The National Assessment and Accreditation Council (NAAC) established in 1994 and a few other quality assessment organizations in the public domain were made for the assessment of higher education institutions and programmes. The purpose of  NAAC was to make quality the defining clement of higher education in India through a combination of self and external quality evaluation, promotion and sustenance initiatives, has assessed and accredited 3,644 Higher Education Institutions (HEIs) and has also undertaken a number of quality promotion activities. There is a mixed response from the HEIs and the academia, to the external quality assessment. Many institutions have voluntarily opted for NAAC assessment and proudly exhibit their accreditation status. Few others have apprehensions about the NAAC assessment process.

There are many benefits for opting for NAAC assessment which are as follows
1. Recognition of excellence/achievements.
2. Self-improvement,   by   understanding   the strengths and limitations.
3. Building the institutional image and attract Students from far and wide.
4. International recognition of the institution and assurance of admission of their students in foreign universities.
5. Incentives from the Government and other funding agencies.

Though there is still some reluctance to follow the NAAC assessment as the reasons could be
1. Fear of getting a lower grade and/or not getting the desired accreditation status.
2. Lack of enthusiasm on the part of management and staff to take up the preparation work.
3. Assumption that it is a costly activity.
4. Reservations about the external assessment of Quality-Reservations about the reliability and credibility of NAAC methodology and processes.

During the last thirteen years, NAAC has covered a long way, from initial resistance through subsequent acceptance to appreciation. Following major concerns are to be taken up
1. Assessing large number of institutions.
2. Appropriate mechanisms have to be developed to complete the first cycle assessment of all HEIs by the end of the XI Five Year Plan.
3. Establishment of regional/state level assessment agencies for programme assessment.

Such quality assessment programmes requires continuous follow up. Appropriate measurement is necessary for improvement. In quality measurement, we must constantly ask two questions: Are we measuring the right things and are we accurately measuring them? Key aspects and assessment indicators and adoption of the Cumulative Grade Point Average (CGPA) with effect from 1st April 2007, would result in a more rigorous and reliable measurement of the institutional performance.

The Peer Team, consisting of assessors, plays a critical role in the assessment exercise. The judgment by the Peer Team members is the basis for assessment and accreditation, Selection of right Peer as assessors and equipping them with necessary professional skills to undertake the job are challenging tasks. Quality has to be nurtured and not controlled. And the same applies for education too. The education assessment becomes more important as the future of the country is dependent on it. With NAAC and other assessment programmes focus on nurturing and continuously-assessing the internal quality assurance systems of the HEIs will increase the standard of the education in our country.