disease Diagnosis. Raju Lama Context regarding the practice of autonomy. However, we organized trainings and orientations for the programs and overcame awards  Dirghayu Biotech (Godawari, Lalitpur): Molecular tools in new innovations. Mitesh Shrestha, Rajendra the confusions. Now it is clear that successful operation of the autonomous programs has become one of the Napit, Roshan Nepal, Sujindra Subedi measuring rods of quality in an institution. In order to launch new programs in JMC under Academic Autonomy, the Campus first interacted with different stake  Praramva Biotech (Sitapaila, Kathmandu): Biofertilizer and Biopesticide Production. Baidyanath Jha holders about the suitable subject for this region. Considering the feasibility of some subjects in regards of the  Ficus Biotech (Dhulikhel, Kavre): Tissue culture propagation and distribution of Paulownia, Bamboo plants. resources of campus, then it nominated the experts team and formed Subject Committee of Bachelor of Mountain Santosh Dahal Tourism Management. The committee prepared a detail curriculum and submitted it to the Office of the Dean, Practice  Rara Biotech: Diagnostic kit development. Sumeena Karki, Bimala Dhakal, Gauri Thapa. Management Faculty, TU for the approval. Being accepted by the Subject committee, it was then forwarded to the CDBT, TU has earned several awards. Some of them are as below: Academic Council, and finally the Executive Board approved it to launch from the year 2017 AD. In a due time we signed a MoU with the Tribhuvan University for conducting the examination of autonomous programs. Accordingly a. Nepal Academy of Science and Technology Award [Nabil Science and Technology Award] in 2017 and JMC has been running BMTM and MBA in Hospitality Management programs. 2018 to Prof. Krishna Das Manandhar and Prof. RajaniMalla The Academic Autonomy is quite new practice in Tribhuvan University. Meanwhile, three community Campuses in the Evidence of b. Ms. SrijanShrestha supervised by Prof. Krishna Das Manandhar was awarded in the international country, Kailali Multiple Campus, Lumbini Banijya Campus and Janapriya Multiple Campus, got the approval of Academic success/ workshop, 2018 organized by ICGEB, Trieste-Italy got the Best Poster Award on the research work autonomy in the year 2074 BS. JMC got the autonomy for Bachelor of Mountain Tourism Management in 2074 BS and for impact presented in the topic “Immuno-molecular study of cutaneous leishmaniasis: an alarming and emerging MBA in Hospitality Management this year. The Campus has the policy of getting autonomy for other subjects too. disease of Nepal” Realization As Tribhuvan University put forward the policy of academic autonomy, JMC formed a team of the experts in order to prepare c. Sixth batch student Mr. Mahesh Lamsal supervised by Prof. Krishna Das Manandhar got of the a syllabus for Bachelor of Mountain Tourism Management and launched the program after the approval from the university DayanandaBajracharya Best Thesis award of NAST – 2019 entitled on “Development and Evaluation of an objectives authority. We got an opportunity of developing our faculties. The experts interacted with the different stakeholders in the in-House IgG-Capture ELISA for the Detection of Dengue virus “nominated by Nepal Academy of Science and Success course of preparing the curriculum. We also have conducted trainings necessary for running the examination. Now we are and Technology. factor able even to export our expertise in other colleges regarding the operation of autonomous program. There are very few institutions which have got academic autonomy. It is a quite new practice for us. We have been d. Three students got best poster award in International conference SARSME-2020 organized by amending the policy of the campus to support the autonomous program and take all the programs to autonomy in Promotion of International Society for Microbiology (ISME). course of time. With the objective of making people and parents as well as its stakeholders aware about the Good  First prize – Indu Gyanwali autonomous program, JMC organized different interactions and workshops. We also have started to publish a peer Practice  Second prize – Srijan Shrestha reviewed journal of mountain tourism. Similarly, JMC organized national and international conferences on sustainability of mountain tourism.  Third prize – Macchendra Thapa Since the campus got accreditation and launched academic autonomous programs, its goodwill has been well Details of Name: Prof. Dr. Krishna Das Manandhar Name: Madanman Singh Rokaya Validation established in national and international level. We are in contact with various experts who frequently contribute to the contact Position: Head of Department Position: Head assistant /Received the campus regarding its quality education. JMC also has made progress in faculty development. We also have brought person Tel: 977-1-4336221 Tel: 977-1-4336221 awards significant changes in pedagogy and teaching methodology. We also have been cooperating with other institutions in Mob: 9860960577 Mob: 9848312138 order to strengthen the autonomy. Name: Biranji Gautam Email: krishna.manandhar@biotechtu. edu.np Email: [email protected] Details of Position: Campus Chief Website: www.biotechtu.edu.np Website: www.biotechtu.edu.np the contact Tel: +977-061-522287/531822 person Mob: +977-9856024834 Email: [email protected]; [email protected] Website: www.ugcnepal.edu.np HEQAAC 2075/076 (2018/019) Annual Report 47

Title Description Good Practice – 8 Introduction Realization Doing research and establishing enterprises in Nepalese context is not easy. A huge amount of investment is of the needed to link the gap. Still CDBT passed out students are successfully fulfilling the gap and running their objectives business successfully. On the other side passed out students have successfully entered in other different Name of the Good Practice Practice of Academically Autonomy Programs and Success national sectors. Most of the students are enrolled in Ph.D. course for the higher education in universities Name of the Agency Janapriya Multiple Campus (TU) factor abroad. Few of the students have completed Ph. D. till date. Address Pokhara, Kaski, Nepal Province Gandaki Pradesh Promotion CDBT, TU has (These are facilities, not promotion of good practice) of Good 1. High demand of the course (Applicant 4/5 times higher than capacity, Skill oriented course, Coverage of Detail Description Practice diversity of knowledge)

2. Well established laboratory with advanced equipments and all the equipments are functional. Title Description 3. Twenty four hour working environment (Solar backup, water supply) Description Janapriya Multiple Campus (JMC) has designed the syllabus of academically autonomous programs. The programs are 4. National and International research grants are ongoing. of the good running smoothly to which, taking examination and publishing the result are also the responsibility of the campus. practice 5. Many international scientists, researchers, faculties visit the department frequently. Established and operated by local community, JMC is a QAA certified and approved for Academic Autonomy. It has Purposes 6. Vibrant faculties (Almost all faculties have grants). been developing its faculties as per the requirement to run Bachelor of Mountain Tourism Management that is related and 7. Capability to conduct national and international seminars/conference /workshops/training programs. to the largest industry in the country. The main objective of launching this program is to meet the student interest and objective the the necessity of the job market along with marching ahead towards the path of Deemed University. As the further step 8. Research conductive environment. good of this mission, we have recently commenced MBA in Hospitality Management in Master level. The scholars and 9. Viable academia to industry approach. practice academicians are engaged in the subject committee in order to design and commencement of such programs. 10. New building under construction with enough space to expand. It was quite new for JMC to design an academic program: develop the curriculum and syllabus, intake and run the Validation Many pass out students have their own business houses. Biotech-Business house owner students are classes, conduct the examination and publish the result ourselves. Therefore, we had some confusions and difficulties /Received  Arya Diagnostics (Bagbazar, Kathmandu): Molecular Disease Diagnosis. Raju Lama Context regarding the practice of autonomy. However, we organized trainings and orientations for the programs and overcame awards  Dirghayu Biotech (Godawari, Lalitpur): Molecular tools in new innovations. Mitesh Shrestha, Rajendra the confusions. Now it is clear that successful operation of the autonomous programs has become one of the Napit, Roshan Nepal, Sujindra Subedi measuring rods of quality in an institution. In order to launch new programs in JMC under Academic Autonomy, the Campus first interacted with different stake  Praramva Biotech (Sitapaila, Kathmandu): Biofertilizer and Biopesticide Production. Baidyanath Jha holders about the suitable subject for this region. Considering the feasibility of some subjects in regards of the  Ficus Biotech (Dhulikhel, Kavre): Tissue culture propagation and distribution of Paulownia, Bamboo plants. resources of campus, then it nominated the experts team and formed Subject Committee of Bachelor of Mountain Santosh Dahal Tourism Management. The committee prepared a detail curriculum and submitted it to the Office of the Dean, Practice  Rara Biotech: Diagnostic kit development. Sumeena Karki, Bimala Dhakal, Gauri Thapa. Management Faculty, TU for the approval. Being accepted by the Subject committee, it was then forwarded to the CDBT, TU has earned several awards. Some of them are as below: Academic Council, and finally the Executive Board approved it to launch from the year 2017 AD. In a due time we signed a MoU with the Tribhuvan University for conducting the examination of autonomous programs. Accordingly a. Nepal Academy of Science and Technology Award [Nabil Science and Technology Award] in 2017 and JMC has been running BMTM and MBA in Hospitality Management programs. 2018 to Prof. Krishna Das Manandhar and Prof. RajaniMalla The Academic Autonomy is quite new practice in Tribhuvan University. Meanwhile, three community Campuses in the Evidence of b. Ms. SrijanShrestha supervised by Prof. Krishna Das Manandhar was awarded in the international country, Kailali Multiple Campus, Lumbini Banijya Campus and Janapriya Multiple Campus, got the approval of Academic success/ workshop, 2018 organized by ICGEB, Trieste-Italy got the Best Poster Award on the research work autonomy in the year 2074 BS. JMC got the autonomy for Bachelor of Mountain Tourism Management in 2074 BS and for impact presented in the topic “Immuno-molecular study of cutaneous leishmaniasis: an alarming and emerging MBA in Hospitality Management this year. The Campus has the policy of getting autonomy for other subjects too. disease of Nepal” Realization As Tribhuvan University put forward the policy of academic autonomy, JMC formed a team of the experts in order to prepare c. Sixth batch student Mr. Mahesh Lamsal supervised by Prof. Krishna Das Manandhar got of the a syllabus for Bachelor of Mountain Tourism Management and launched the program after the approval from the university DayanandaBajracharya Best Thesis award of NAST – 2019 entitled on “Development and Evaluation of an objectives authority. We got an opportunity of developing our faculties. The experts interacted with the different stakeholders in the in-House IgG-Capture ELISA for the Detection of Dengue virus “nominated by Nepal Academy of Science and Success course of preparing the curriculum. We also have conducted trainings necessary for running the examination. Now we are and Technology. factor able even to export our expertise in other colleges regarding the operation of autonomous program. There are very few institutions which have got academic autonomy. It is a quite new practice for us. We have been d. Three students got best poster award in International conference SARSME-2020 organized by amending the policy of the campus to support the autonomous program and take all the programs to autonomy in Promotion of International Society for Microbiology (ISME). course of time. With the objective of making people and parents as well as its stakeholders aware about the Good  First prize – Indu Gyanwali autonomous program, JMC organized different interactions and workshops. We also have started to publish a peer Practice  Second prize – Srijan Shrestha reviewed journal of mountain tourism. Similarly, JMC organized national and international conferences on sustainability of mountain tourism.  Third prize – Macchendra Thapa Since the campus got accreditation and launched academic autonomous programs, its goodwill has been well Details of Name: Prof. Dr. Krishna Das Manandhar Name: Madanman Singh Rokaya Validation established in national and international level. We are in contact with various experts who frequently contribute to the contact Position: Head of Department Position: Head assistant /Received the campus regarding its quality education. JMC also has made progress in faculty development. We also have brought person Tel: 977-1-4336221 Tel: 977-1-4336221 awards significant changes in pedagogy and teaching methodology. We also have been cooperating with other institutions in Mob: 9860960577 Mob: 9848312138 order to strengthen the autonomy. Name: Biranji Gautam Email: krishna.manandhar@biotechtu. edu.np Email: [email protected] Details of Position: Campus Chief Website: www.biotechtu.edu.np Website: www.biotechtu.edu.np the contact Tel: +977-061-522287/531822 person Mob: +977-9856024834 Email: [email protected]; [email protected] Website: www.ugcnepal.edu.np HEQAAC 48 Annual Report 2075/076 (2018/019)

Annex – 8: List of Accredited HEIs in FY 2075/076 (2018/019) only Annex – 9: Accredited and QAA Cycle Completed HEIs (in Total) by 2075/076

SN Name of the HEIs District Province University Types Date of the Award SN Name of the HEIs District Province University Nature Cycle Remarks Central Department of Tribhuvan Central 22 November, 2018 1 Kathmandu 3 Mahendra Ranta Multiple Tribhuvan Constituent 1 Ilam 1 First Accredited Environmental Science, TU University Department (2075/8/6) Campus University Campus Kathmandu 22 November, 2018 Tribhuvan Community 2 School of Education, KU Lalitpur 3 School 2 Sukuna Multiple Campus Morang 1 First Accredited University (2075/8/6) University Campus Kathmandu 22 November, 2018 Tribhuvan Community 3 School of Arts, KU Lalitpur 3 School 3 Damak Multiple Campus Jhapa 1 Second Accredited University (2075/8/6) University Campus Central Department of Tribhuvan Central 22 November, 2018 Tribhuvan Community 4 Kathmandu 3 4 Janata Multiple Campus Sunsari 1 First Accredited Biotechnology, TU University Department (2075/8/6) University Campus Tribhuvan Community 30 November, 2018 Triyuga Janata Multiple Tribhuvan Community 5 Janta Multiple Campus, TU Sunsari 1 5 Udaypur 1 First Accredited University Campus (2075/8/14) Campus University Campus Tribhuvan Constituent 6 January, 2019 Hari Khetan Multiple Tribhuvan Community 6 Prithvi Narayan Campus, TU Kaski 4 6 Parsa 2 First Accredited University Campus (2075/9/22) Campus University Campus Tribhuvan Community 6 January, 2019 Tribhuvan Community 7 Triyuga Janta Multiple Campus, TU Udaypur 1 7 Balkumari College Chitwan 3 Second Accredited University Campus (2075/9/22) University Campus Makwanpur Multiple Tribhuvan Community Tribhuvan Central 6 January, 2019 8 Makwanpur 3 Second Accredited 8 Central Department of Botany, TU Kathmandu 3 Campus University Campus University Department (2075/9/22) Cycle Completed Siddhartha Gautam Buddha Tribhuvan Community 6 January, 2019 Kathmandu Constituent 9 Rupandehi 5 9 School of Science Kabhre 3 Second for re- Campus, TU University Campus (2075/9/22) University School accreditation Tribhuvan Community 26 May 2019, Kathmandu Constituent Accredited 10 Hari Khetan Multiple Campus Parsa 2 10 School of Engineering Kabhre 3 First University Campus (2/12/2076) University School (Expired) Tribhuvan Community 26 May 2019, Shaheed Smriti Multiple Tribhuvan Community Accredited 11 Rammani Multiple Campus, TU Rupandehi 5 11 Chitwan 3 First University Campus (2/12/2076) Campus University Campus (Expired) Tribhuvan Community 26 May 2019, Tribhuvan Community 12 Resunga Multiple Campus, TU Gulmi 5 12 Sindhuli Multiple Campus Sindhuli 3 First Accredited University Campus (2/12/2076) University Campus College of Biomedical Purbanchal 13 Engineering and Applied Kathmandu 3 Private Campus First Accredited University Sciences Saptagandaki Multiple Tribhuvan Community 14 Chitwan 3 First Accredited Campus University Campus Central Department of Tribhuvan Central 15 Kathmandu 3 First Accredited Biotechnology, TU University Department Central Department of Tribhuvan Central 16 Kathmandu 3 First Accredited Botany, TU University Department Central Department of Tribhuvan Central 17 Kathmandu 3 First Accredited Environmental Science, TU University Department Kathmandu Constituent 18 School of Arts Lalitpur 3 First Accredited University School Kathmandu Constituent 19 School of Education Lalitpur 3 First Accredited University School Tribhuvan Community 20 Janapriya Multiple Campus Kaski 4 Second Accredited University Campus Aadikavi Bhanubhakta Tribhuvan Community Accredited 21 Tanahun 4 First Campus University Campus (Expired) Tribhuvan Constituent 22 Prithvi Narayan Campus Kaski 4 First Accredited University Campus Tribhuvan Community 23 Lumbini Banijya Campus Rupandehi 5 Second Accredited University Campus Madhyabindu Multiple Tribhuvan Community 24 Nawalparasi 5 First Accredited Campus University Campus Tribhuvan Community 25 Mahakabi Devkota Campus Nawalparasi 5 First Accredited University Campus Tribhuvan Community 26 Rupandehi Campus Rupandehi 5 First Accredited University Campus HEQAAC 2075/076 (2018/019) Annual Report 49

Annex – 8: List of Accredited HEIs in FY 2075/076 (2018/019) only Annex – 9: Accredited and QAA Cycle Completed HEIs (in Total) by 2075/076

SN Name of the HEIs District Province University Types Date of the Award SN Name of the HEIs District Province University Nature Cycle Remarks Central Department of Tribhuvan Central 22 November, 2018 1 Kathmandu 3 Mahendra Ranta Multiple Tribhuvan Constituent 1 Ilam 1 First Accredited Environmental Science, TU University Department (2075/8/6) Campus University Campus Kathmandu 22 November, 2018 Tribhuvan Community 2 School of Education, KU Lalitpur 3 School 2 Sukuna Multiple Campus Morang 1 First Accredited University (2075/8/6) University Campus Kathmandu 22 November, 2018 Tribhuvan Community 3 School of Arts, KU Lalitpur 3 School 3 Damak Multiple Campus Jhapa 1 Second Accredited University (2075/8/6) University Campus Central Department of Tribhuvan Central 22 November, 2018 Tribhuvan Community 4 Kathmandu 3 4 Janata Multiple Campus Sunsari 1 First Accredited Biotechnology, TU University Department (2075/8/6) University Campus Tribhuvan Community 30 November, 2018 Triyuga Janata Multiple Tribhuvan Community 5 Janta Multiple Campus, TU Sunsari 1 5 Udaypur 1 First Accredited University Campus (2075/8/14) Campus University Campus Tribhuvan Constituent 6 January, 2019 Hari Khetan Multiple Tribhuvan Community 6 Prithvi Narayan Campus, TU Kaski 4 6 Parsa 2 First Accredited University Campus (2075/9/22) Campus University Campus Tribhuvan Community 6 January, 2019 Tribhuvan Community 7 Triyuga Janta Multiple Campus, TU Udaypur 1 7 Balkumari College Chitwan 3 Second Accredited University Campus (2075/9/22) University Campus Makwanpur Multiple Tribhuvan Community Tribhuvan Central 6 January, 2019 8 Makwanpur 3 Second Accredited 8 Central Department of Botany, TU Kathmandu 3 Campus University Campus University Department (2075/9/22) Cycle Completed Siddhartha Gautam Buddha Tribhuvan Community 6 January, 2019 Kathmandu Constituent 9 Rupandehi 5 9 School of Science Kabhre 3 Second for re- Campus, TU University Campus (2075/9/22) University School accreditation Tribhuvan Community 26 May 2019, Kathmandu Constituent Accredited 10 Hari Khetan Multiple Campus Parsa 2 10 School of Engineering Kabhre 3 First University Campus (2/12/2076) University School (Expired) Tribhuvan Community 26 May 2019, Shaheed Smriti Multiple Tribhuvan Community Accredited 11 Rammani Multiple Campus, TU Rupandehi 5 11 Chitwan 3 First University Campus (2/12/2076) Campus University Campus (Expired) Tribhuvan Community 26 May 2019, Tribhuvan Community 12 Resunga Multiple Campus, TU Gulmi 5 12 Sindhuli Multiple Campus Sindhuli 3 First Accredited University Campus (2/12/2076) University Campus College of Biomedical Purbanchal 13 Engineering and Applied Kathmandu 3 Private Campus First Accredited University Sciences Saptagandaki Multiple Tribhuvan Community 14 Chitwan 3 First Accredited Campus University Campus Central Department of Tribhuvan Central 15 Kathmandu 3 First Accredited Biotechnology, TU University Department Central Department of Tribhuvan Central 16 Kathmandu 3 First Accredited Botany, TU University Department Central Department of Tribhuvan Central 17 Kathmandu 3 First Accredited Environmental Science, TU University Department Kathmandu Constituent 18 School of Arts Lalitpur 3 First Accredited University School Kathmandu Constituent 19 School of Education Lalitpur 3 First Accredited University School Tribhuvan Community 20 Janapriya Multiple Campus Kaski 4 Second Accredited University Campus Aadikavi Bhanubhakta Tribhuvan Community Accredited 21 Tanahun 4 First Campus University Campus (Expired) Tribhuvan Constituent 22 Prithvi Narayan Campus Kaski 4 First Accredited University Campus Tribhuvan Community 23 Lumbini Banijya Campus Rupandehi 5 Second Accredited University Campus Madhyabindu Multiple Tribhuvan Community 24 Nawalparasi 5 First Accredited Campus University Campus Tribhuvan Community 25 Mahakabi Devkota Campus Nawalparasi 5 First Accredited University Campus Tribhuvan Community 26 Rupandehi Campus Rupandehi 5 First Accredited University Campus HEQAAC 50 Annual Report 2075/076 (2018/019)

SN Name of the HEIs District Province University Nature Cycle Remarks Annex – 10: List of Preparatory Visit Completed HEIs (2075/076) Tribhuvan Community 27 Dibya Jyoti Multiple Campus Nawalparasi 5 First Accredited University Campus Siddhartha Gautam Buddha Tribhuvan Community 28 Rupandehi 5 First Accredited Campus University Campus SN Name of the Higher Education Institutions Visit Dates Tribhuvan Community 1 Sahid Narayan Pokharel Ramapur Campus 10-12 Shrawan 2075 29 Resunga Multiple Campus Gulmi 5 First Accredited University Campus 2 Kanchan Vidya Mandir Samudayik College 23-25 Shrawan 2075 Tribhuvan Community 3 School of Business, PokU 3-5 Bhadra 2075 30 Rammani Multiple Campus Rupandehi 5 First Accredited University Campus 4 School of Health and Allied Sciences, PokU 3-5 Bhadra 2075 Tribhuvan Community 5 Dhangadhi Engineering Campus, Kailali 30 Bhadra-1 Asoj 2075 31 Kailali Multiple Campus Kailali 7 Second Accredited University Campus 6 Aishwarya Multiple Campus 31 Bhadra-2 Asoj 2075 Constituent 32 Tikapur Multiple Campus Kailali 7 FWU Second Accredited 7 Prithvi Narayan Campus 28-31 Bhadra 2075 Campus 8 Tikapur Multiple Campus 21-23 Ashwin 2075 Siddhanath Multiple Tribhuvan Constituent Accredited 33 Kanchanpur 7 First 9 International School of Tourism and Hotel Management 5-8 Poush 2075 Campus University Campus (Expired) 10 Resunga Multiple Campus 12-14 Poush 2075 Mid- Western Constituent 34 Babai Multiple Campus Bardiya 5 First Cycle Completed 11 Myagdi Multiple Campus 9-11 Magh 2075 University Campus 12 Purchaundi Multiple Campus 19-21 Magh 2075 Tribhuvan Constituent 35 Mechi Multiple Campus Jhapa 1 First Cycle Completed University Campus 13 Thapathali Campus 22-24 Magh 2075 International School of Salzburg 14 Pulchowk Campus 3-5 Falgun 2075 36 Tourism and Hotel Kathmandu 3 University Private Campus First Cycle Completed 15 Drabya Shah Multiple Campus 5-7 Falgun 2075 Management (Foreign) 16 Rammani Multiple Campus 7-09 Falgun 2075 Global College of Tribhuvan 17 School of Development and Social Engineering, PokU 8-10 Falgun 2075 37 Kathmandu 3 Private Campus First Cycle Completed Management University 18 Jana Bhawana Campus, Lalitpur 7-9 Baisakh 2076 Siddhajyoti Shikshya Tribhuvan Community 38 Sindhuli 3 First Cycle Completed 19 Karfok Vidya Mandir Multiple Campus 15-17 Baishak 2076 Campus University Campus 20 Nilkantha Multiple Campus 28-30 Baisakh 2076 Manthali Sahid Smriti Tribhuvan Community 39 Ramechhap 3 First Cycle Completed 21 Nuwakot Aadarsha Multiple Campus 7-9 Asar 2076 Multiple Campus University Campus

Tribhuvan Community 40 Kabhre Multiple Campus Kabhre 3 First Cycle Completed University Campus Tribhuvan Constituent 41 Pulchowk Campus Lalitpur 3 First Cycle Completed Annex – 11: List of Peer Review Team's Assessment Visit Completed HEIs (2075/076) University Campus Tribhuvan Community 42 Aishwarya Multiple Campus Kailali 7 First Cycle Completed University Campus SN Name of the Higher Education Institutions Visit Dates 1 Babai Multiple Campus, TU 13-17 Shrawan 2075 2 Central Department of Biotechnology, TU 27-31 Shrawan 2075 3 Central Department of Environmental Science, TU 27-31 Shrawan 2075 4 School of Education, KU 14-18 Ashwin 2075 5 School of Arts, KU 14-18 Ashwin 2075 6 School of Science, KU 2-5 Mangsir 2075 7 Prithvi Narayan Campus, TU 25-29 Mangsir 2075 8 Central Department of Botany, TU 2-5 Poush 2075 9 Tikapur Multiple Campus, TU 7-11 Magh2075 10 International School of Tourism and Hotel Management, SU 13-16 Magh 2075 11 Resunga Multiple Campus, TU 19-23 Chaitra 2075 12 Siddhajyoti Shikshya Campus, TU 24-28 Chaitra 2075 13 Rammani Multiple Campus, TU 24-28 Chaitra 2075 14 Aishwarya Multiple Campus, TU 24-28 Chaitra 2075 15 Kavre Multiple Campus, TU 3-7 Baisakh 2076 16 Mechi Multiple Campus, TU 10-14 Baisakh 2076 17 Manthali Sahid Smriti Multiple Campus, TU 14-19 Baisakh 2076 18 Pulchowk Campus, TU 23-27 Baisakh 2076 19 Kanchan Vidya Mandir Samudayik College, TU 2-6 Asar 2076 20 Mangalbare Multiple Campus, TU 9-13 Asar 2076 21 J.S. Murarka Multiple Campus, TU 16-20 Asar 2076 22 Janamaitri Multiple Campus, TU 30 Asar-3 Shrawan 2076 HEQAAC 2075/076 (2018/019) Annual Report 51

SN Name of the HEIs District Province University Nature Cycle Remarks Annex – 10: List of Preparatory Visit Completed HEIs (2075/076) Tribhuvan Community 27 Dibya Jyoti Multiple Campus Nawalparasi 5 First Accredited University Campus Siddhartha Gautam Buddha Tribhuvan Community 28 Rupandehi 5 First Accredited Campus University Campus SN Name of the Higher Education Institutions Visit Dates Tribhuvan Community 1 Sahid Narayan Pokharel Ramapur Campus 10-12 Shrawan 2075 29 Resunga Multiple Campus Gulmi 5 First Accredited University Campus 2 Kanchan Vidya Mandir Samudayik College 23-25 Shrawan 2075 Tribhuvan Community 3 School of Business, PokU 3-5 Bhadra 2075 30 Rammani Multiple Campus Rupandehi 5 First Accredited University Campus 4 School of Health and Allied Sciences, PokU 3-5 Bhadra 2075 Tribhuvan Community 5 Dhangadhi Engineering Campus, Kailali 30 Bhadra-1 Asoj 2075 31 Kailali Multiple Campus Kailali 7 Second Accredited University Campus 6 Aishwarya Multiple Campus 31 Bhadra-2 Asoj 2075 Constituent 32 Tikapur Multiple Campus Kailali 7 FWU Second Accredited 7 Prithvi Narayan Campus 28-31 Bhadra 2075 Campus 8 Tikapur Multiple Campus 21-23 Ashwin 2075 Siddhanath Multiple Tribhuvan Constituent Accredited 33 Kanchanpur 7 First 9 International School of Tourism and Hotel Management 5-8 Poush 2075 Campus University Campus (Expired) 10 Resunga Multiple Campus 12-14 Poush 2075 Mid- Western Constituent 34 Babai Multiple Campus Bardiya 5 First Cycle Completed 11 Myagdi Multiple Campus 9-11 Magh 2075 University Campus 12 Purchaundi Multiple Campus 19-21 Magh 2075 Tribhuvan Constituent 35 Mechi Multiple Campus Jhapa 1 First Cycle Completed University Campus 13 Thapathali Campus 22-24 Magh 2075 International School of Salzburg 14 Pulchowk Campus 3-5 Falgun 2075 36 Tourism and Hotel Kathmandu 3 University Private Campus First Cycle Completed 15 Drabya Shah Multiple Campus 5-7 Falgun 2075 Management (Foreign) 16 Rammani Multiple Campus 7-09 Falgun 2075 Global College of Tribhuvan 17 School of Development and Social Engineering, PokU 8-10 Falgun 2075 37 Kathmandu 3 Private Campus First Cycle Completed Management University 18 Jana Bhawana Campus, Lalitpur 7-9 Baisakh 2076 Siddhajyoti Shikshya Tribhuvan Community 38 Sindhuli 3 First Cycle Completed 19 Karfok Vidya Mandir Multiple Campus 15-17 Baishak 2076 Campus University Campus 20 Nilkantha Multiple Campus 28-30 Baisakh 2076 Manthali Sahid Smriti Tribhuvan Community 39 Ramechhap 3 First Cycle Completed 21 Nuwakot Aadarsha Multiple Campus 7-9 Asar 2076 Multiple Campus University Campus

Tribhuvan Community 40 Kabhre Multiple Campus Kabhre 3 First Cycle Completed University Campus Tribhuvan Constituent 41 Pulchowk Campus Lalitpur 3 First Cycle Completed Annex – 11: List of Peer Review Team's Assessment Visit Completed HEIs (2075/076) University Campus Tribhuvan Community 42 Aishwarya Multiple Campus Kailali 7 First Cycle Completed University Campus SN Name of the Higher Education Institutions Visit Dates 1 Babai Multiple Campus, TU 13-17 Shrawan 2075 2 Central Department of Biotechnology, TU 27-31 Shrawan 2075 3 Central Department of Environmental Science, TU 27-31 Shrawan 2075 4 School of Education, KU 14-18 Ashwin 2075 5 School of Arts, KU 14-18 Ashwin 2075 6 School of Science, KU 2-5 Mangsir 2075 7 Prithvi Narayan Campus, TU 25-29 Mangsir 2075 8 Central Department of Botany, TU 2-5 Poush 2075 9 Tikapur Multiple Campus, TU 7-11 Magh2075 10 International School of Tourism and Hotel Management, SU 13-16 Magh 2075 11 Resunga Multiple Campus, TU 19-23 Chaitra 2075 12 Siddhajyoti Shikshya Campus, TU 24-28 Chaitra 2075 13 Rammani Multiple Campus, TU 24-28 Chaitra 2075 14 Aishwarya Multiple Campus, TU 24-28 Chaitra 2075 15 Kavre Multiple Campus, TU 3-7 Baisakh 2076 16 Mechi Multiple Campus, TU 10-14 Baisakh 2076 17 Manthali Sahid Smriti Multiple Campus, TU 14-19 Baisakh 2076 18 Pulchowk Campus, TU 23-27 Baisakh 2076 19 Kanchan Vidya Mandir Samudayik College, TU 2-6 Asar 2076 20 Mangalbare Multiple Campus, TU 9-13 Asar 2076 21 J.S. Murarka Multiple Campus, TU 16-20 Asar 2076 22 Janamaitri Multiple Campus, TU 30 Asar-3 Shrawan 2076 HEQAAC 52 Annual Report 2075/076 (2018/019)

Annex - 12: List of Peer Review Team's Follow-up Visit Completed HEIs (2075/076) SN Name of the Coordinator Name of the Institutions Address Remarks Cycle completed for School of Science, KU Dhulikhel, Kavre Re-accreditation College of Biomedical SN Name of the Higher Education Institutions Visit Dates Engineering and Applied Handigaun, Kathmandu Accredited 1 Janta Multiple Campus, TU 9-10 Kartik 2075 Sciences 2 Triyuga Janata Multiple Campus, TU 20-22 Mangsir 2075 Saptagandaki Multiple 3 Siddhartha Gautam Buddha Campus, TU 8-10 Poush 2075 Bharatpur, Chitwan Accredited Campus 4 Hari Khetan Multiple Campus, TU 8-9 Falgun 2075 Mahakabi Devkota 5 Aishwarya Multiple Campus, TU 7-8, Asar 2076 Sunawal, Nawalparasi Accredited 7 Prof. Dr. Shiba Kumar Rai Campus

Jagannath Multiple Gothalapani, Baitadi Pre-Visit Completed Campus

Triyuga Janata Multiple Gaighat, Udaypur Accredited Annex – 13: List of the Coordinators Coordinated the PRT Campus School of Health and Lekhnath, Kaski Pre-Visit Completed Allied Science, PokU Drabya Shah Multiple SN Name of the Coordinator Name of the Institutions Address Remarks Gorkha Pre-Visit Completed Campus Balkumari College Bharatpur, Chitwan Re-Accredited Accredited and LoI Kailali Multiple Campus Dhangadhi, Kailali Re-Accredited School of Engineering, 8 Prof. Dr. Sudarshan Tiwari Dhulikhel, Kavre Submitted for Re- Central Department of KU Kirtipur, Kathmandu Accredited accreditation Biotechnology 1 Prof. Dr. Panna Thapa Shaheed Smriti Multiple Central Department of 9 Prof. Dr. Suryalal Amatya Ratnanagar, Chitwan Accredited Kirtipur, Kathmandu Accredited Campus Environmental Science Accredited and LoI Myanglung Multiple Aadikavi Bhanubhakta Myanglung, Terhathum Pre-visit Completed 10 Prof. Prithu Charan Baidya Damauli, Tanahun Submitted for Re- Campus Campus accreditation Damak Multiple Campus Damak, Jhapa Re-Accredited Tikapur Multiple Campus Tikapur, Kailali Re-Accredited 2 Prof. Dr. Dinesh Raj Pant Manthali Sahid Smrita Manthali, Ramechhap Cycle Completed 11 Prof. Dr. Keshar Jung Baral Marsyangdi Multiple Multiple Campus Beshisahar, Lamjung Pre-Visit Completed Campus Siddhanath Multiple Mahendranager, Kanchanpur Accredited Mahendra Ranta Multiple 3 Prof. Krishna Manandhar Campus Ilam Accredited 12 Prof. Dr. Kamal Krishna Joshi Campus Sukuna Multiple Campus Biratchowk, Morang Accredited Prithvi Narayan Campus Pokhara, Kaski Accredited Lumbini Banijya Campus Butwal, Rupandehi Re-Accredited Madhyabindu Multiple Sindhuli Multiple Campus Sindhulimadi, Sindhuli Accredited Nawalparasi Accredited 4 Prof. Dr. Ishwar Prasad Upadhyaya Campus Hari Khetan Multiple , Parsa Accredited Divya Jyoti Multiple Campus Bardaghat, Nawalparasi Accredited Campus Makwanpur Multiple , Makwanpur Re-Accredited Urlabari Multiple Campus Urlabari, Morang Pre-Visit Completed Campus Purchaudi Multiple Babai Multiple Campus Gulariya, Bardiya Cycle Completed Haat, Baitadi Pre-Visit Completed 13 Prof. Dr. Jai Raj Awasthi Campus Janamaitri Multiple 5 Prof. Dr. Prem Raj Pant Kuleshwor, Kathmandu Cycle Completed Rammani Multiple Campus Manigram, Rupandehi Accredited Campus International School of J. S. Murarka Multiple Tourism and Hotel Gyaneshwor, Kathmandu Accredited Siraha, Lahan Accredited Campus Management Siddhartha Campus Rupandehi Pre-Visit Completed Janapriya Multiple Simalchaur, Pokhara Re-Accredited Resunga Multiple Campus Gulmi Accredited Campus Aishwarya Multiple School of Arts, KU Hattiban, Lalitpur Accredited Dhangadi, Kailali Accredited 14 Prof. Dr. Sunity Hada Shrestha Campus Janajyoti Multiple Campus Lalbandi, Sarhalai Pre-visit Completed Kavre Multiple Campus Banepa, Kabhre Cycle Completed Myagdi Multiple Campus Beni, Myagdi Cycle Completed Central Department of School of Education, KU Hattiban, Lalitpur Accredited 15 Prof. Dr. Bidur Prasad Upadhyaya Kirtipur, Kathmandu Accredited 6 Prof. Dr. Basudev Kafle Botany, TU Siddhajyoti Shikshya Phosretaar, Sindhuli Cycle Completed Darchula Multiple Campus 16 Mr. Bhola Nath Pokharel Khalanga, Darchula Pre-Visit Completed Campus Siddhartha Gautam Butwal, Rupandehi Accredited National Academy of Buddha Campus 17 Prof. Dr. Tri-Ratna Bajracharya Science and Technology Dhangadhi, Kailali Pre-Visit Completed Nuwakot Aadarsha Battar, Nuwakot Pre-Visit Completed (NAST) Multiple Campus HEQAAC 2075/076 (2018/019) Annual Report 53

Annex - 12: List of Peer Review Team's Follow-up Visit Completed HEIs (2075/076) SN Name of the Coordinator Name of the Institutions Address Remarks Cycle completed for School of Science, KU Dhulikhel, Kavre Re-accreditation College of Biomedical SN Name of the Higher Education Institutions Visit Dates Engineering and Applied Handigaun, Kathmandu Accredited 1 Janta Multiple Campus, TU 9-10 Kartik 2075 Sciences 2 Triyuga Janata Multiple Campus, TU 20-22 Mangsir 2075 Saptagandaki Multiple 3 Siddhartha Gautam Buddha Campus, TU 8-10 Poush 2075 Bharatpur, Chitwan Accredited Campus 4 Hari Khetan Multiple Campus, TU 8-9 Falgun 2075 Mahakabi Devkota 5 Aishwarya Multiple Campus, TU 7-8, Asar 2076 Sunawal, Nawalparasi Accredited 7 Prof. Dr. Shiba Kumar Rai Campus

Jagannath Multiple Gothalapani, Baitadi Pre-Visit Completed Campus

Triyuga Janata Multiple Gaighat, Udaypur Accredited Annex – 13: List of the Coordinators Coordinated the PRT Campus School of Health and Lekhnath, Kaski Pre-Visit Completed Allied Science, PokU Drabya Shah Multiple SN Name of the Coordinator Name of the Institutions Address Remarks Gorkha Pre-Visit Completed Campus Balkumari College Bharatpur, Chitwan Re-Accredited Accredited and LoI Kailali Multiple Campus Dhangadhi, Kailali Re-Accredited School of Engineering, 8 Prof. Dr. Sudarshan Tiwari Dhulikhel, Kavre Submitted for Re- Central Department of KU Kirtipur, Kathmandu Accredited accreditation Biotechnology 1 Prof. Dr. Panna Thapa Shaheed Smriti Multiple Central Department of 9 Prof. Dr. Suryalal Amatya Ratnanagar, Chitwan Accredited Kirtipur, Kathmandu Accredited Campus Environmental Science Accredited and LoI Myanglung Multiple Aadikavi Bhanubhakta Myanglung, Terhathum Pre-visit Completed 10 Prof. Prithu Charan Baidya Damauli, Tanahun Submitted for Re- Campus Campus accreditation Damak Multiple Campus Damak, Jhapa Re-Accredited Tikapur Multiple Campus Tikapur, Kailali Re-Accredited 2 Prof. Dr. Dinesh Raj Pant Manthali Sahid Smrita Manthali, Ramechhap Cycle Completed 11 Prof. Dr. Keshar Jung Baral Marsyangdi Multiple Multiple Campus Beshisahar, Lamjung Pre-Visit Completed Campus Siddhanath Multiple Mahendranager, Kanchanpur Accredited Mahendra Ranta Multiple 3 Prof. Krishna Manandhar Campus Ilam Accredited 12 Prof. Dr. Kamal Krishna Joshi Campus Sukuna Multiple Campus Biratchowk, Morang Accredited Prithvi Narayan Campus Pokhara, Kaski Accredited Lumbini Banijya Campus Butwal, Rupandehi Re-Accredited Madhyabindu Multiple Sindhuli Multiple Campus Sindhulimadi, Sindhuli Accredited Nawalparasi Accredited 4 Prof. Dr. Ishwar Prasad Upadhyaya Campus Hari Khetan Multiple Birgunj, Parsa Accredited Divya Jyoti Multiple Campus Bardaghat, Nawalparasi Accredited Campus Makwanpur Multiple Hetauda, Makwanpur Re-Accredited Urlabari Multiple Campus Urlabari, Morang Pre-Visit Completed Campus Purchaudi Multiple Babai Multiple Campus Gulariya, Bardiya Cycle Completed Haat, Baitadi Pre-Visit Completed 13 Prof. Dr. Jai Raj Awasthi Campus Janamaitri Multiple 5 Prof. Dr. Prem Raj Pant Kuleshwor, Kathmandu Cycle Completed Rammani Multiple Campus Manigram, Rupandehi Accredited Campus International School of J. S. Murarka Multiple Tourism and Hotel Gyaneshwor, Kathmandu Accredited Siraha, Lahan Accredited Campus Management Siddhartha Campus Rupandehi Pre-Visit Completed Janapriya Multiple Simalchaur, Pokhara Re-Accredited Resunga Multiple Campus Gulmi Accredited Campus Aishwarya Multiple School of Arts, KU Hattiban, Lalitpur Accredited Dhangadi, Kailali Accredited 14 Prof. Dr. Sunity Hada Shrestha Campus Janajyoti Multiple Campus Lalbandi, Sarhalai Pre-visit Completed Kavre Multiple Campus Banepa, Kabhre Cycle Completed Myagdi Multiple Campus Beni, Myagdi Cycle Completed Central Department of School of Education, KU Hattiban, Lalitpur Accredited 15 Prof. Dr. Bidur Prasad Upadhyaya Kirtipur, Kathmandu Accredited 6 Prof. Dr. Basudev Kafle Botany, TU Siddhajyoti Shikshya Phosretaar, Sindhuli Cycle Completed Darchula Multiple Campus 16 Mr. Bhola Nath Pokharel Khalanga, Darchula Pre-Visit Completed Campus Siddhartha Gautam Butwal, Rupandehi Accredited National Academy of Buddha Campus 17 Prof. Dr. Tri-Ratna Bajracharya Science and Technology Dhangadhi, Kailali Pre-Visit Completed Nuwakot Aadarsha Battar, Nuwakot Pre-Visit Completed (NAST) Multiple Campus HEQAAC 54 Annual Report 2075/076 (2018/019)

SN Name of the Coordinator Name of the Institutions Address Remarks Annex – 14: List of LoI Accepted HEIs (in Total) by 2075/076 Janata Multiple Campus , Sunsari Accredited Kanchan Bidhya Mandir Mahendranagar, Cycle Completed Samudayik Campus Kanchanpur Date of SN Name of the HEIs District Province University Types Mechi Multiple Campus Bhadrapur, Jhapa Cycle Completed Registration 18 Prof. Dr. Mana Prasad Wagley Jana Bhawana Campus Godawari, Lalitpur Cycle Completed Tribhuvan 4/6/2075 Baneshwor Multiple Nayabaneshwor, 1 Aadikabi Bhanubhakta Campus Tanahun 4 Community Pre-Visit Completed University Re- accreditation Campus Kathmandu Tribhuvan Nilkantha Multiple 2 Aberdeen International College Lalitpur 3 Private 10/24/2071 Dhadingbesi, Dhading Pre-Visit Completed University Campus Tribhuvan Mangalbare Multiple 3 Achham Multiple Campus Achham 7 Community 1/12/2075 19 Prof. Dr. Kanhaiya R. B. Mathema Deumai, Ilam Cycle Completed University Campus Tribhuvan 4 Active Academy College Kathmandu 3 Private 4/29/2072 School of Business, PokU Lekhnath, Kaski Pre-Visit Completed University Lampantar Multiple Lampantar, Sindhuli Pre-Visit Completed Tribhuvan Campus 5 Adarsha Multiple Campus Dhanding 3 Community 2/10/2076 20 Prof. Dr. Kushum Shakya University School of Development Advanced College of Tribhuvan 6 Lalitpur 3 Private 7/12/2066 and Social Engineering, Pokhara, Kaski Pre-Visit Completed Engineering and Management University PokU Tribhuvan Sahid Narayan Pokharel 7 Aims College Rupandehi 5 Private 10/15/2071 21 Prof. Dr. Ramesh Prasad Bhattarai Sainamaina, Rupanedhi Pre-Visit Completed University Ramapur Campus Tribhuvan Tej Ganga Multiple 8 Aishwarya Multiple Campus Kailali 7 Community 3/19/2073 Panauti, Kavre Pre-Visit Completed University Campus Alliance For Innovative Ghodaghodi Multiple Tribhuvan Sukhad, Kailali Cycle Completed 9 Management and Social Morang 1 Private 3/14/2070 Campus University 22 Prof. Dr. Chandralal Shrestha Studies Karfok Bidhya Mandir Tribhuvan Karfok, Ilam Pre-Visit Completed 10 Amrit (Science) Campus Kathmandu 3 Constituent 5/2/2074 Multiple Campus University Thakur Ram Multiple Pokhara Birgunj, Parsa Pre-Visit Completed 11 Apex College Kathmandu 3 Private 6/6/2066 Campus University 23 Prof. Dr. Jibraj Pokharel Thapathali Campus Thapathali, Kathmandu Pre-Visit Completed Tribhuvan Global College of Purano Baneshwor, 12 Ashirbad College Kathmandu 3 Private 3/21/2070 24 Prof. Dr. Upendra Bdr. Pradhananga Cycle Completed University Management Kathmandu Asian College of Higher Tribhuvan 13 Lalitpur 3 Private 3/12/2070 25 Prof. Dr. Bhola Thapa Pulchowk Campus Pulchwok, Lalitpur Cycle Completed Studies University Kathmandu BernHardt Asian School of Management Tribhuvan 26 Prof. Dr. Kailash Nath Pyakurel Bafal, Kathmandu Pre-Visit Completed 14 Kathmandu 3 Private 4/18/2074 College and Technology University Tribhuvan 15 Ayurveda Campus Kathmandu 3 Constituent 6/5/2072 University Mid-Western 16 Babai Multiple Campus Bardiya 5 Constituent 4/30/2069 University Far-Western 17 Badimalika Campus Bajura 7 Constituent 6/4/2073 University Mid-Western 18 Bageshowri Multiple Campus Banke 5 Constituent 2/19/2072 University Tribhuvan 19 Bagiswori College Bhaktapur 3 Community 5/16/2072 University Far-Western 20 Bajura Campus Bajura 7 Constituent 5/12/2071 University Balewa Paiyupata Multiple Tribhuvan 21 4 Community 4/16/2069 Campus University Tribhuvan 22 Balkumari College Chitwan 3 Community 3/14/2072 University Tribhuvan 23 Baneshwor Campus Kathmandu 3 Community 12/14/2074 University Bardibas Janata Multiple Tribhuvan 24 Mahottari 2 Community 2/20/2070 Campus University 25 Barun Multiple Campus Sankhuwa- 1 Tribhuvan Community 5/21/2072 HEQAAC 2075/076 (2018/019) Annual Report 55

SN Name of the Coordinator Name of the Institutions Address Remarks Annex – 14: List of LoI Accepted HEIs (in Total) by 2075/076 Janata Multiple Campus Itahari, Sunsari Accredited Kanchan Bidhya Mandir Mahendranagar, Cycle Completed Samudayik Campus Kanchanpur Date of SN Name of the HEIs District Province University Types Mechi Multiple Campus Bhadrapur, Jhapa Cycle Completed Registration 18 Prof. Dr. Mana Prasad Wagley Jana Bhawana Campus Godawari, Lalitpur Cycle Completed Tribhuvan 4/6/2075 Baneshwor Multiple Nayabaneshwor, 1 Aadikabi Bhanubhakta Campus Tanahun 4 Community Pre-Visit Completed University Re- accreditation Campus Kathmandu Tribhuvan Nilkantha Multiple 2 Aberdeen International College Lalitpur 3 Private 10/24/2071 Dhadingbesi, Dhading Pre-Visit Completed University Campus Tribhuvan Mangalbare Multiple 3 Achham Multiple Campus Achham 7 Community 1/12/2075 19 Prof. Dr. Kanhaiya R. B. Mathema Deumai, Ilam Cycle Completed University Campus Tribhuvan 4 Active Academy College Kathmandu 3 Private 4/29/2072 School of Business, PokU Lekhnath, Kaski Pre-Visit Completed University Lampantar Multiple Lampantar, Sindhuli Pre-Visit Completed Tribhuvan Campus 5 Adarsha Multiple Campus Dhanding 3 Community 2/10/2076 20 Prof. Dr. Kushum Shakya University School of Development Advanced College of Tribhuvan 6 Lalitpur 3 Private 7/12/2066 and Social Engineering, Pokhara, Kaski Pre-Visit Completed Engineering and Management University PokU Tribhuvan Sahid Narayan Pokharel 7 Aims College Rupandehi 5 Private 10/15/2071 21 Prof. Dr. Ramesh Prasad Bhattarai Sainamaina, Rupanedhi Pre-Visit Completed University Ramapur Campus Tribhuvan Tej Ganga Multiple 8 Aishwarya Multiple Campus Kailali 7 Community 3/19/2073 Panauti, Kavre Pre-Visit Completed University Campus Alliance For Innovative Ghodaghodi Multiple Tribhuvan Sukhad, Kailali Cycle Completed 9 Management and Social Morang 1 Private 3/14/2070 Campus University 22 Prof. Dr. Chandralal Shrestha Studies Karfok Bidhya Mandir Tribhuvan Karfok, Ilam Pre-Visit Completed 10 Amrit (Science) Campus Kathmandu 3 Constituent 5/2/2074 Multiple Campus University Thakur Ram Multiple Pokhara Birgunj, Parsa Pre-Visit Completed 11 Apex College Kathmandu 3 Private 6/6/2066 Campus University 23 Prof. Dr. Jibraj Pokharel Thapathali Campus Thapathali, Kathmandu Pre-Visit Completed Tribhuvan Global College of Purano Baneshwor, 12 Ashirbad College Kathmandu 3 Private 3/21/2070 24 Prof. Dr. Upendra Bdr. Pradhananga Cycle Completed University Management Kathmandu Asian College of Higher Tribhuvan 13 Lalitpur 3 Private 3/12/2070 25 Prof. Dr. Bhola Thapa Pulchowk Campus Pulchwok, Lalitpur Cycle Completed Studies University Kathmandu BernHardt Asian School of Management Tribhuvan 26 Prof. Dr. Kailash Nath Pyakurel Bafal, Kathmandu Pre-Visit Completed 14 Kathmandu 3 Private 4/18/2074 College and Technology University Tribhuvan 15 Ayurveda Campus Kathmandu 3 Constituent 6/5/2072 University Mid-Western 16 Babai Multiple Campus Bardiya 5 Constituent 4/30/2069 University Far-Western 17 Badimalika Campus Bajura 7 Constituent 6/4/2073 University Mid-Western 18 Bageshowri Multiple Campus Banke 5 Constituent 2/19/2072 University Tribhuvan 19 Bagiswori College Bhaktapur 3 Community 5/16/2072 University Far-Western 20 Bajura Campus Bajura 7 Constituent 5/12/2071 University Balewa Paiyupata Multiple Tribhuvan 21 Baglung 4 Community 4/16/2069 Campus University Tribhuvan 22 Balkumari College Chitwan 3 Community 3/14/2072 University Tribhuvan 23 Baneshwor Campus Kathmandu 3 Community 12/14/2074 University Bardibas Janata Multiple Tribhuvan 24 Mahottari 2 Community 2/20/2070 Campus University 25 Barun Multiple Campus Sankhuwa- 1 Tribhuvan Community 5/21/2072 HEQAAC 56 Annual Report 2075/076 (2018/019)

Date of Date of SN Name of the HEIs District Province University Types SN Name of the HEIs District Province University Types Registration Registration sabha University Tribhuvan 52 Chaitanya Multiple Campus Kavre 3 Community 3/24/2073 Tribhuvan University 26 Bhairahawa Multiple Campus Rupandehi 5 Constituent 12/8/2074 University Chaturbhujeshwor Janata Tribhuvan 53 Sarlahi 2 Community 9/5/2072 Tribhuvan Multiple Campus University 27 Bhaktapur Multiple Campus Bhaktapur 3 Constituent 11/30/2073 University Sindhu- Tribhuvan 54 Chautara Multiple Campus 3 Community 9/12/2068 Mid-Western palchowk University 28 Bheri Gyanodaya Campus Jajarkot 6 Constituent 5/27/2072 University Tribhuvan 55 Chure Campus Bardiya 5 Community 4/16/2073 Bhuwanishankar Multiple Tribhuvan University 29 Chitwan 3 Community 3/22/2073 Campus University College of Applied Business Tribhuvan 56 Kathmandu 3 Private 5/25/2071 Multiple Tribhuvan (CAB) University 30 Surkhet 6 Community NA Campus University College of Applied Food and Purbanchal 57 Kathmandu 3 Private 2075/2/30 Tribhuvan Dairy Technology University 31 Birendra Multiple Campus Chitwan 3 Constituent 10/21/2074 University College of Biomedical Purbanchal Birendra Bidhya Mandir Tribhuvan 58 Engineering & Applied Kathmandu 3 Private 1/22/2069 32 Kailali 7 Community 3/22/2073 University Multiple Campus University Sciences Tribhuvan College of Business Tribhuvan 33 Birendra Namuna Campus Jhapa 1 Community 5/10/2072 59 Kathmandu 3 Private 2072/5/21 University Management University Tribhuvan Tribhuvan 34 Birjung Nursing Campus Parsa 2 Constituent 11/21/2074 60 Damak Multiple Campus Jhapa 1 Community 2073/2/31 University University Tribhuvan Far-Western 35 British College Kathmandu 3 Private 3/14/2070 61 Darchula Multiple Campus Darchula 7 Constituent 7/19/2071 University University Buddhilal Bidhya Munar Tribhuvan Tribhuvan 36 Saptari 2 Community 5/10/2072 62 DAV College of Mangement Lalitpur 3 Private 4/21/2072 Campus University University Capital College and Research Tribhuvan Devdaha Adarsha Multiple Tribhuvan 37 Kathmandu 3 Private 3/19/2070 63 Rupandehi 5 Community 5/15/2074 Centre University Campus University Tribhuvan Tribhuvan 38 Capitol Hill College Kathmandu 3 Private 10/9/2071 64 Dhawalagiri Multiple Campus Baglung 4 Constituent 2075/11/7 University University Mid-Western Tribhuvan 39 Central Campus of Education Surkhet 6 Constituent NA 65 Dibyajyoti Multiple Campus Nawalparasi 5 Community 4/16/2069 University University Mid-Western Tribhuvan 40 Central Campus of Engineering Surkhet 6 Constituent 2/25/2074 66 Diktel Multiple Campus Khotang 1 Community 12/1/2071 University University Central Campus of Humanities Mid-Western Tribhuvan 41 Surkhet 6 Constituent 3/3/2075 67 Dolpo Campus Dopla 6 Community 4/16/2073 and Social Sciences University University Tribhuvan Tribhuvan 42 Central Campus of Technology Sunsari 1 Constituent 5/26/2071 68 Doti Multiple Campus Doti 7 Constituent 12/30/2074 University University Central Department of Tribhuvan Tribhuvan 43 Kathmandu 3 Central Department 11/4/2071 69 Drabya Shah Multiple Campus Gorkha 4 Community 3/24/2069 Biotechnology University University Tribhuvan Tribhuvan 44 Central Department of Botany Kathmandu 3 Central Department 6/13/2071 70 Dronachal Campus Dailekh 6 Community 3/24/2073 University University Central Department of Tribhuvan Tribhuvan 45 Kritipur 3 Central Department 11/13/2074 71 Dumarwana Campus Bara 2 Community 4/16/2073 Chemistry University University Central Department of Tribhuvan Far-Western 46 Kathmandu 3 Central Department 8/18/2071 72 Durgalaxmi Multiple Campus Kailali 7 Constituent 2/28/2072 Environmental Science University University Central Department of Home Tribhuvan Tribhuvan 47 Kathmandu 3 Central Department 12/12/2074 73 Everest College Kathmandu 3 Private 4/9/2071 Science, TU University University Central Department of Library Tribhuvan Tribhuvan 48 Kathmandu 3 Central Department 3/28/2069 74 Everest Florida College Kathmandu 3 Private 10/20/2071 and Information Science University University Central Department of Tribhuvan Tribhuvan 49 Kathmandu 3 Central Department 10/19/2074 75 Everest International College Kathmandu 3 Private 4/29/2072 Mathematics, TU University University Central Department of Rural Tribhuvan Agriculture and 50 Kathmandu 3 Central Department 11/27/2074 School of Animal Science, Development University Forestry 76 Veterinary Science and Chitwan 3 Constituent 1/26/2075 Tribhuvan University 51 Central Department of Zoology Kathmandu 3 Central Department 12/2/2074 Fisheries University (AFU) 77 Galyang Multiple Campus Syangja 4 Tribhuvan Community 7/16/2068 HEQAAC 2075/076 (2018/019) Annual Report 57

Date of Date of SN Name of the HEIs District Province University Types SN Name of the HEIs District Province University Types Registration Registration sabha University Tribhuvan 52 Chaitanya Multiple Campus Kavre 3 Community 3/24/2073 Tribhuvan University 26 Bhairahawa Multiple Campus Rupandehi 5 Constituent 12/8/2074 University Chaturbhujeshwor Janata Tribhuvan 53 Sarlahi 2 Community 9/5/2072 Tribhuvan Multiple Campus University 27 Bhaktapur Multiple Campus Bhaktapur 3 Constituent 11/30/2073 University Sindhu- Tribhuvan 54 Chautara Multiple Campus 3 Community 9/12/2068 Mid-Western palchowk University 28 Bheri Gyanodaya Campus Jajarkot 6 Constituent 5/27/2072 University Tribhuvan 55 Chure Campus Bardiya 5 Community 4/16/2073 Bhuwanishankar Multiple Tribhuvan University 29 Chitwan 3 Community 3/22/2073 Campus University College of Applied Business Tribhuvan 56 Kathmandu 3 Private 5/25/2071 Birendranagar Multiple Tribhuvan (CAB) University 30 Surkhet 6 Community NA Campus University College of Applied Food and Purbanchal 57 Kathmandu 3 Private 2075/2/30 Tribhuvan Dairy Technology University 31 Birendra Multiple Campus Chitwan 3 Constituent 10/21/2074 University College of Biomedical Purbanchal Birendra Bidhya Mandir Tribhuvan 58 Engineering & Applied Kathmandu 3 Private 1/22/2069 32 Kailali 7 Community 3/22/2073 University Multiple Campus University Sciences Tribhuvan College of Business Tribhuvan 33 Birendra Namuna Campus Jhapa 1 Community 5/10/2072 59 Kathmandu 3 Private 2072/5/21 University Management University Tribhuvan Tribhuvan 34 Birjung Nursing Campus Parsa 2 Constituent 11/21/2074 60 Damak Multiple Campus Jhapa 1 Community 2073/2/31 University University Tribhuvan Far-Western 35 British College Kathmandu 3 Private 3/14/2070 61 Darchula Multiple Campus Darchula 7 Constituent 7/19/2071 University University Buddhilal Bidhya Munar Tribhuvan Tribhuvan 36 Saptari 2 Community 5/10/2072 62 DAV College of Mangement Lalitpur 3 Private 4/21/2072 Campus University University Capital College and Research Tribhuvan Devdaha Adarsha Multiple Tribhuvan 37 Kathmandu 3 Private 3/19/2070 63 Rupandehi 5 Community 5/15/2074 Centre University Campus University Tribhuvan Tribhuvan 38 Capitol Hill College Kathmandu 3 Private 10/9/2071 64 Dhawalagiri Multiple Campus Baglung 4 Constituent 2075/11/7 University University Mid-Western Tribhuvan 39 Central Campus of Education Surkhet 6 Constituent NA 65 Dibyajyoti Multiple Campus Nawalparasi 5 Community 4/16/2069 University University Mid-Western Tribhuvan 40 Central Campus of Engineering Surkhet 6 Constituent 2/25/2074 66 Diktel Multiple Campus Khotang 1 Community 12/1/2071 University University Central Campus of Humanities Mid-Western Tribhuvan 41 Surkhet 6 Constituent 3/3/2075 67 Dolpo Campus Dopla 6 Community 4/16/2073 and Social Sciences University University Tribhuvan Tribhuvan 42 Central Campus of Technology Sunsari 1 Constituent 5/26/2071 68 Doti Multiple Campus Doti 7 Constituent 12/30/2074 University University Central Department of Tribhuvan Tribhuvan 43 Kathmandu 3 Central Department 11/4/2071 69 Drabya Shah Multiple Campus Gorkha 4 Community 3/24/2069 Biotechnology University University Tribhuvan Tribhuvan 44 Central Department of Botany Kathmandu 3 Central Department 6/13/2071 70 Dronachal Campus Dailekh 6 Community 3/24/2073 University University Central Department of Tribhuvan Tribhuvan 45 Kritipur 3 Central Department 11/13/2074 71 Dumarwana Campus Bara 2 Community 4/16/2073 Chemistry University University Central Department of Tribhuvan Far-Western 46 Kathmandu 3 Central Department 8/18/2071 72 Durgalaxmi Multiple Campus Kailali 7 Constituent 2/28/2072 Environmental Science University University Central Department of Home Tribhuvan Tribhuvan 47 Kathmandu 3 Central Department 12/12/2074 73 Everest College Kathmandu 3 Private 4/9/2071 Science, TU University University Central Department of Library Tribhuvan Tribhuvan 48 Kathmandu 3 Central Department 3/28/2069 74 Everest Florida College Kathmandu 3 Private 10/20/2071 and Information Science University University Central Department of Tribhuvan Tribhuvan 49 Kathmandu 3 Central Department 10/19/2074 75 Everest International College Kathmandu 3 Private 4/29/2072 Mathematics, TU University University Central Department of Rural Tribhuvan Agriculture and 50 Kathmandu 3 Central Department 11/27/2074 School of Animal Science, Development University Forestry 76 Veterinary Science and Chitwan 3 Constituent 1/26/2075 Tribhuvan University 51 Central Department of Zoology Kathmandu 3 Central Department 12/2/2074 Fisheries University (AFU) 77 Galyang Multiple Campus Syangja 4 Tribhuvan Community 7/16/2068 HEQAAC 58 Annual Report 2075/076 (2018/019)

Date of Date of SN Name of the HEIs District Province University Types SN Name of the HEIs District Province University Types Registration Registration University Tribhuvan 103 Janajyoti Multiple Campus Sarlahi 2 Community 7/20/2068 Tribhuvan University 78 Gauradaha Multiple Campus Jhapa 1 Community 3/21/2073 University Tribhuvan 104 Janamaitri Multiple Campus Kathmandu 3 Community 8/18/2068 Tribhuvan University 79 Gaurishankar Multiple Campus Dolakha 3 Community 11/2/2074 University Tribhuvan 105 Janapriya Multiple Campus Kaski 4 Community 11/26/2073 Tribhuvan University 80 Ghodaghodi Multiple Campus Kailali 7 Community 4/29/2071 University Tribhuvan 106 Janata Multiple Campus Sunsari 1 Community 12/30/2070 Tribhuvan University 81 Global College of Mangement Kathmandu 3 Private 11/15/2069 University Far-Western 107 Jay Prithivi Multiple Campus Bhajhang 7 Constituent 7/2/2071 Tribhuvan University 82 Gorkha Campus Gorkha 4 Constituent 12/27/2073 University Tribhuvan 108 Jaya M. Campus Kathmandu 3 Private 2072/4/32 Tribhuvan University 83 Gowadari College Sunsari 1 Private 10/18/2071 University Tribhuvan 109 Kailali Multiple Campus Kailali 7 Community 7/8/2073 Gramin Aadarsha Multiple Tribhuvan University 84 Kathmandu 3 Community 5/27/2069 Campus University Tribhuvan 11/22/2071, 110 Kalika Multiple Campus Kaski 4 Community Tribhuvan University 2076/4/26 85 Greenfield National College Kathmandu 3 Private 2072/05/14 University Kanchan Vidya Mandir Tribhuvan 111 Kanchanpur 7 Community 5/17/2072 Gupteshwor Mahadev Multiple Tribhuvan Samudayik College University 86 Kaski 4 Community 12/18/2071 Campus University Tribhuvan 112 Kankai Multiple Campus Jhapa 1 Community 2071/1/41 Tribhuvan University 87 Gupteshwor Multiple Campus Parbat 4 Community 3/9/2073 University Purbanchal 113 Kantipur City College Kathmandu 3 Private 2/10/2074 Tribhuvan University 88 Hari Khetan Multiple Campus Parsa 2 Community 4/4/2070 University Kantipur College of Business Tribhuvan 2070/3/13, Henry Ford International Tribhuvan 114 Management and Humanities Kathmandu 3 Private 89 Kathmandu 3 Private 4/26/2072 University 2071/5/06 College University Studies Tribhuvan Tribhuvan 90 Hetauda Campus Makwanpur 3 Community 10/23/2074 115 Kapilvastu Multiple Campus Kapilvastu 5 Community 2072/5/22, 5/25 University University Hetauda School of Tribhuvan Karfok Vidya Mandir Multiple Purbanchal 91 Makwanpur 3 Private 3/16/2070 116 Ilam 1 Community 4/14/2069 Management University Campus University Himalaya College of Tribhuvan Tribhuvan 92 Lalitpur 3 Private 2076/02/28 117 Kathford International College Kathmandu 3 Private 4/28/2072 Engineering University University Tribhuvan Tribhuvan 93 Indreshwor Campus Kavre 3 Community 3/26/2073 118 Kathmandu BernHardt College Kathmandu 3 Private 3/28/2070 University University Tribhuvan Tribhuvan 94 Paklihawa Campus Rupandehi 5 Constituent 10/24/2074 119 Kathmandu Model College Kathmandu 3 Private 9/28/2070 University University Tribhuvan Tribhuvan 95 Pokhara (Forestry) Campus Kaski 4 Constituent 2/5/2073 120 Kathmandu Shikshya Campus Kathmandu 3 Community 3/26/2071 University University Salzburg Kathmandu 121 School of Education Lalitpur 3 School 3/28/2069 International School of University of University 96 Tourism and Hotel Kathmandu 3 Applied Private 8/20/2074 Kathmandu 2/19/2067, 122 School of Engineering Kavre 3 School Management Sciences, University 2076/5/10 Austria Kathmandu 123 School of Management Lalitpur 3 School 6/30/2071 Tribhuvan University 97 Maharajgunj Nursing Campus Kathmandu 3 Constituent 11/6/2072 University Kathmandu 12/26/2074, 124 School of Science Kavre 3 School Tribhuvan University 5/8/2073 98 J.S. Murarka Multiple Campus Siraha 2 Community 5/15/2072 University Tribhuvan 125 Kavre Multiple Campus Kavre 3 Community 3/22/2069 Far-Western University 99 Jagannath Multiple Campus Baitadi 7 Constituent 10/18/2071 University Tribhuvan 2072/5/22, 126 Khwopa College Bhaktapur 3 Community Mid-Western University 2068/8/12 100 Jaljala Multiple Campus Rolpa 5 Constituent 4/16/2073 University Tribhuvan 127 Kist College of Management Kathmandu 3 Private 10/5/2071 Tribhuvan University 101 Jana Adarsha Campus Chitwan 3 Community 5/8/2072 University Tribhuvan 128 Koteswor Multiple Campus Kathmandu 3 Community 10/7/2074 Tribhuvan University 102 Jana Bhawana Campus Lalitpur 3 Community 7/16/2071 University HEQAAC 2075/076 (2018/019) Annual Report 59

Date of Date of SN Name of the HEIs District Province University Types SN Name of the HEIs District Province University Types Registration Registration University Tribhuvan 103 Janajyoti Multiple Campus Sarlahi 2 Community 7/20/2068 Tribhuvan University 78 Gauradaha Multiple Campus Jhapa 1 Community 3/21/2073 University Tribhuvan 104 Janamaitri Multiple Campus Kathmandu 3 Community 8/18/2068 Tribhuvan University 79 Gaurishankar Multiple Campus Dolakha 3 Community 11/2/2074 University Tribhuvan 105 Janapriya Multiple Campus Kaski 4 Community 11/26/2073 Tribhuvan University 80 Ghodaghodi Multiple Campus Kailali 7 Community 4/29/2071 University Tribhuvan 106 Janata Multiple Campus Sunsari 1 Community 12/30/2070 Tribhuvan University 81 Global College of Mangement Kathmandu 3 Private 11/15/2069 University Far-Western 107 Jay Prithivi Multiple Campus Bhajhang 7 Constituent 7/2/2071 Tribhuvan University 82 Gorkha Campus Gorkha 4 Constituent 12/27/2073 University Tribhuvan 108 Jaya M. Campus Kathmandu 3 Private 2072/4/32 Tribhuvan University 83 Gowadari College Sunsari 1 Private 10/18/2071 University Tribhuvan 109 Kailali Multiple Campus Kailali 7 Community 7/8/2073 Gramin Aadarsha Multiple Tribhuvan University 84 Kathmandu 3 Community 5/27/2069 Campus University Tribhuvan 11/22/2071, 110 Kalika Multiple Campus Kaski 4 Community Tribhuvan University 2076/4/26 85 Greenfield National College Kathmandu 3 Private 2072/05/14 University Kanchan Vidya Mandir Tribhuvan 111 Kanchanpur 7 Community 5/17/2072 Gupteshwor Mahadev Multiple Tribhuvan Samudayik College University 86 Kaski 4 Community 12/18/2071 Campus University Tribhuvan 112 Kankai Multiple Campus Jhapa 1 Community 2071/1/41 Tribhuvan University 87 Gupteshwor Multiple Campus Parbat 4 Community 3/9/2073 University Purbanchal 113 Kantipur City College Kathmandu 3 Private 2/10/2074 Tribhuvan University 88 Hari Khetan Multiple Campus Parsa 2 Community 4/4/2070 University Kantipur College of Business Tribhuvan 2070/3/13, Henry Ford International Tribhuvan 114 Management and Humanities Kathmandu 3 Private 89 Kathmandu 3 Private 4/26/2072 University 2071/5/06 College University Studies Tribhuvan Tribhuvan 90 Hetauda Campus Makwanpur 3 Community 10/23/2074 115 Kapilvastu Multiple Campus Kapilvastu 5 Community 2072/5/22, 5/25 University University Hetauda School of Tribhuvan Karfok Vidya Mandir Multiple Purbanchal 91 Makwanpur 3 Private 3/16/2070 116 Ilam 1 Community 4/14/2069 Management University Campus University Himalaya College of Tribhuvan Tribhuvan 92 Lalitpur 3 Private 2076/02/28 117 Kathford International College Kathmandu 3 Private 4/28/2072 Engineering University University Tribhuvan Tribhuvan 93 Indreshwor Campus Kavre 3 Community 3/26/2073 118 Kathmandu BernHardt College Kathmandu 3 Private 3/28/2070 University University Tribhuvan Tribhuvan 94 Paklihawa Campus Rupandehi 5 Constituent 10/24/2074 119 Kathmandu Model College Kathmandu 3 Private 9/28/2070 University University Tribhuvan Tribhuvan 95 Pokhara (Forestry) Campus Kaski 4 Constituent 2/5/2073 120 Kathmandu Shikshya Campus Kathmandu 3 Community 3/26/2071 University University Salzburg Kathmandu 121 School of Education Lalitpur 3 School 3/28/2069 International School of University of University 96 Tourism and Hotel Kathmandu 3 Applied Private 8/20/2074 Kathmandu 2/19/2067, 122 School of Engineering Kavre 3 School Management Sciences, University 2076/5/10 Austria Kathmandu 123 School of Management Lalitpur 3 School 6/30/2071 Tribhuvan University 97 Maharajgunj Nursing Campus Kathmandu 3 Constituent 11/6/2072 University Kathmandu 12/26/2074, 124 School of Science Kavre 3 School Tribhuvan University 5/8/2073 98 J.S. Murarka Multiple Campus Siraha 2 Community 5/15/2072 University Tribhuvan 125 Kavre Multiple Campus Kavre 3 Community 3/22/2069 Far-Western University 99 Jagannath Multiple Campus Baitadi 7 Constituent 10/18/2071 University Tribhuvan 2072/5/22, 126 Khwopa College Bhaktapur 3 Community Mid-Western University 2068/8/12 100 Jaljala Multiple Campus Rolpa 5 Constituent 4/16/2073 University Tribhuvan 127 Kist College of Management Kathmandu 3 Private 10/5/2071 Tribhuvan University 101 Jana Adarsha Campus Chitwan 3 Community 5/8/2072 University Tribhuvan 128 Koteswor Multiple Campus Kathmandu 3 Community 10/7/2074 Tribhuvan University 102 Jana Bhawana Campus Lalitpur 3 Community 7/16/2071 University HEQAAC 60 Annual Report 2075/076 (2018/019)

Date of Date of SN Name of the HEIs District Province University Types SN Name of the HEIs District Province University Types Registration Registration Pokhara Campus University 129 Kshitiz Internal College Rupandehi 5 Private 4/4/2073 University Tribhuvan 156 Marsyangdi Multiple Campus Lamjung 4 Community 5/22/2072 Kathmandu University 130 School of Arts Lalitpur 3 School 31-Jan-73 University Tribhuvan 157 Mechi Multiple Campus Jhapa 1 Constituent 2/11/2071 Tribhuvan University 131 Kumari Multiple Campus Kathmandu 3 Private 28-Apr-72 University Tribhuvan 158 Mega National College Lalitpur 3 Private 2072/4/22 Tribhuvan University 132 Kumarwati Multiple Campus Nawalparasi 4 Community 5/15/2072 University Tribhuvan 159 Millenium Multiple Campus Palpa 5 Private 3/14/2070 Tribhuvan University 133 Lamki Multiple Campus Kailali 7 Community 7/17/2071 University Tribhuvan 160 Milton International College Kathmandu 3 Private 10/14/2071 Tribhuvan University 134 Lampantar Multiple Campus Sindhuli 3 Community University Tribhuvan 161 Mirmee Multiple Campus Syangja 4 Community 5/21/2072 Tribhuvan University 135 Letang Campus Morang 1 Community 5/20/2072 University Morgan Engineering and Purbanchal 162 Kathmandu 3 Private 6/13/2072 Liladhar Ghimire Chhapiya Tribhuvan Management College University 136 Rupandehi 5 Community 5/22/2072 Janata College University Tribhuvan 163 Morgan International College Kathmandu 3 Private 4/25/2072 Tribhuvan University 137 Lincoln College Kathmandu 3 Private 2072/8/18 University Tribhuvan 164 Motilal Multiple Campus Nawalparasi 5 Community 5/16/2072 Tribhuvan University 138 Lumbini Academy College Rupandehi 5 Private 10/15/2071 University Mid-Western 165 Musikot Multiple Campus Rukum 5 Constituent 5/22/2072 Tribhuvan University 139 Lumbini Banijya Campus Rupandehi 5 Community 3/14/2073 University Tribhuvan 166 Myagdi Multiple Campus Myagdi 4 Community 3/14/2069 Tribhuvan University 140 Lumbini Vocational College Nawalparasi 4 Private 10/22/2071 University Tribhuvan 167 Myanglung Multiple Campus Tehrathum 1 Community Madan Bhandari Memorial Tribhuvan University 141 Kathmandu 3 Community 5/20/2072 College University Mid-Western 168 Narayan Campus Dailekh 6 Constituent 9/11/2073 Madhya Rautahat Multiple Tribhuvan University 142 Rautahat 2 Community 3/8/2073 Campus University Tribhuvan 169 Nasa International College Kathmandu 3 Private 5/8/2072 Tribhuvan University 143 Madhyabindu Multiple Campus Nawalparasi 4 Community 4/15/2069 University National Colleg of Computer Tribhuvan 2070/03/17, 170 Kathmandu 3 Private Tribhuvan Studies University 2071/10/4 144 Mahakavi Devkota Campus Nawalparasi 5 Community 12/20/2070 University Tribhuvan 171 National College Kathmandu 3 Private 3/12/2070 Tribhuvan University 145 Maharajgunj Medical Campus Kathmandu 3 Constituent 1/22/2074 University Tribhuvan 172 National Multiple College Lalitpur 3 Private 3/12/2070 Mahendra Morang Adarsha Tribhuvan University 146 Morang 1 Constituent 4/15/2074 M.Campus University Tribhuvan 173 Nawajagaran Multiple Campus Nawalparasi 4 Community 12/30/2073 Tribhuvan University 147 Mahendra Multiple Campus Sunsari 1 Community 10/28/2074 University Nepal College of Travel and Tribhuvan 174 Kathmandu 3 Private 10/15/2071 Tribhuvan Tourism Management University 148 Mahendra Multiple Campus Banke 5 Constituent 12/17/2073 University Tribhuvan 175 Nepal Commerce Campus Kathmandu 3 Constituent 5/22/2072 Mahendra Ranta Multiple Tribhuvan University 149 Ilam 1 Constituent 10/6/2068 Campus University Nepal Institute of Health Purbanchal 176 Kathmandu 3 Private 2/13/2071 Tribhuvan Sciences University 150 Mahendra Ratna Campus Kathmandu 3 Constituent 2075/11/26 University Nepal Institute of Management Tribhuvan 177 Lalitpur 3 Private 5/14/2074 Tribhuvan and Science University 151 Maiya Devi Girls' College Chitwan 3 Community 3/8/2073 University Nepal Medical College and Kathmandu 178 Kathmandu 3 Private 5/7/2074 Tribhuvan Teaching Hospital University 152 Makwanpur Multiple Campus Makwanpur 3 Community 2074/2/30 University Tribhuvan 179 Nepal Mega College Kathmandu 3 Private 3/11/2070 Tribhuvan University 153 Mangalbare M Campus Illam 1 Community 9/26/2070 University Tribhuvan 180 Nesfield International College Lalitpur 3 Private 12/25/2073 Far-Western University 154 Manilek Campus Baitadi 7 Constituent 5/15/2072 University Tribhuvan 181 New Summit College Kathmandu 3 Private 3/12/2070 155 Manthali Sahid Smrita Multiple Ramechhap 3 Tribhuvan Community 12/28/2070 University HEQAAC 2075/076 (2018/019) Annual Report 61

Date of Date of SN Name of the HEIs District Province University Types SN Name of the HEIs District Province University Types Registration Registration Pokhara Campus University 129 Kshitiz Internal College Rupandehi 5 Private 4/4/2073 University Tribhuvan 156 Marsyangdi Multiple Campus Lamjung 4 Community 5/22/2072 Kathmandu University 130 School of Arts Lalitpur 3 School 31-Jan-73 University Tribhuvan 157 Mechi Multiple Campus Jhapa 1 Constituent 2/11/2071 Tribhuvan University 131 Kumari Multiple Campus Kathmandu 3 Private 28-Apr-72 University Tribhuvan 158 Mega National College Lalitpur 3 Private 2072/4/22 Tribhuvan University 132 Kumarwati Multiple Campus Nawalparasi 4 Community 5/15/2072 University Tribhuvan 159 Millenium Multiple Campus Palpa 5 Private 3/14/2070 Tribhuvan University 133 Lamki Multiple Campus Kailali 7 Community 7/17/2071 University Tribhuvan 160 Milton International College Kathmandu 3 Private 10/14/2071 Tribhuvan University 134 Lampantar Multiple Campus Sindhuli 3 Community University Tribhuvan 161 Mirmee Multiple Campus Syangja 4 Community 5/21/2072 Tribhuvan University 135 Letang Campus Morang 1 Community 5/20/2072 University Morgan Engineering and Purbanchal 162 Kathmandu 3 Private 6/13/2072 Liladhar Ghimire Chhapiya Tribhuvan Management College University 136 Rupandehi 5 Community 5/22/2072 Janata College University Tribhuvan 163 Morgan International College Kathmandu 3 Private 4/25/2072 Tribhuvan University 137 Lincoln College Kathmandu 3 Private 2072/8/18 University Tribhuvan 164 Motilal Multiple Campus Nawalparasi 5 Community 5/16/2072 Tribhuvan University 138 Lumbini Academy College Rupandehi 5 Private 10/15/2071 University Mid-Western 165 Musikot Multiple Campus Rukum 5 Constituent 5/22/2072 Tribhuvan University 139 Lumbini Banijya Campus Rupandehi 5 Community 3/14/2073 University Tribhuvan 166 Myagdi Multiple Campus Myagdi 4 Community 3/14/2069 Tribhuvan University 140 Lumbini Vocational College Nawalparasi 4 Private 10/22/2071 University Tribhuvan 167 Myanglung Multiple Campus Tehrathum 1 Community Madan Bhandari Memorial Tribhuvan University 141 Kathmandu 3 Community 5/20/2072 College University Mid-Western 168 Narayan Campus Dailekh 6 Constituent 9/11/2073 Madhya Rautahat Multiple Tribhuvan University 142 Rautahat 2 Community 3/8/2073 Campus University Tribhuvan 169 Nasa International College Kathmandu 3 Private 5/8/2072 Tribhuvan University 143 Madhyabindu Multiple Campus Nawalparasi 4 Community 4/15/2069 University National Colleg of Computer Tribhuvan 2070/03/17, 170 Kathmandu 3 Private Tribhuvan Studies University 2071/10/4 144 Mahakavi Devkota Campus Nawalparasi 5 Community 12/20/2070 University Tribhuvan 171 National College Kathmandu 3 Private 3/12/2070 Tribhuvan University 145 Maharajgunj Medical Campus Kathmandu 3 Constituent 1/22/2074 University Tribhuvan 172 National Multiple College Lalitpur 3 Private 3/12/2070 Mahendra Morang Adarsha Tribhuvan University 146 Morang 1 Constituent 4/15/2074 M.Campus University Tribhuvan 173 Nawajagaran Multiple Campus Nawalparasi 4 Community 12/30/2073 Tribhuvan University 147 Mahendra Multiple Campus Sunsari 1 Community 10/28/2074 University Nepal College of Travel and Tribhuvan 174 Kathmandu 3 Private 10/15/2071 Tribhuvan Tourism Management University 148 Mahendra Multiple Campus Banke 5 Constituent 12/17/2073 University Tribhuvan 175 Nepal Commerce Campus Kathmandu 3 Constituent 5/22/2072 Mahendra Ranta Multiple Tribhuvan University 149 Ilam 1 Constituent 10/6/2068 Campus University Nepal Institute of Health Purbanchal 176 Kathmandu 3 Private 2/13/2071 Tribhuvan Sciences University 150 Mahendra Ratna Campus Kathmandu 3 Constituent 2075/11/26 University Nepal Institute of Management Tribhuvan 177 Lalitpur 3 Private 5/14/2074 Tribhuvan and Science University 151 Maiya Devi Girls' College Chitwan 3 Community 3/8/2073 University Nepal Medical College and Kathmandu 178 Kathmandu 3 Private 5/7/2074 Tribhuvan Teaching Hospital University 152 Makwanpur Multiple Campus Makwanpur 3 Community 2074/2/30 University Tribhuvan 179 Nepal Mega College Kathmandu 3 Private 3/11/2070 Tribhuvan University 153 Mangalbare M Campus Illam 1 Community 9/26/2070 University Tribhuvan 180 Nesfield International College Lalitpur 3 Private 12/25/2073 Far-Western University 154 Manilek Campus Baitadi 7 Constituent 5/15/2072 University Tribhuvan 181 New Summit College Kathmandu 3 Private 3/12/2070 155 Manthali Sahid Smrita Multiple Ramechhap 3 Tribhuvan Community 12/28/2070 University HEQAAC 62 Annual Report 2075/076 (2018/019)

Date of Date of SN Name of the HEIs District Province University Types SN Name of the HEIs District Province University Types Registration Registration Tribhuvan PU Center of Arts, Law & Purbanchal 182 Newton International College Kathmandu 3 Private 10/27/2071 208 Morang 1 Constituent 2/13/2073 University Education University Tribhuvan Centre for Population and 183 Nicholson College Bhaktapur 3 Private 10/5/2071 Purbanchal University 209 Development / Janata Morang 1 Constituent 3/7/2073 University Tribhuvan Adarsha Multiple Campus 184 Nilkantha Multiple Campus Dhading 3 Community 11/24/2073 University Purbanchal 210 PU Management Campus Morang 1 Constituent 3/7/2073 Nuwakot Aadarsha Multiple Tribhuvan University 185 Nuwakot 3 Community 4/16/2069 Campus University PU School of Engeenering and Purbanchal 211 Morang 1 Constituent 3/7/2073 Tribhuvan Technology (PUSET) University 186 Orchid International College Kathmandu 3 Private 4/29/2072 University Tribhuvan 212 Sunsari 1 Constituent 10/17/2074 2070/3/19 University Tribhuvan 187 Padma Kanya Campus Kathmandu 3 Constituent 5/22/2072, Ramanandan Bisheshwor Tribhuvan University 213 Mahottari 2 Community 10/27/2070 3/27/2074 Mahendra Campus University Tribhuvan Tribhuvan 188 Palhi Multiple Campus Nawalparasi 5 Community 5/16/2072 214 Rammani Multiple Campus Rupandehi 5 Community NA University University Tribhuvan 3/22/2073, Tribhuvan 5/4/2072, 189 Panchthar Multiple Campus Panchthar 1 Community 215 Ramraja Multiple Campus Bara 2 Community University 2075/9/18 University 2/19/2074 2068/7/20, Tribhuvan Tribhuvan 216 Rapti Babai Multiple Campus Dang 5 Community 12/16/2071 190 Panini Multiple Campus Arghakhanchi 5 Community 2072/5/3, University University 2075/11/28 Pokhara 217 Rapti Engineering College Dang 5 Private 12/6/2074 Tribhuvan University 191 Paschimanchal Campus Kaski 4 Constituent 12/28/2073 University Tribhuvan 218 Resunga Multiple Campus Gulmi 5 Community 7/27/2071 Tribhuvan University 192 Pashupati Multiple Campus Kathmandu 3 Community 7/16/2068 University Tribhuvan 219 Rupandehi Campus Rupandehi 5 Community 5/17/2069 Tribhuvan University 193 Patan Multiple Campus Lalitpur 3 Constituent 5/20/2072 University Tribhuvan 220 Saptagandaki Multiple Campus Chitwan 3 Community NA Tribhuvan University 194 Pathari Multiple Campus Morang 1 Community 10/25/2071 University Tribhuvan 221 Saheed Multiple Campus Palpa 5 Community 5/18/2072 Tribhuvan University 195 Pathivara Multiple Campus Taplejung 1 Community 5/22/2072 University Sahid Narayan Pokharel Tribhuvan 222 Rupandehi 5 Community 5/21/2072 Tribhuvan 2070/12/18, Ramapur Campus University 196 People's Campus Kathmandu 3 Community University 2072/5/20 Tribhuvan 223 Salyan Multiple Campus Salyan 6 Community 5/15/2072 Tribhuvan University 197 Pinnacle College Lalitpur 3 Private 3/13/2070 University Tribhuvan 224 Sarlahi Campus Sarlahi 2 Community 3/22/2073 Tribhuvan 2070/03/13, University 198 Pioneer International College Kathmandu 3 Private University 2072/4/29 School of Environmental Pokhara Pokhara 225 Science and Management Kathmandu 3 Private 5/21/2072 199 School of Engineering Kaski 4 School 2073/2/32 University University (ScHEMS) School of Health and Alled Pokhara 2073/2/32, School of Mathematical Tribhuvan 200 Kaski 4 School 226 Kathmandu 3 School 12/20/2073 Sciences University 9/9/2074 Sciences, TU University School of Development and Pokhara Tribhuvan 201 Kaski 4 School 3/15/2073 227 Shaheed Smarak College Chitwan 3 Community 2/16/2069 Social Engineering University University Pokhara Shaheed Smriti Multiple Tribhuvan 202 School of Business Kaski 4 School 2/26/2073 228 Chitwan 3 Community 10/11/2074 University Campus University Post Graduate Campus, Tribhuvan Tribhuvan 203 Morang 1 Constituent 5/14/2072 229 Shankardev Campus Kathmandu 3 Constituent 5/22/2072 Biratnagar University University Tribhuvan Shankhuwasava Multiple Sankhuwa- Tribhuvan 204 Prime College Kathmandu 3 Private 4/25/2072 230 1 Community 12/14/2072 University Campus sabha University Tribhuvan 11/2/2072, Tribhuvan 205 Prithvi Narayan Campus Kaski 4 Constituent 231 Shikharapur Campus Kathmandu 3 Community 4/16/2073 University 9/30/2074 University Tribhuvan 2066/07/12, Tribhuvan 4/29/2072, 206 Pulchowk Campus Lalitpur 3 Constituent 232 Shramik Shanti Campus Lalitpur 3 Community University 2072/5/22 University 2075/9/10 Tribhuvan Bramhchari Damodarananda Tribhuvan 207 Purchaudi Multiple Campus Baitadi 7 Community 5/29/2073 233 Siraha 2 Community 5/13/2072 University College University HEQAAC 2075/076 (2018/019) Annual Report 63

Date of Date of SN Name of the HEIs District Province University Types SN Name of the HEIs District Province University Types Registration Registration Tribhuvan PU Center of Arts, Law & Purbanchal 182 Newton International College Kathmandu 3 Private 10/27/2071 208 Morang 1 Constituent 2/13/2073 University Education University Tribhuvan Centre for Population and 183 Nicholson College Bhaktapur 3 Private 10/5/2071 Purbanchal University 209 Development / Janata Morang 1 Constituent 3/7/2073 University Tribhuvan Adarsha Multiple Campus 184 Nilkantha Multiple Campus Dhading 3 Community 11/24/2073 University Purbanchal 210 PU Management Campus Morang 1 Constituent 3/7/2073 Nuwakot Aadarsha Multiple Tribhuvan University 185 Nuwakot 3 Community 4/16/2069 Campus University PU School of Engeenering and Purbanchal 211 Morang 1 Constituent 3/7/2073 Tribhuvan Technology (PUSET) University 186 Orchid International College Kathmandu 3 Private 4/29/2072 University Tribhuvan 212 Purwanchal Campus Sunsari 1 Constituent 10/17/2074 2070/3/19 University Tribhuvan 187 Padma Kanya Campus Kathmandu 3 Constituent 5/22/2072, Ramanandan Bisheshwor Tribhuvan University 213 Mahottari 2 Community 10/27/2070 3/27/2074 Mahendra Campus University Tribhuvan Tribhuvan 188 Palhi Multiple Campus Nawalparasi 5 Community 5/16/2072 214 Rammani Multiple Campus Rupandehi 5 Community NA University University Tribhuvan 3/22/2073, Tribhuvan 5/4/2072, 189 Panchthar Multiple Campus Panchthar 1 Community 215 Ramraja Multiple Campus Bara 2 Community University 2075/9/18 University 2/19/2074 2068/7/20, Tribhuvan Tribhuvan 216 Rapti Babai Multiple Campus Dang 5 Community 12/16/2071 190 Panini Multiple Campus Arghakhanchi 5 Community 2072/5/3, University University 2075/11/28 Pokhara 217 Rapti Engineering College Dang 5 Private 12/6/2074 Tribhuvan University 191 Paschimanchal Campus Kaski 4 Constituent 12/28/2073 University Tribhuvan 218 Resunga Multiple Campus Gulmi 5 Community 7/27/2071 Tribhuvan University 192 Pashupati Multiple Campus Kathmandu 3 Community 7/16/2068 University Tribhuvan 219 Rupandehi Campus Rupandehi 5 Community 5/17/2069 Tribhuvan University 193 Patan Multiple Campus Lalitpur 3 Constituent 5/20/2072 University Tribhuvan 220 Saptagandaki Multiple Campus Chitwan 3 Community NA Tribhuvan University 194 Pathari Multiple Campus Morang 1 Community 10/25/2071 University Tribhuvan 221 Saheed Multiple Campus Palpa 5 Community 5/18/2072 Tribhuvan University 195 Pathivara Multiple Campus Taplejung 1 Community 5/22/2072 University Sahid Narayan Pokharel Tribhuvan 222 Rupandehi 5 Community 5/21/2072 Tribhuvan 2070/12/18, Ramapur Campus University 196 People's Campus Kathmandu 3 Community University 2072/5/20 Tribhuvan 223 Salyan Multiple Campus Salyan 6 Community 5/15/2072 Tribhuvan University 197 Pinnacle College Lalitpur 3 Private 3/13/2070 University Tribhuvan 224 Sarlahi Campus Sarlahi 2 Community 3/22/2073 Tribhuvan 2070/03/13, University 198 Pioneer International College Kathmandu 3 Private University 2072/4/29 School of Environmental Pokhara Pokhara 225 Science and Management Kathmandu 3 Private 5/21/2072 199 School of Engineering Kaski 4 School 2073/2/32 University University (ScHEMS) School of Health and Alled Pokhara 2073/2/32, School of Mathematical Tribhuvan 200 Kaski 4 School 226 Kathmandu 3 School 12/20/2073 Sciences University 9/9/2074 Sciences, TU University School of Development and Pokhara Tribhuvan 201 Kaski 4 School 3/15/2073 227 Shaheed Smarak College Chitwan 3 Community 2/16/2069 Social Engineering University University Pokhara Shaheed Smriti Multiple Tribhuvan 202 School of Business Kaski 4 School 2/26/2073 228 Chitwan 3 Community 10/11/2074 University Campus University Post Graduate Campus, Tribhuvan Tribhuvan 203 Morang 1 Constituent 5/14/2072 229 Shankardev Campus Kathmandu 3 Constituent 5/22/2072 Biratnagar University University Tribhuvan Shankhuwasava Multiple Sankhuwa- Tribhuvan 204 Prime College Kathmandu 3 Private 4/25/2072 230 1 Community 12/14/2072 University Campus sabha University Tribhuvan 11/2/2072, Tribhuvan 205 Prithvi Narayan Campus Kaski 4 Constituent 231 Shikharapur Campus Kathmandu 3 Community 4/16/2073 University 9/30/2074 University Tribhuvan 2066/07/12, Tribhuvan 4/29/2072, 206 Pulchowk Campus Lalitpur 3 Constituent 232 Shramik Shanti Campus Lalitpur 3 Community University 2072/5/22 University 2075/9/10 Tribhuvan Bramhchari Damodarananda Tribhuvan 207 Purchaudi Multiple Campus Baitadi 7 Community 5/29/2073 233 Siraha 2 Community 5/13/2072 University College University HEQAAC 64 Annual Report 2075/076 (2018/019)

Date of Date of SN Name of the HEIs District Province University Types SN Name of the HEIs District Province University Types Registration Registration Far-Western Mid-Western 234 Gokuleshwor Multiple Campus Darchula 7 Constituent 5/21/2072 260 Tila Karnali Multiple Campus Kalikot 6 Constituent 9/17/2071 University University Tribhuvan Tribhuvan 5/20/2072, 235 Jana Prakash Multiple Campus Kaski 4 Community 5/6/2074 261 Tri Chandra Multiple Campus Kathmandu 3 Constituent University University 2/20/2062 Raghunath Adarsh Multiple Tribhuvan Tribhuvan 5/19/2072, 236 Kailali 7 Community 10/23/2074 262 Tribhuvan Campus Nawalparasi 5 Community Campus University University 2/7/2074 Shree Siddhanath Science Tribhuvan Tribhuvan Trishuli Multiple Tribhuvan 237 Kanchanpur 7 Constituent 10/14/2074 263 Nuwakot 3 Community 5/20/2072 Campus University Campus University Far-Western Tribhuvan Central 238 Siddhanath Mulitple Campus Kanchanpur 7 Constituent NA 264 Central Department of Geology Kathmandu 3 2/10/2073 University University Department Tribhuvan Central Department of Tribhuvan Central 239 Siddhajyoti Shikshya Campus Sindhuli 3 Community 4/22/2069 265 Kathmandu 3 10/17/2074 University Hydrology & Meterology University Department Tribhuvan 2071/4/20, Central Department of Tribhuvan Central 240 Siddhartha Campus Kapilvastu 5 Community 266 Kathmandu 3 1/29/2073 University 2071/2/29 Management University Department Siddhartha Gautam Buddha Tribhuvan Central Department of Tribhuvan Central 241 Rupandehi 5 Community 9/27/2071 267 Kathmandu 3 8/18/2068 Campus University Microbiology University Department Tribhuvan 7/18/2068, Tribhuvan Central 242 Sindhuli Multiple Campus Sindhuli 3 Community 268 Central Department of Physics Kathmandu 3 10/15/2074 University 2076/6/02 University Department Tribhuvan Tribhuvan 243 Sitaramesh Multiple Campus Jhapa 1 Community 5/19/2074 269 Tridev Multiple Campus Jhapa 1 Community 4/17/2072 University University Tribhuvan Tribhuvan 244 Solokhumbu Multiple Campus Solukhumbu 1 Community 1/14/2071 270 Trinity International College Kathmandu 3 Private 10/11/2071 University University Tribhuvan Tribhuvan 245 South Western State College Kathmandu 3 Private 9/17/2068 271 Triton International College Kathmandu 3 Private 10/13/2071 University University Tribhuvan 2073/3/7, 246 Sukuna Multiple Campus Morang 1 Community 7/14/2068 Far-Western University 272 Triveni Multiple Campus Dadeldhura 7 Constituent 2072/10/17, University Tribhuvan 12/27/2066, 2075/6/26 247 Sunsari Multiple Campus Sunsari 1 Community University 10/9/2073 Triyuga Janata Multiple Tribhuvan 273 Udayapur 1 Community 4/21/2069 Tribhuvan Campus University 248 Sunsari Technical College Sunsari 1 Private 4/9/2069 University Unique College of Tribhuvan 274 Lalitpur 3 Private 3/11/2070 Tribhuvan Management University 249 Surkhet Model College Surkhet 6 Private 10/15/2074 University Tribhuvan 275 United College Lalitpur 3 Private NA 2071/6/31, University Tribhuvan 250 Swargadwari Multiple Campus Pyuthan 5 Community 2072/5/22, Tribhuvan University 276 Urlabari Multiple Campus Morang 1 Community 2/9/2071 2075/8/17 University Swoyambhu International Tribhuvan Tribhuvan 251 Kathmandu 3 Private 5/28/2072 277 Waling Multiple Campus Syangja 4 Community 4/16/2069 College University University Tribhuvan Whitefield International Tribhuvan 252 Tej Ganga Multiple Campus Kavre 3 Community 9/9/2069 278 Kathmandu 3 Private 3/27/2071 University College University Tribhuvan Tribhuvan 7/13/2066, 253 Terathum Multiple Campus Terhathum 1 Constituent 12/20/2074 279 Xavier International College Kathmandu 3 Private University University 4/22/2074 Tribhuvan 10/12/2071, 2072/05/21, 254 Texas International College Kathmandu 3 Private Yagyodaya Dudhnath Tharu Tribhuvan University 1/14/2074 280 Rupandehi 5 Community 2073/6/11, Multiple Campus University Tribhuvan 1/16/2075 255 Thakur Ram Multiple Campus Parsa 2 Constituent 9/21/2072 University Tribhuvan 281 Ishaneswar Campus Lamjung 4 Community 3/26/2073 Tribhuvan University 256 Thames International College Kathmandu 3 Private 10/13/2071 University Central Campus of Science and Mid-Western 282 Surkhet 6 Constituent 2/16/2074 Tribhuvan Technology University 257 Thapathali Campus Kathmandu 3 Constituent 1/12/2074 University Tribhuvan 283 Tribhuvan Multiple Campus Palpa 5 Constituent 11/30/2073 Tribhuvan University 258 Times International College Kathmandu 3 Private 4/9/2071 University Chaturdev Hira Surendra Purna Tribhuvan 284 Mugu 6 Community 5/21/2074 Far-Western 6/11/2066, Campus University 259 Tikapur M Campus Kailali 7 Constituent University 10/23/2074 Central Department of Social Tribhuvan Central 285 Kathmandu 3 10/18/2074 Work University Department HEQAAC 2075/076 (2018/019) Annual Report 65

Date of Date of SN Name of the HEIs District Province University Types SN Name of the HEIs District Province University Types Registration Registration Far-Western Mid-Western 234 Gokuleshwor Multiple Campus Darchula 7 Constituent 5/21/2072 260 Tila Karnali Multiple Campus Kalikot 6 Constituent 9/17/2071 University University Tribhuvan Tribhuvan 5/20/2072, 235 Jana Prakash Multiple Campus Kaski 4 Community 5/6/2074 261 Tri Chandra Multiple Campus Kathmandu 3 Constituent University University 2/20/2062 Raghunath Adarsh Multiple Tribhuvan Tribhuvan 5/19/2072, 236 Kailali 7 Community 10/23/2074 262 Tribhuvan Campus Nawalparasi 5 Community Campus University University 2/7/2074 Shree Siddhanath Science Tribhuvan Tribhuvan Trishuli Multiple Tribhuvan 237 Kanchanpur 7 Constituent 10/14/2074 263 Nuwakot 3 Community 5/20/2072 Campus University Campus University Far-Western Tribhuvan Central 238 Siddhanath Mulitple Campus Kanchanpur 7 Constituent NA 264 Central Department of Geology Kathmandu 3 2/10/2073 University University Department Tribhuvan Central Department of Tribhuvan Central 239 Siddhajyoti Shikshya Campus Sindhuli 3 Community 4/22/2069 265 Kathmandu 3 10/17/2074 University Hydrology & Meterology University Department Tribhuvan 2071/4/20, Central Department of Tribhuvan Central 240 Siddhartha Campus Kapilvastu 5 Community 266 Kathmandu 3 1/29/2073 University 2071/2/29 Management University Department Siddhartha Gautam Buddha Tribhuvan Central Department of Tribhuvan Central 241 Rupandehi 5 Community 9/27/2071 267 Kathmandu 3 8/18/2068 Campus University Microbiology University Department Tribhuvan 7/18/2068, Tribhuvan Central 242 Sindhuli Multiple Campus Sindhuli 3 Community 268 Central Department of Physics Kathmandu 3 10/15/2074 University 2076/6/02 University Department Tribhuvan Tribhuvan 243 Sitaramesh Multiple Campus Jhapa 1 Community 5/19/2074 269 Tridev Multiple Campus Jhapa 1 Community 4/17/2072 University University Tribhuvan Tribhuvan 244 Solokhumbu Multiple Campus Solukhumbu 1 Community 1/14/2071 270 Trinity International College Kathmandu 3 Private 10/11/2071 University University Tribhuvan Tribhuvan 245 South Western State College Kathmandu 3 Private 9/17/2068 271 Triton International College Kathmandu 3 Private 10/13/2071 University University Tribhuvan 2073/3/7, 246 Sukuna Multiple Campus Morang 1 Community 7/14/2068 Far-Western University 272 Triveni Multiple Campus Dadeldhura 7 Constituent 2072/10/17, University Tribhuvan 12/27/2066, 2075/6/26 247 Sunsari Multiple Campus Sunsari 1 Community University 10/9/2073 Triyuga Janata Multiple Tribhuvan 273 Udayapur 1 Community 4/21/2069 Tribhuvan Campus University 248 Sunsari Technical College Sunsari 1 Private 4/9/2069 University Unique College of Tribhuvan 274 Lalitpur 3 Private 3/11/2070 Tribhuvan Management University 249 Surkhet Model College Surkhet 6 Private 10/15/2074 University Tribhuvan 275 United College Lalitpur 3 Private NA 2071/6/31, University Tribhuvan 250 Swargadwari Multiple Campus Pyuthan 5 Community 2072/5/22, Tribhuvan University 276 Urlabari Multiple Campus Morang 1 Community 2/9/2071 2075/8/17 University Swoyambhu International Tribhuvan Tribhuvan 251 Kathmandu 3 Private 5/28/2072 277 Waling Multiple Campus Syangja 4 Community 4/16/2069 College University University Tribhuvan Whitefield International Tribhuvan 252 Tej Ganga Multiple Campus Kavre 3 Community 9/9/2069 278 Kathmandu 3 Private 3/27/2071 University College University Tribhuvan Tribhuvan 7/13/2066, 253 Terathum Multiple Campus Terhathum 1 Constituent 12/20/2074 279 Xavier International College Kathmandu 3 Private University University 4/22/2074 Tribhuvan 10/12/2071, 2072/05/21, 254 Texas International College Kathmandu 3 Private Yagyodaya Dudhnath Tharu Tribhuvan University 1/14/2074 280 Rupandehi 5 Community 2073/6/11, Multiple Campus University Tribhuvan 1/16/2075 255 Thakur Ram Multiple Campus Parsa 2 Constituent 9/21/2072 University Tribhuvan 281 Ishaneswar Campus Lamjung 4 Community 3/26/2073 Tribhuvan University 256 Thames International College Kathmandu 3 Private 10/13/2071 University Central Campus of Science and Mid-Western 282 Surkhet 6 Constituent 2/16/2074 Tribhuvan Technology University 257 Thapathali Campus Kathmandu 3 Constituent 1/12/2074 University Tribhuvan 283 Tribhuvan Multiple Campus Palpa 5 Constituent 11/30/2073 Tribhuvan University 258 Times International College Kathmandu 3 Private 4/9/2071 University Chaturdev Hira Surendra Purna Tribhuvan 284 Mugu 6 Community 5/21/2074 Far-Western 6/11/2066, Campus University 259 Tikapur M Campus Kailali 7 Constituent University 10/23/2074 Central Department of Social Tribhuvan Central 285 Kathmandu 3 10/18/2074 Work University Department HEQAAC 66 Annual Report 2075/076 (2018/019)

Date of Date of SN Name of the HEIs District Province University Types SN Name of the HEIs District Province University Types Registration Registration Tribhuvan College of Medical and Allied Purbanchal 286 B.S.T College Kathmandu 3 Private 6/9/2074 312 Morang 1 Constituent 5/18/2075 University Sciences University Tribhuvan Tribhuvan 287 Nepal Kasthamandap College Kathmandu 3 Private 5/26/2074 313 Biratnagar Nursing Campus Morang 1 Constituent 8/26/2075 University University Tribhuvan Tribhuvan 288 Janata Multiple Campus Kanchanpur 7 Community 5/23/2074 314 Triveni International College Kaski 4 Private 7/19/2075 University University Tribhuvan Central Department of Tribhuvan Central 289 Kanya Campus Pokhara Kaski 4 Community 5/19/2074 315 Kathmandu 3 10/17/2075 University Economics, TU University Department Tribhuvan Tribhuvan 290 Saraswati Multiple Campus Sindhuli 3 Community 5/21/2074 316 Chitwan Medical College Chitwan 3 Private 10/23/2075 University University Tribhuvan Tribhuvan 291 Saraswati Multiple Campus Kailali 7 Community 3/6/2074 317 Nepal Law Campus Kathmandu 3 Constituent 11/6/2075 University University Tribhuvan Aadarsha Multiple Tribhuvan Lumbini Buddist 292 Syangja 4 Community 10/23/2073 318 Central Campus, LBU Rupandehi 5 Constituent 11/28/2075 Campus University University Central Department of Tribhuvan Central Tribhuvan 293 Kathmandu 3 10/18/2074 319 Shahid Smarak College Kathmandu 3 Community 2/5/2076 Sociology University Department University Dhangadhi Engineering Pokhara Purbanchal 294 Kailali 7 Private 3/6/2074 320 Aayaam International College Lalitpur 3 Private 1/24/2076 Campus (NAST) University University Tribhuvan Trivhuvan 295 Lamjung Campus Lamjung 4 Constituent 10/24/2074 321 Dhankuta Multiple Campus Dhankuta 1 Constituent 2/7/2076 University University Oxford College of Engineering Pokhara Tribhuvan 296 Nawalparasi 4 Private 12/14/2074 322 Srijana College of Fine Arts Kathmandu 3 Community 2/23/2076 and Management University University Mid-Western Central Department of Tribhuvan Central 297 School of Management Surkhet 6 School 3/14/2075 323 Kathmandu 3 2076/02/30 University Geography University Department Golden Gate International Tribhuvan Tribhuvan 298 Kathmandu Private 324 Kakarvitta Multiple Campus Jhapa 1 Community 3/1/2076 College University University Purbanchal 4/8/2075, Tribhuvan 299 Kathmandu School of Law Bhaktapur 3 Private 325 Deukhuri Multiple Campus Dang 5 Community 3/20/2076 University 5/30/2070 University Tribhuvan 300 Chamunda College Dailekh 6 Community 4/20/2075 University Central Campus of Mid-Western 301 Surkhet 6 Constituent 4/29/2075 Management University Kathmandu 302 Nepal College of Management Lalitpur 3 Private 5/28/2075 University Tribhuvan 303 Milennium Model College Chitwan 3 Private 6/10/2075 University Tribhuvan 304 Himalaya College Kathmandu 3 Private 6/12/2075 University Tribhuvan 305 Republica College Lalitpur 3 Private 6/12/2075 University Tribhuvan 306 Reliance College Kathmandu 3 Private 6/12/2075 University Tribhuvan 307 Danfe College Kathmandu 3 Private 6/11/2075 University Tribhuvan 308 Orient College Kathmandu 3 Private 6/10/2075 University Tribhuvan 309 Diyalo College Chitwan 3 Private 6/24/2075 University Manmohan Memorial Institute Tribhuvan 310 Kathmandu 3 Private 4/17/2075 of Health Sciences University Giraja Prasad Koirala College Purbanchal 311 of Agriculture and Research Morang 1 Constituent 5/18/2075 University Center HEQAAC 2075/076 (2018/019) Annual Report 67

Date of Date of SN Name of the HEIs District Province University Types SN Name of the HEIs District Province University Types Registration Registration Tribhuvan College of Medical and Allied Purbanchal 286 B.S.T College Kathmandu 3 Private 6/9/2074 312 Morang 1 Constituent 5/18/2075 University Sciences University Tribhuvan Tribhuvan 287 Nepal Kasthamandap College Kathmandu 3 Private 5/26/2074 313 Biratnagar Nursing Campus Morang 1 Constituent 8/26/2075 University University Tribhuvan Tribhuvan 288 Janata Multiple Campus Kanchanpur 7 Community 5/23/2074 314 Triveni International College Kaski 4 Private 7/19/2075 University University Tribhuvan Central Department of Tribhuvan Central 289 Kanya Campus Pokhara Kaski 4 Community 5/19/2074 315 Kathmandu 3 10/17/2075 University Economics, TU University Department Tribhuvan Tribhuvan 290 Saraswati Multiple Campus Sindhuli 3 Community 5/21/2074 316 Chitwan Medical College Chitwan 3 Private 10/23/2075 University University Tribhuvan Tribhuvan 291 Saraswati Multiple Campus Kailali 7 Community 3/6/2074 317 Nepal Law Campus Kathmandu 3 Constituent 11/6/2075 University University Tribhuvan Aadarsha Multiple Tribhuvan Lumbini Buddist 292 Syangja 4 Community 10/23/2073 318 Central Campus, LBU Rupandehi 5 Constituent 11/28/2075 Campus University University Central Department of Tribhuvan Central Tribhuvan 293 Kathmandu 3 10/18/2074 319 Shahid Smarak College Kathmandu 3 Community 2/5/2076 Sociology University Department University Dhangadhi Engineering Pokhara Purbanchal 294 Kailali 7 Private 3/6/2074 320 Aayaam International College Lalitpur 3 Private 1/24/2076 Campus (NAST) University University Tribhuvan Trivhuvan 295 Lamjung Campus Lamjung 4 Constituent 10/24/2074 321 Dhankuta Multiple Campus Dhankuta 1 Constituent 2/7/2076 University University Oxford College of Engineering Pokhara Tribhuvan 296 Nawalparasi 4 Private 12/14/2074 322 Srijana College of Fine Arts Kathmandu 3 Community 2/23/2076 and Management University University Mid-Western Central Department of Tribhuvan Central 297 School of Management Surkhet 6 School 3/14/2075 323 Kathmandu 3 2076/02/30 University Geography University Department Golden Gate International Tribhuvan Tribhuvan 298 Kathmandu Private 324 Kakarvitta Multiple Campus Jhapa 1 Community 3/1/2076 College University University Purbanchal 4/8/2075, Tribhuvan 299 Kathmandu School of Law Bhaktapur 3 Private 325 Deukhuri Multiple Campus Dang 5 Community 3/20/2076 University 5/30/2070 University Tribhuvan 300 Chamunda College Dailekh 6 Community 4/20/2075 University Central Campus of Mid-Western 301 Surkhet 6 Constituent 4/29/2075 Management University Kathmandu 302 Nepal College of Management Lalitpur 3 Private 5/28/2075 University Tribhuvan 303 Milennium Model College Chitwan 3 Private 6/10/2075 University Tribhuvan 304 Himalaya College Kathmandu 3 Private 6/12/2075 University Tribhuvan 305 Republica College Lalitpur 3 Private 6/12/2075 University Tribhuvan 306 Reliance College Kathmandu 3 Private 6/12/2075 University Tribhuvan 307 Danfe College Kathmandu 3 Private 6/11/2075 University Tribhuvan 308 Orient College Kathmandu 3 Private 6/10/2075 University Tribhuvan 309 Diyalo College Chitwan 3 Private 6/24/2075 University Manmohan Memorial Institute Tribhuvan 310 Kathmandu 3 Private 4/17/2075 of Health Sciences University Giraja Prasad Koirala College Purbanchal 311 of Agriculture and Research Morang 1 Constituent 5/18/2075 University Center