Fostering Holistic Excellence in Higher Education: A Case-Based Framework for Quality Enhancement

Abstract

To assess the quality of individual schools in India, the National University of Educational Planning and Administration (NUEPA) created a ten-point grading system based on ten indicators specified under the Right to Education (RTE) Act. However, this framework frequently ignores important factors like the availability of health facilities, access to digital resources like computers, and classroom infrastructure. Furthermore, the grading criteria do not take into account teachers' professional development, a topic that is frequently highlighted in government education policies. In light of this, the current study aims to pinpoint the School Grading System's current and neglected indicators as well as suggest adding other crucial elements that can provide a more comprehensive picture of school quality. The study examines the true picture of educational quality across schools in the Basanti CD Block of the Sundarban region, West Bengal, by contrasting the prior and updated grading results. This case-based survey presents an empirically supported framework for evaluating institutional performance based on primary and secondary data gathered from specific institutions. When analyzed through an essentialist perspective, the results indicate that the suggested model can make a substantial contribution to future school planning and management techniques meant to improve the general standard of education.