𝗡𝗔𝗔𝗖 𝗣𝗲𝗲𝗿 𝗧𝗲𝗮𝗺 𝗢𝗻𝗹𝗶𝗻𝗲 𝗩𝗶𝘀𝗶𝘁

The National Assessment and Accreditation Council (NAAC) Peer Team conducted its fourth cycle accreditation visit to Korambayil Ahamed Haji Memorial (KAHM) Unity Women’s College, Manjeri, on the 27th and 28th of May 2025. Held through an online modality, the visit aimed to evaluate the institution’s preparedness and performance in relation to the qualitative metrics outlined in the Self Study Report (SSR). The visit was coordinated under the leadership of Professor Dr. Muhammed Basheer Ummathur, Principal of the College, and Dr. Shahina Mol A.K., Internal Quality Assurance Cell (IQAC) Coordinator.
 
The visit commenced with a pre-visit meeting involving the peer team and institutional representatives, followed by a comprehensive presentation by the Head of the Institution. The presentation by Dr. Muhammed Basheer Ummathur, the principal of the college, delineated the historical trajectory, institutional vision, infrastructural developments, academic innovations, research output, and community engagements of the college. Emphasis was placed on the institution’s mission to empower women through inclusive and transformative education that integrates academic rigour with social responsibility.
A critical component of the assessment focused on the functioning of the IQAC. The peer team engaged in an evaluative interaction with Dr. A.K. Shahina Mol, the IQAC team and other stakeholders to understand the mechanisms for internal academic and administrative audit, curriculum delivery monitoring, feedback integration, and incremental improvement strategies. It was evident from the proceedings that the IQAC has played a pivotal role in institutionalizing quality assurance protocols and fostering a culture of documentation, reflection, and continuous improvement.
The dimension of curricular planning and delivery was examined through presentations by Ms. M.K. Vineetha, the Dean of Academics, heads of departments and academic coordinators. The institution adheres to the curriculum prescribed by the University of Calicut while supplementing it with institution-specific strategies aimed at enhancing student engagement and learning outcomes. The use of ICT-enabled platforms, including a fully functional Moodle LMS, smart classrooms, and interactive online tools, has significantly augmented the teaching-learning process. Moreover, the systematic mapping of Programme Outcomes (POs) and Course Outcomes (COs), along with mechanisms to evaluate their attainment, reflects the institution’s commitment to an outcome-based educational framework aligned with the National Education Policy (NEP) 2020.
The peer team also took note of the research environment within the institution. The presentation by Dr. A. Krishna Sunder revealed a vibrant research culture, supported by external funding from agencies such as the DST, KSCSTE, and the European Union. The college has established a Research and Development Cell, three research departments (Chemistry, Botany and English), and an Intellectual Property Rights (IPR) Cell, all of which contribute to research capacity building. Faculty and students are encouraged to undertake interdisciplinary and community-oriented research, and a range of seminars, workshops, and publications underscore the college’s sustained engagement in knowledge creation and dissemination.
In the area of community outreach and extension activities, the institution presented a portfolio of programmes that integrate social engagement with student development. Initiatives such as the Institutional Social Responsibility of Unity (ISRU), the Share & Care philanthropic project, and the Snehabhavanam housing scheme exemplify the college’s responsiveness to local community needs and its commitment to the Sustainable Development Goals (SDGs). These endeavours not only contribute to community development but also provide students with experiential learning opportunities grounded in ethical and civic values.
The peer team conducted a virtual audit of the institution’s infrastructure, which includes state-of-the-art laboratories, a digitised library (recently upgraded to KOHA software), and specialised facilities such as the IoT Lab, Soft Computing Lab, and MIELES Digital Studio. The campus is fully ICT-enabled, and attention to environmental sustainability is evident in the extensive use of solar energy, rainwater harvesting, green landscaping, and inclusive infrastructural designs. The library, with its rich collection of print and digital resources, serves as a dynamic academic hub that supports the learning and research needs of the college community. 
 
Stakeholder engagement was a salient feature of the NAAC visit. The peer team held structured interactions with students, alumni, teaching and non-teaching staff, and members of the management committee. Students expressed appreciation for the supportive academic environment, the accessibility of faculty, and the variety of co-curricular and career development opportunities available to them. Faculty members highlighted welfare measures offered by the college management. The alumni interaction underscored the significance of the institution in shaping the professional and personal lives of its graduates, many of whom have returned to contribute as faculty members or resource persons.
From a governance perspective, the college demonstrated a robust and decentralised administrative structure that facilitates participatory decision-making. The use of e-governance tools such as the EMBASE ERP system and digital dashboards ensures transparency and operational efficiency. Strategic planning documents, internal audit reports, and performance appraisal systems were shared with the peer team to substantiate claims of institutional effectiveness.
The final session of the visit was dedicated to a reflective discussion on the best practices and institutional distinctiveness of the college. Two best practices were elaborated: the Women Skill Park, which offers training and upskilling to students and women in the community; and ISRU, a comprehensive community engagement framework that aligns with the United Nations SDGs. The institutional distinctiveness of KAHM Unity Women’s College lies in its transformative commitment to women’s education, encapsulated in its vision of “Education to Emancipation,” which positions the college as a space for self-actualisation and social empowerment.
In conclusion, the NAAC peer team acknowledged the institution’s substantial progress across academic, infrastructural, and societal dimensions. The leadership of the principal and the proactive engagement of the IQAC Coordinator and  IQAC team have been instrumental in fostering a culture of quality and innovation. As a rural women’s college with a minority status, KAHM Unity Women’s College, Manjeri, has emerged as a model of inclusive higher education in Kerala, making significant contributions to the academic and social advancement of women from disadvantaged backgrounds. The visit concluded with the submission of the final report by the peer team and the delivery of closure remarks. The institution is now poised to take forward its legacy with renewed focus and strategic vision, guided by the recommendations and insights provided during the NAAC assessment process