About IQAC
About Internal Quality Assurance Cell/Agriculture
Internal Quality Assurance Cell of the Faculty of Agriculture is composed of the arrangements within the institution to provide assurance of learning with people’s confidence. Internal QA is considered as the corner stone of QA in higher education at our Faculty. Everybody working in an institution must be responsible and accountable to develop the quality culture. The implementation of internal QA mechanisms would create a sense of responsibility and a new awareness of process approach throughout the institution
Institutional Review Team site Visit to Faculty of Agriculture
11.10.2018
Click Here for More photos of IR Visit
Preamble
We warmly welcome to the Internal Quality Assurance Cell of the Faculty of Agriculture, University of Jaffna. IQAC of Faculty of Agriculture wishes to consider constructive comments on the contents of this website from students and staff to improve it further.
Drop mails to iqacagr@univ.jfn.ac.lk
Composition of the Coordinating Committee
Dean/Faculty of Agriculture as the Chair.
Coordinator/Internal Quality Assurance Cell.
Chairperson/Research Committee.
Head/Agronomy.
Head/Animal Science .
Head/Agricultural Biology.
Head/Agricultural Chemistry.
Head/Agricultural Engineering.
Head/Agricultural Economics.
Senior Assistant Librarian.
AR/Faculty of Agriculture (as the Secretary of the Committee)
Functions and Responsibilities
IQAC shall design action plans and implementation mechanisms to ensure that the Quality principles (Best practices) are actually practiced by the Faculty. The ‘‘best practices” are dynamic and continuous. They are the result of identification, experimentation, reflection, feedback and innovation based on experience. Best practices are amenable to documentation and have the potential for replication; they are transparent, accountable, affordable and accessible to both staff and students, and add value to an institution. They are contextual and influenced by many factors. Best Practices show the path to success through continuous improvement leading to the benchmark of excellence.
Terms of Reference of the Coordinating Committee of IQAC
Guide the IQAC in adoption of relevant by-laws prescribed by the University for governance and management of the IQAC,
In liaison with the Curriculum development Committee, promote adoption of guidelines and benchmarks prescribed/adopted by the university in academic development and planning in accordance with guidelines prescribed by the UGC and Ministry of Higher Education such as Sri Lanka Qualification Framework Manual for level and qualification descriptors, Course Unit System, Unified GPA System, Outcome-based Education and Student-centered Learning (OBE-SCL) approach into curricula development of study programmes and courses, blended teaching and learning, and formative and summative assessments, etc.,
Guide the IQAC in promoting internalizing quality principles and dimensions prescribed by the UGC-QAAC within the Faculty - with respect the study programme management, curricular design and development, course design and development, teaching and learning, student support and services, assessments, and other allied functions and services,
Guide the IQAC to design and implement regular internal quality reviews,
Review the EQA Review (both Institutional and Study Programme Reviews) & IQA Review reports and adopt action plans based on recommendations coming from such reports,
Guide the IQAC to implement quality enhance plans and monitor the progress of implementation of annual quality enhancement work plans, and,
Guide and assist the Director/IQAC in executing his/her duties.
Academic Accountability: Codes of Academic Ethics and Work Norms
Scope
The provisions of this Code and Work norm apply to persons whose service to the University includes teaching, scholarship, librarianship, and academic administration. Such persons are referred to in the Code as “Academic Personnel.” References in the Code to “Faculty” include permanent members of the faculty, librarians, and persons whose service are obtained on tenure.
Preamble: Academic Freedom and Responsibilities
It is important that academics are permitted and nurtured to pursue activities that enhance their intellect and be open and flexible in their academic activities – the academic freedom which is crucial for the person’s as well as the University’s academic advancement. However, while appreciating the academic freedom enjoyed by the academic community, it is necessary to recognize and accept certain duties and responsibilities that have to be fulfilled by a university academic. While some of these activities are essential others are voluntary on the part of the teacher. Nevertheless, the latter is crucial for the well- being of all stakeholders of the university community. Thus, it is imperative that university academics take up these activities and when so done that they are recognized and appreciated in some manner.
Hence, it is important to work out academic workloads and work norms so that each individual would be accountable to what is undertaken by him/her.
Academic Ethics
University is a community of scholars, which actively pursues truth and, through its critical scholarship and research, seeks knowledge to enlighten and transform society. In so doing it recognises the intellectual and moral dimensions of teaching as a means by which human beings may reach their full potential.
The pursuit of knowledge in all disciplines requires a profound respect for all persons, a willingness to take different points of view seriously, and an openness to new and challenging ideas. This demands that academic staff show commitment to the search for understanding and wisdom in their teaching. By showing their commitment to, and genuine love of, learning, they will encourage their students to be motivated to discipline and form their minds so that they gain an integrated understanding of what they study.
This Code of Ethics in Teaching flows out of an understanding of scholarly work as demanding the highest possible professional standards of rigour and academic excellence from staff. It articulates the following principles to shape the framework of relationships and interactions, in which academic staff and students engage in teaching and learning.