Policies

The Aklia Group of Institutes is unwavering in its commitment to stakeholder well-being, academic integrity, and fostering a nurturing learning environment, as underscored by its comprehensive policies.

Code of Professional Ethics for Teachers

A Code of Professional Ethics is a vital pillar of an institute’s quality policy and reputation, providing a framework of principles that guide decision-making, behavior, and accountability. These codes reinforce alignment with the institute’s mission and values while fostering trust, transparency and integrity among stakeholders.

Teachers are expected to exhibit

• Unwavering Commitment to Education: Teachers must demonstrate a steadfast dedication to delivering high-quality education, nurturingAn item intellectual curiosity, and fostering a lifelong love for learning in students.
• Respect and Equity for All Students: Teachers must treat every student with fairness, dignity, and compassion, recognizing and embracing their diverse backgrounds, abilities, and learning needs.
• Student Welfare:Teachers must prioritize students’ well-being and safety, fostering a supportive, inclusive, and nurturing learning environment that promotes both academic and personal growth.
• Professional Excellence and Growth: Teachers are expected to continuously refine their expertise, staying informed about the latest developments in their field and adopting innovative pedagogical strategies to enhance learning outcomes.
• Fairness and Objectivity:Teachers must uphold the highest standards of impartiality and objectivity when evaluating student performance, ensuring feedback is constructive, unbiased, and conducive to improvement.
• Maintaining Professional Integrity: Teachers must avoid any activities or relationships that could create conflicts of interest, ensuring their decisions remain objective, impartial, and in the best interest of their students.
• Championing Inclusivity and Diversity:Educators must cultivate a learning environment that embraces diversity, fosters inclusivity, and respects the unique backgrounds, identities, and cultures of all students.
• Professional Conduct:Teachers must consistently uphold the highest standards of professionalism, both within the institution and beyond. They are required to notify the institution before accepting any private consultancies or part-time positions. Such engagements must be conducted through appropriate channels and should align with the institution’s mission and values.
• Exercise Responsible Use of Authority:Educators must exercise their authority with integrity, ensuring it is used to inspire, guide, and support students’ learning and development. They should foster a respectful and inclusive environment, avoiding any misuse of their position for personal or unjust influence.
• Ethical Research and Academic Integrity:Educators must adhere to the highest ethical standards in research and publishing by properly crediting sources, maintaining academic integrity, and avoiding plagiarism in all forms.
• Fostering Collaboration and Collegiality: Educators should actively promote a culture of collaboration, respect, and collegiality among peers, strengthening a supportive and inclusive academic community.
• Responsible and Effective Resource Utilization:Teachers must use institutional resources responsibly, efficiently, and ethically, ensuring they are dedicated to academic and educational purposes.
• Receptiveness to Feedback: eachers should welcome constructive feedback from students, colleagues, and administrators, using it to continuously refine and enhance their teaching methods.
• Active Participation in Institute’s Affairs: Teachers should actively engage in institute governance, contributing to committees, attending faculty meetings, and playing a role in academic decision-making processes.
• Commitment to Professional Growth:Teachers are entitled to robust professional development opportunities, including participation in workshops, conferences, and specialized training programs to enhance their expertise and effectiveness
• Academic Freedom: Educators have the right to pursue research, express ideas, and engage in scholarly activities without censorship, undue restrictions, or fear of retaliation.
• Fair Evaluation: Teachers are entitled to objective and transparent assessments of their performance, based on clearly defined and impartial criteria for promotion and tenure decisions.

Feedback Policy

The Akila Group of Institutes through a structured feedback mechanism from the various stakeholders maintains the quality in the teaching learning process and ensures the continual improvement of the academic facility. The stakeholders play a very important role in the evaluation and enhancement of the quality of the learning experience.

The feedback targets the following contents for different stakeholders.

• Students: It addresses issues like suitability of the course, and it needs bases, outcomes of the curriculum, relationship with course content and corresponding reference material, availability of reference materials in terms with curriculum, evaluation methods and curriculum delivery etc.
• Teachers: The feedback addresses issues like the suitability of the course and its need base, outcomes of the curriculum, relationship with course content and the corresponding reference material, availability of reference materials in terms with curriculum, evaluation methods and curriculum delivery etc.
• Employers: IT addresses issues like general communication skills, developing solutions to real life problems, working in a team, leadership challenges, creative challenges to challenges, organisation skills, employability, issues like gender quality in work as learnt through the curriculum.
• Alumni:It aims for responses on adequateness of course curriculum, sufficiency of syllabus content of current professional standards and curriculum design in

To fulfill the above-mentioned objectives, the Institutions have put into place the following procedure:

1. Collect the feedback from its Stakeholders every 6 months through the Placement Cell and Student Council periodically to monitor and evaluate its performance.
2. The feedback collected may include and is not limited to issues like adequacy of the course curriculum, sufficiency of syllabus content in context of current professional standards and curriculum design in context of development of self-directed learning and problem-solving approach.
3. The report on the feedback collected is to be submitted to the Principal and IQAC for the analysis.
4. Based upon the analysis and instruction given by the Principal of the institution and the IQAC, the concerned department shall take necessary action to comply with the issues raised by the stakeholders and provide an appropriate action taken report.

Policy Slow Performer and Advanced Learner

The management of Aklia Group of Colleges recognizes that the learning interest, capacity and pace of every pupil is different. To cater to diversity the management has evolved special plans/strategies to be adopted to deliver learner centric teaching-learning.

Adnavced Learners:are the students who understand a taught topic relatively faster than the other students in the class and attain high scores. They have more potential and talent than the others in the class.

Slow Learners :on the other hand mostly lag behind in their academic pursuit and find it difficult to understand the subject. The poor performance of such students may not be a sign of the poor capacity or talent, but may be due to inappropriate teaching methods, socio-economic background, lack of motivations and support, unorganized learning practices or even inability to converse in the devised medium or use of advanced technology.

Preamble : The primary goal of creation of this policy is to assess the learning capacity of the students and provide them guidance accordingly.The Specific objectives of the policy are enlisted as under:

• Identification of the Slow Performer and advanced learners in the class .
• To develop significant strategies and scientific implementations to benefit both the advanced and Slow Performer.
• To boost up the confidence of Slow Performer and to minimize the barriers and help them out for enhancing their skills in respect of learning processes.
• To encourage to the advanced learners to be excellent achievers.
• To bridge the gap between slow and advanced learners.

In the ensuing section, detailed description of the strategies adopted for the slow performer and advanced learner identification process and appropriate guidance measures are highlighted. Identification of slow performer and advanced learners at the entry level.The students must be assessed at the entry level on the basis of their performance in Learner’s Aptitude Test, Preceding examination, interest in chosen current subject, involvement in classroom teaching-learning, and learning pace of students. The following criteria shall be applied for differentiating between the two categories.

Slow Performer :

• Class Test Scores: Less than 50%.
• Limited self-direction.
• Lack of motivation and interest.
• Lagging behind in dealing with higher order problems.
• Low capacity to comprehend core concepts and their applications.

Advanced Learners :

• Class Test Scores: Less than 70%.
• High Grasping Capacity.
• Self-motivated.
• High potential to deal with higher order problems.
• High capacity to comprehend core concepts and apply them in real world situations Strategies undertaken for tackling slow and advanced learners .

Action to be taken for Slow Performer : After the identification of the learners, the departments following policies are adopted:-

1. Remedial Classes :conducted regularly for the identified Slow Performer, as per the schedule prepared. During these classes, teachers are expected to engage in problem solving exercise, provide additional study materials and notes, etc. to the students, direct their creative energies towards concept clarification so as to bridge the knowledge gap & enable them to cope with the academic course to which they are enrolled. The mandates of the remedial classes thus would be:- - Provision for simplified but standard lecture notes/course material (Providing handwritten notes for easy understanding). - Giving additional learning materials like question bank, university question papers etc - Revision of topics and practical .
2. Organize workshops/seminars/guidance programmes :or enhancement of communication skills and art of reading-learning.
3. Guidance through mentor-mentee scheme: Mentoring and connecting with faculty members would set up a healthy relationship between the students and the faculty. Small groups of 10-15 students with a faculty mentor is formed for discussions and open thinking towards the self.
4. Conducting activities to enhance their critical and problem solving skills, orienting them to think.

Advanced Learners :

1. Advanced assignments or tasks would be assigned to advanced learners.
2. Guidance to crack competitive examinations and orient them for better career planning and growth.
3. Stimulating the research aptitude by giving them an opportunity to pursue internship/acquire hands on training on projects beyond the curriculum.
4. Inspire them to get engaged in certificate/value added courses to nurture their skills on SWAYAM, NPTEL, Course Era etc.
5. Motivate them to participate in group discussions, debates, elocution, quiz to develop analytical and problem solving abilities
6. Organize activities to polish their critical thinking abilities. Improvement Assessment Each faculty would require to prepare a report after university result declaration of current semester which shows the improvement in performance of Slow Performer to close the loop.

Documents to be Maintained : The Following documents would be required to be maintained:

• Report of result of class test / unit test.
• List of Slow Performer.
• List of Advanced Learners.
• Report of performance improvement for Slow Performer.
• Attendance record for session conducted for Slow Performer.
• List / Record of tasks given to advanced learners Steps taken to develop research attitude amongst advanced as well as Slow Performer.

Anticipated Outcomes : It is expected from the policy framed for the advanced and Slow Performer that there will be an overall improvement in university results, increase in % of students who are able to plan their careers effectively and ultimately contribute towards the betterment of the nation.

Zero Tolerance Anti-Ragging Policy

In order to curb the menace of ragging, Aklia Group of colleges has adopted a Zero tolerance policy towards ragging, violation of the rules and misconduct. The group colleges abides by the University Grants Commission Regulations on curbing the menace of ragging in higher educational institutions, 2009. The college management strictly adheres to these rules and regulations with an aim to make College a ragging-free campus.

Objectives:The management aims at eliminating ragging in all forms from the campus. Every Stakeholder, Visitor, Student and Employee shall work towards making the Aklia Group of Colleges campus a Ragging Free campus.

The College has formed Anti-Ragging Cell to deal with all matters concerned with ragging with the following objectives-

• To make the college campus completely ragging free.
• To make students aware about the ill effects of ragging and help to build a healthy teaching learning environment.
• To create awareness through orientation programmes at the beginning of each session.
• To shape students into responsible citizens of India.
• To create an environment of fraternity and brotherhood in the campus.
• To make the students aware of their democratic rights and mutual respect of each other’s rights and freedom.
• To educate students, teachers and non-teaching staffs about the UGC Regulations 2009 on curbing ragging.
• To earn fame as a ragging free premier educational institution.

Implementation :In order to make the entire campus ragging free the management of Aklia group , shall form such Anti- Ragging Cell/Committee/Squads as are required. The Anti-Ragging Cell of the college shall consider the ragging activity as a serious issue and will strictly deal with it. The Cell convener and the members to ensure that no student is harassed in the name of ragging. As a preventive measure, the Cell in the beginning of each Academic session, make all the students aware of ragging as a criminal act and the punishment that follows as per law. If any of the students face such ragging then they can inform the college authority about it. In case the student is hesitant, their parents can also contact the Anti-Ragging Cell. The matter will be immediately transferred to the Anti-Ragging Cell and prompt action will be taken against the abuser.The following Action shall be taken on the students who are involved in ragging activities.

Conclusion:The Management of Alkia Group of Colleges has always strived for zero tolerance against ragging activities and calls for cooperation from all sections- students, guardians, teachers and non-teaching staffs. The decision taken by the management will always be impartial and just.

IT Policy Framework

The Institute Information Technology (IT) Policy establishes a governance framework to regulate the deployment, maintenance, and utilization of technological resources within the institution. This policy ensures alignment with institutional objectives, legal obligations, and cybersecurity standards, while promoting responsible use, across all stakeholders. Its scope encompasses hardware, software, and digital services administered by the College, its departments and affiliated entities, as well as privately owned devices interfacing with the institutional infrastructure.

Scope and Applicabilitye
The IT Policy applies universally to:

• Institutional Assets: Technology infrastructure managed centrally (e.g., data centers,enterprise networks) or at the departmental level (e.g., laboratories, libraries,administrative offices).
• Third-Party and Privately Owned Devices: Privately owned computers, research project hardware, or external systems connected to the College network, which become subject to institutional regulations during such connectivity.
• User Groups: Faculty, Students, Non-teaching/ Support staff, visiting scholars, authorized guests, and any entity granted access to the Institute IT resources.

IT Hardware Installation and Maintenance Guidelines

Deployment Protocols : All hardware acquisitions, installations, and upgrades must adhere to the institute centralized procurement and configuration standards, ensuring inter-operability, scalability and compliance with institutional security policies. Departments must raise requirements prior to deploying any equipment and obtain permission of the principal.

Maintenance and Security

• Centralized Oversight: Pre-planned and widely publicized Routine maintenance shall be carried out to minimize operational disruptions and cyber risks.
• Departmental Responsibilities: Units managing dedicated hardware (eg, computer labs) must document maintenance schedules and report incidents promptly to the IT service desk.
• Decommissioning: Obsolete hardware must be sanitized of institutional data and disposed of via approved recycling channels to prevent data breaches. The e-waste shall be centrally held under one roof and disposed only to the authorized e-waste handlers.
• Audit Requirements: Departments must maintain auditable records of software licenses and ensure compliance with vendor agreements. Non-compliant installations will be removed and repeat violations may invite disciplinary action
• Open Source Tools:Open-source tools must undergo security and functionality assessments prior to deployment. Research teams utilizing specialized software must ensure licensing terms align with institutional policies and disclose dependencies to the IT governance body.