Holistic Progress Card (HPC) Guide for Schools: NEP 2020

	The report card we’re used to	Holistic Progress Card
What it shows	Marks, grades	Skills, attitude, well-being, and learning too
Who fills it	Subject teachers	Teacher, child, classmates, parents
Based on	Tests, mostly	Observation, projects, activities, tests
When	End of term	Bit by bit, across the year
Used for	Ranking, promotion	Understanding the child, planning help

2026-10-30
Admin

Holistic Progress Card (HPC) Guide for Schools: NEP 2020

Holistic Progress Card: Why NEP 2020 Is Changing the School Report Card Anyone who has worked in a school knows that last week of term. The staff room table disappears under report cards. Somebody is hunting for a red pen. Marks are already in, so it’s just the remarks column now, and after the twentieth card they all start to read the same way. “Good.” “Can do better.” “Needs to be more regular.” The cards go home, parents look at the percentage first (always the percentage), and then everyone moves on. Now along comes the Holistic Progress Card , and it wants a lot more than that. How does the child think? How do they get along with others? What do they enjoy, what do they find hard, what do the parents notice at home? It even asks the child what they think of their own learning. The first time most teachers see the format, they have one question. Where is the time going to come from? Fair enough. That’s really what this post is about.   What is a Holistic Progress Card, exactly? Put simply, the Holistic Progress Card (HPC) is the report card NEP 2020 wants schools to move to. It still has marks, but it also looks at how a child is growing in thinking, emotions, social skills and physical development, and it doesn’t rely only on the teacher’s view. The child, their classmates and their parents all get a say. Where did this come from? Paragraph 4.35 of NEP 2020 talks about a “holistic, 360-degree, multidimensional” progress report that connects school and home. PARAKH, NCERT’s national assessment centre, then worked out what that would look like and built templates for the foundational, preparatory and middle stages. NCERT put out sample cards in March 2024 and asked the states and UTs to get started. CBSE brought out manuals for the younger classes first. Then, in November 2025, it took the HPC up to Classes 6 to 8 , and self, peer and parent assessment came along with it. There’s a line of thinking in PARAKH’s note on the preparatory-stage card that I like a lot. It treats the HPC as the story of how a child is developing, rather than a scoresheet. Keep that in mind and most of the design starts to make sense.   How is it different from what we do now? Quickly, side by side:   The report card we’re used to Holistic Progress Card What it shows Marks, grades Skills, attitude, well-being, and learning too Who fills it Subject teachers Teacher, child, classmates, parents Based on Tests, mostly Observation, projects, activities, tests When End of term Bit by bit, across the year Used for Ranking, promotion Understanding the child, planning help Marks don’t go anywhere, by the way. They just aren’t the whole picture anymore.   Who writes what? Diagram of the four inputs to a 360-degree Holistic Progress Card: teacher, self, peer and parent The teacher still carries most of it. They watch how each child is doing against the goals for that stage and pull in whatever evidence they have: classwork, projects, test results. Then the child gets a turn. In Class 1 that might mean pointing to a happy or a confused face. A Class 7 student might write two lines on what went well in a project and what didn’t. Classmates chip in after group work, usually with a few guided questions. Did she share her ideas? Did he listen when others spoke? And parents tell you what you can’t see from the classroom: sleep, screen time, a new hobby, a child who has suddenly gone quiet at home. A lot of schools collect this just before the PTM, which is sensible.   The card grows up with the child A Class 1 card and a Class 7 card are not supposed to look alike. With the little ones, from pre-primary up to Class 2, it’s mostly the teacher observing. How do they play, how do they settle in, how are they handling routines? Self-assessment is pictures, not sentences. From Class 3 to 5, children begin to put their thinking into words. Peer feedback starts showing up after group activities, and teachers describe where a child stands in each area instead of just putting down a grade. By Class 6 to 8, there’s much more weight on projects, inquiry work, role plays and portfolios, and the self, peer and parent sections become a proper part of the card. One piece of advice, if you’re planning the rollout. Don’t change every class in the same term. Pick the stage your teachers feel most confident about, try it for one full term, ask them honestly what was painful, and then widen it. Rushed rollouts produce forty cards that all sound alike, and parents can tell.   So where does the extra work come from? Not from the card itself, really. Teachers already know their students. They know who won’t put her hand up even when she knows the answer, who can’t sit still after lunch, who quietly helps the new boy with his notebook. That knowledge exists. The trouble is getting it out of their heads and onto forty separate cards by a fixed date. In most schools the time goes into the same few places. Notes are scattered across diaries, phones and loose sheets. Remarks get written from scratch, child by child. Somebody spends days chasing the parent forms. And at the end, everything is typed out again into the final format. Let me put a rough number on it. Say a class teacher has 40 children and spends around 25 minutes assembling each card. That’s nearly 17 hours in one term, just for putting cards together. If collecting a little every week and starting from templates brings it down to 10 minutes a child, that teacher saves about 10 hours. (These are example figures. Do the sum with your own.)   Rolling it out in your school There isn’t one correct method, but this order tends to work well. 1.          Start with the official templates. Get the PARAKH or CBSE card for each stage and line its sections up against the assessment calendar you already follow. State-board schools should check whether their SCERT has its own version. Andhra Pradesh, for instance, has put out HPC training material for its teachers. 2.          Sit down and agree on the levels. An hour per stage is enough. Decide together what “beginning”, “developing” and “proficient” mean for each goal, otherwise every teacher will read them differently. 3.          Collect a little, every week. One observation or one photo per child per week. That’s it. Much easier than trying to remember October in December. 4.          Do the self and peer parts in class. Right after a project or a unit, while it’s fresh. If you send them home, half won’t come back. 5.          Hear from parents before the PTM. A short form on your parent app about a week ahead means the meeting starts with both sides already on the same page. 6.          Check a handful, then send. A coordinator can look through a sample for quality. Share digitally, and print only for the families who need it.   Some things that go wrong (and how to avoid them) The most common one? Schools just add more columns of grades and call it an HPC. That misses the point completely. The descriptive part is what parents will actually read. Copy-paste remarks are a close second. Parents compare notes in the WhatsApp group, and they will spot five children with the identical sentence. Start from a comment bank if you like, but each remark should still sound like it was written about that particular child. Then there’s the last-minute rush. The HPC runs on evidence gathered over the term, and cramming it into the final week shows, both in the cards and in your teachers’ faces. Don’t skip the parent briefing either. Plenty of parents have only ever seen percentages. Ten minutes at the first PTM explaining how to read the card saves a lot of confused phone calls later. And please be careful with privacy. A child’s reflections and notes about their well-being are personal. Limit who can open them, and handle them as personal data under the DPDP Act.   Where MyLeading Campus comes in The card is only as good as the records behind it, and in most schools those records live in too many places. MyLeading Campus® brings them into one system. Marks, grades and teacher remarks sit in the Progress Report module, term after term. Attendance is already recorded, so nobody has to count registers. Assignments, notes and events keep a trail of the projects and activities you’ll need for the co-curricular sections. And when you need parent inputs, or just want to remind everyone about the PTM, app notifications reach them directly. Thinking of moving away from paper report cards this year? Try it free for 30 days and see how your records come together. No setup fee, no commitment. (If admissions are also on your plate, our piece on DigiLocker admission verification covers the other end of the year.)   Questions we hear a lot Is the Holistic Progress Card compulsory? NEP 2020 asks states and boards to move towards HPC-style reports, and NCERT has asked states and UTs to begin. CBSE has been bringing it in one stage at a time. Exactly when it applies to you depends on your board and your state, so keep an eye on their circulars. Which classes does it cover? PARAKH has cards for the foundational stage (up to Class 2), the preparatory stage (Classes 3 to 5) and the middle stage (Classes 6 to 8). CBSE extended its own HPC to the middle stage in November 2025. So are marks gone? No. Test results are still there. They just share the page with skills, attitude and well-being, and there’s written feedback instead of only numbers. Will parents understand it? Most do, once someone takes them through it the first time. Instead of a single percentage they see where their child stands in each area, what the teacher noticed, and what the child said about their own learning. Many parents actually find it more useful. Is it connected to the APAAR ID? Not that we’ve seen so far. There’s no official requirement linking the two yet. Still, if your HPC records are digital, they’ll be ready to travel with the student as APAAR IDs and digital records become normal. Can the whole thing be done digitally? Yes, and a lot of schools are doing exactly that. Observations and inputs are collected online through the term, and the final card is generated from them. It saves time and makes sharing with parents much easier.   Before you go Strip away the format and the templates, and the HPC is really asking one thing. How well do we know each child in the room? Most teachers know far more than any report card has ever had space for. This one finally gives them that space, and it asks the child and the parents to join the conversation. Do it a little at a time and it stops feeling like extra work. Honestly, it may be the most truthful report a school sends home all year. Want to see how this could look in your school? Book a free demo and we’ll walk you through it with your own classes and calendar. For a free demo and consultation, call +91 98743 44994 .

2026-09-11
Admin

Free Alumni Management System for Colleges and Universities: A Practical Guide

Alumni Management System for Colleges and Universities: Why Staying Connected Matters If you have been handling administration at a college for a few years, you have probably seen this happen. A student graduates. We have their phone number, email address, department and batch recorded somewhere. We may even have their photograph from the farewell or convocation. Then life moves on. Two years later, the student changes jobs. The phone number changes. They move from Kolkata to Bengaluru, or from Delhi to Dubai. Someone from the college wants to contact them for an alumni meet, a placement drive or a student mentoring programme. And suddenly the simple question is: “Do we still have the correct contact details?” This is one of the reasons alumni management has become a much bigger administrative issue than it used to be. The challenge is not finding alumni. Most colleges already have thousands of them. The challenge is staying connected with them over the years . We usually have the data. What we don't have is a living database. Many colleges have alumni records. Some are in Excel. Some are in old admission software. Some are with the examination department. Placement officers may have another list. Individual teachers may have personal contacts of former students. The information is there, but it is rarely available in one reliable place. And alumni information has a short shelf life. A graduate who was working at one company last year may have moved to another. Someone may have completed an MBA. Someone may have started a business. Another alumnus may now be working in a position where they can actually help current students. An alumni management system gives the institution one place to maintain these relationships. More importantly, alumni should not have to depend on the college office every time something changes. If they can update their own profile, the database has a better chance of remaining useful. That sounds like a small thing. For an institution with 10,000 or 20,000 alumni, it is not. 1. The real test is not how many alumni are registered I have seen institutions proudly talk about having thousands of alumni in their database. But if only a fraction of them can be contacted, the number doesn't mean much. A strong alumni network is not built by collecting names. It is built by giving former students reasons to come back. An alumnus may want to attend a reunion. Another may want to find people from the same batch. Someone may be willing to mentor a final-year student. A company founder may want to recruit from the institution. Someone else may simply want to share a professional achievement. Good alumni management software gives the institution a place where these things can happen naturally. That is a much more useful objective than simply maintaining a large spreadsheet. 2. Alumni events are harder than they look Ask anyone who has organised a large alumni event. The invitation is usually the easy part. The difficult part is everything around it. Who has confirmed? Who is bringing a guest? Which batch has responded? Who has paid the registration fee? Who attended? Who needs a reminder? When these activities are handled through spreadsheets, email chains and WhatsApp groups, the work quickly becomes difficult to track. An alumni management platform can bring these activities into one system. The institution can create an event, invite alumni, collect registrations, track attendance and communicate reminders. And there is another advantage: the information remains available after the event. Next year, you don't have to start from zero. 3. Your alumni are also a career resource This is where I think many institutions underuse their alumni network. Suppose a final-year student wants to enter the banking sector. There may be ten alumni from the same college already working in banks. A student interested in software may have alumni working at technology companies. Someone interested in entrepreneurship may find a founder from an earlier batch willing to share their experience. These connections are valuable because they are not theoretical. The person on the other side has actually gone through the same institution. An alumni management system for colleges can make these connections easier through alumni directories, networking, mentoring and job or internship opportunities. The same graduate who once needed help finding their first job may, five years later, become the person offering an internship to another student. That is how an alumni network becomes useful. 4. Placement should not stop at the placement office There is also a practical connection between alumni management and placements. Alumni know what companies are looking for. They know which skills matter. They know what interviews are really like. They may also know when their organisation is hiring. A college that maintains a good alumni network can use those relationships to create more opportunities for current students. This does not replace the Training & Placement department. It gives the department another channel to work with. And sometimes the best placement relationship starts with a former student answering one phone call. 5. Communication is another problem colleges underestimate Most institutions do not have a shortage of things to communicate. The problem is deciding what should go to whom. An alumni reunion invitation is not relevant to every graduate. A mentoring request may be relevant to alumni from a particular department. A job opportunity may be useful to graduates with a particular skill set. A central alumni platform makes this kind of communication easier to organise. Instead of repeatedly searching through old lists, the institution can communicate with alumni based on available profile and group information. The aim should not be to send more messages. It should be to make each message more useful. 6. There is an institutional benefit too Alumni information can tell a college quite a lot about what happens after graduation. Where are graduates working? Which industries are they entering? How many have moved into higher education? Which companies are hiring them? How many alumni participate in mentoring, events or other institutional activities? Over time, this information can help administrators understand the longer-term outcomes of their programmes. It can also make institutional reporting and accreditation-related documentation more organised. Instead of trying to reconstruct alumni activities at the end of the year, the institution has a record of what has actually happened. 7. So what should a college look for? I would keep the checklist fairly simple. An alumni management software should make it easy to maintain alumni records, allow graduates to update their information, support communication and events, and provide useful networking opportunities. Mentoring, job and internship sharing can add considerable value. Reporting also matters. If the principal or alumni coordinator cannot understand what is happening in the network, having the data does not help much. And perhaps most importantly, the system should be easy enough that staff and alumni actually use it. A complicated platform can become another abandoned database. Where MyLeading Campus comes in MyLeading Campus Alumni Management System is built around this practical side of alumni management. The platform provides institutions with a central alumni database along with tools for networking, communication, events, mentoring, job opportunities and reporting. For an institution that wants to start without a complicated setup, a Free Alumni Account can be created online. Alumni and students can register through the Student / Alumni Registration page . The question is not “How many alumni do we have?” That question is easy to answer. The better question is: “How many of our alumni can we still reach, and how many of them are actually connected with the institution?” A graduate should not become an old entry in an Excel sheet the day they leave campus. They can become a mentor. A recruiter. A guest speaker. A donor. A source of internships. A connection for another student. Or simply someone who still feels that the college they attended is part of their life. That is the real purpose of an alumni management system . Not to maintain a bigger list. To build a relationship that continues long after graduation. Contact for free demo and consultation +91-9874344994 or Click here

2026-08-13
Admin

NAAC Criteria 2026: What Colleges Need to Know About SSR, IQAC, DVV & Documentation

Understanding the Seven NAAC Criteria: A Practical Guide to SSR, IQAC, DVV, Documentation and Evidence If you have ever sat in an IQAC meeting during NAAC preparation, you will know that the difficult part is rarely understanding what the institution does. The difficult part is proving it. A college may have conducted 40 seminars in the last three years. The faculty may have published papers, students may have participated in extension activities, departments may have collected feedback, and the management may have introduced several new academic initiatives. But when the question comes — "Where is the evidence?" — the room can suddenly go quiet. Someone starts searching an old computer. Someone calls a department coordinator. Someone checks Google Drive. Someone finds a photograph but cannot locate the attendance sheet. Another person has the attendance sheet but no report. This is where NAAC preparation becomes difficult. And this is also why understanding the seven NAAC criteria properly matters. The criteria are not seven unrelated chapters that need to be filled before submitting the Self Study Report. They are different ways of looking at the same institution. How does it design and deliver its curriculum? How does it teach? What does it do in research? Are its facilities adequate? What happens to students after admission? How is the institution governed? And perhaps most importantly, what values does it actually follow? NAAC's current assessment systems and portals continue to evolve, so institutions should always use the latest applicable manual, notification and portal instructions for their category of institution. With that in mind, let's look at the seven criteria in practical terms. Criterion 1: Curricular Aspects Criterion 1 is about the curriculum. But it isn't simply asking, "Does your college have a curriculum?" Every recognised institution has one. The more useful question is: How does the institution contribute to, implement, review and improve its curriculum? For an affiliated college, this may involve explaining how effectively it implements the curriculum prescribed by the university. For an autonomous institution, the discussion can be broader because the institution has greater flexibility in curriculum design and revision. Suppose a college introduces a new course on Data Analytics. The course itself is one thing. NAAC-related evidence could involve the process behind it: Why was the course introduced? Was there an industry requirement? Was feedback collected from students? Did faculty members participate in curriculum development? Were Board of Studies discussions held? Was the syllabus reviewed? Were new teaching resources created? This is an important distinction. A good NAAC file doesn't simply show that something happened. It helps explain why it happened and what changed because of it. Institutions therefore need to preserve more than the final syllabus document. Minutes, curriculum revision records, feedback analysis, academic plans, value-added courses, certificate programmes and other supporting records may become important depending on the applicable framework and metric. Criterion 2: Teaching, Learning and Evaluation This is where the everyday academic life of a college becomes visible. Students enter classrooms. Teachers prepare lessons. Internal assessments happen. Examinations are conducted. Results are declared. But NAAC looks beyond the timetable. How does the institution address students with different learning needs? How are teaching methods planned? How are learning outcomes considered? How does the institution evaluate student performance? What happens when students don't perform well? Consider a simple example. Suppose a first-year class has 60 students. At the end of the semester, 12 students perform poorly in a particular subject. A college could simply record the marks and move on. Another college might identify those students, conduct remedial classes, provide additional learning material, monitor attendance, and assess their progress again. The second approach tells a much better institutional story. And the evidence could be quite straightforward: List of students identified Remedial timetable Attendance records Faculty report Learning material Assessment results Outcome analysis The important thing is that these records should be genuine and maintained as part of academic practice—not created after the fact simply because accreditation is approaching. Criterion 3: Research, Innovations and Extension Ask most colleges about research and you'll probably hear about publications first. But research is only part of the picture. Criterion 3 also brings attention to innovation, consultancy, collaboration, extension activities and institutional contribution to society, depending on the applicable framework. Take an NSS activity. A group of students visits a nearby community and conducts a health awareness programme. The photograph is useful. But by itself, it tells very little. A stronger record might include: Programme proposal Permission letter Participant list Attendance Photographs Report Feedback Outcomes Follow-up activity Now there is a story. The college planned something, students participated, the activity happened, and the institution can explain what came out of it. The same principle applies to research. A publication list is useful, but institutions should maintain the supporting information and evidence required under the applicable NAAC metric. Faculty research, funded projects, patents, publications, consultancy, collaborations and innovation activities should not be documented only when the SSR is being prepared. Criterion 4: Infrastructure and Learning Resources This is probably the criterion people understand most easily. Buildings. Laboratories. Libraries. Classrooms. IT facilities. Sports facilities. Infrastructure is visible, so documentation often feels easier. But there is a trap here. A college can have an impressive building and still have weak evidence around the use and maintenance of resources . Imagine a laboratory containing 50 computers. A photograph shows that the computers exist. It doesn't necessarily show whether students use them. A better record could include: Asset information Laboratory utilisation Maintenance records Software availability Student usage Timetables AMC records Purchase documents Upgradation records Similarly, a library isn't just shelves full of books. Institutions may need to demonstrate how library resources support teaching and learning, how students access resources, what digital facilities are available, and how the library is managed. The lesson is simple. Infrastructure is not only about what an institution owns. It is also about how those resources are maintained and used. Criterion 5: Student Support and Progression This criterion brings the focus back to students. And it covers much more than placements. Think about a student entering college at 18. Over the next three or four years, the institution may provide scholarships, mentoring, counselling, skill development, competitive examination support, career guidance, internships and other forms of assistance. All of this becomes part of the student's institutional experience. Suppose a college conducts a competitive examination coaching programme. A photograph of the programme is one piece of evidence. But a useful record could include: Announcement Student registration Attendance Programme schedule Resource person details Feedback Outcome Follow-up Similarly, if an institution has a mentoring system, simply having a mentoring policy isn't enough to tell the whole story. The institution should be able to demonstrate that mentoring actually happens. This is one area where student progression data becomes particularly important. Higher education institutions increasingly need reliable records covering progression to higher education, employment, placements, internships, entrepreneurship and other relevant outcomes, according to the applicable NAAC requirements. Criterion 6: Governance, Leadership and Management This is where NAAC begins looking at the institution from the management side. How does the leadership function? How are decisions made? How are plans implemented? How does the institution manage human resources? How does it monitor performance? How does it handle financial management? A college may have a strategic plan sitting in a file. That's useful. But the stronger question is whether the institution actually follows it. Suppose the strategic plan says the college wants to improve research output over three years. What happened next? Were research incentives introduced? Were faculty development programmes conducted? Were seed grants provided? Did publications increase? Was the plan reviewed? That chain—from plan to action to review —is far more meaningful than a document sitting in a cupboard. This is also why IQAC and institutional leadership cannot work separately. Quality assurance becomes meaningful when recommendations actually reach decision-makers. Criterion 7: Institutional Values and Best Practices Criterion 7 can sometimes be misunderstood as the "miscellaneous" criterion. It isn't. It asks institutions to demonstrate the values that shape their functioning. Gender equity. Environmental responsibility. Inclusiveness. Professional ethics. Accessibility. Community responsibility. Best practices. For example, a college may claim that it is environmentally conscious. What does that mean in practice? Maybe the institution has solar panels. Maybe it conducts waste segregation. Maybe it has a rainwater harvesting system. Maybe students participate in environmental campaigns. The evidence should show the actual practice rather than simply making the claim. The same applies to institutional best practices. A best practice doesn't have to be something extraordinary. It could be a simple system that the institution has developed and implemented consistently and that produces a meaningful outcome. So, Where Does the SSR Come In? Now we reach the document that makes NAAC preparation feel real for most institutions. The Self Study Report , or SSR. The name itself is important. It is a self-study . The institution is essentially saying: "This is who we are. This is what we do. This is the evidence. This is where we have improved. And these are the areas where we still have work to do." That is why writing an SSR should not be treated like filling out a form. It should be the result of institutional data and reflection collected over time. A weak SSR tends to make broad claims. A stronger SSR connects claims with data, documents and outcomes. For example: "The institution encourages faculty development." That's a statement. A more useful institutional record could show the number of faculty development programmes, participation, faculty members trained, topics covered and outcomes, wherever required under the relevant metric. The second version is measurable. And measurable claims are easier to verify. IQAC: The People Who Keep the System Moving If NAAC is a long journey, IQAC—the Internal Quality Assurance Cell—is one of the teams sitting in the driver's seat. The IQAC's role isn't simply to prepare the SSR. It is expected to contribute to institutional quality assurance and continuous improvement. That means coordinating quality initiatives, maintaining records, reviewing feedback, encouraging good practices and helping departments work towards institutional goals. In a well-functioning institution, IQAC shouldn't become active only during accreditation season. It should be involved throughout the academic year. A typical cycle might look like this: Plan → Implement → Collect evidence → Review → Improve → Document Then the cycle starts again. That is much healthier than: NAAC notification → panic → document collection → SSR → accreditation → forget everything. And Then Comes DVV One of the terms that frequently causes anxiety during NAAC preparation is DVV , or Data Validation and Verification . The reason is straightforward. The information submitted by an institution isn't simply accepted at face value. Where applicable, data and claims are subjected to validation and verification processes according to the assessment framework. This is why data accuracy matters enormously. If an institution reports one number in one place and another number elsewhere, questions can arise. If a document doesn't support the submitted claim, it can create problems. If a certificate has inconsistent dates, the institution may need to clarify it. This is why NAAC preparation should involve a basic rule: Never submit a number simply because someone thinks it looks good. Submit a number because the institution can support it. Documentation: The Part Nobody Enjoys Until They Need It There is an old habit in academic administration that causes unnecessary trouble. Keep the document somewhere. We'll find it later. Later usually arrives during accreditation preparation. Then the search begins. A better system is to organise evidence at the time an activity takes place. Suppose a department conducts a seminar in September. Don't wait until the next accreditation cycle. Create the record immediately: Event → approval → notice → registration → attendance → photographs → report → feedback → outcome The same approach can be followed for FDPs, workshops, extension activities, student programmes, committee meetings, research activities and other institutional initiatives. This creates something extremely valuable. Not just a document repository. An institutional memory. The Real Question Isn't "Do We Have the Documents?" It is: Can we find the right evidence in five minutes? That is a much better test of NAAC readiness. If the answer is yes, the institution is probably on the right track. If the answer is no, there is still work to do. And this is exactly where digital NAAC management systems can make a practical difference—not by creating evidence, but by helping institutions organise the evidence they already generate. For institutions looking to move away from scattered folders and last-minute document collection, a dedicated NAAC management platform can bring criteria, departments, documents, reports and evidence into one organised workflow. MyLeading Campus offers a NAAC management platform that institutions can explore through its free trial : Start Free NAAC Trial The point isn't to make NAAC preparation "automatic." No software can replace institutional work. The useful part is making sure that when the work happens, the record doesn't disappear. The Better Way to Think About NAAC After going through the seven criteria, SSR, IQAC and DVV, there is a simpler way to understand the whole process. NAAC preparation is essentially a chain. Activity → Evidence → Data → Review → Improvement Break one link and the story becomes difficult to prove. Do the activity but don't document it, and the evidence is missing. Document it but don't analyse it, and the improvement story is weak. Collect data but never act on it, and quality assurance becomes paperwork. The institutions that understand this don't wait for an accreditation notification. They build the habit into everyday administration. And that, ultimately, is what makes NAAC preparation less stressful. Not a bigger file room. Not more paperwork. Just a better system for remembering what the institution has actually done.  

Holistic Progress Card: Why NEP 2020 Is Changing the School Report Card

What is a Holistic Progress Card, exactly?

How is it different from what we do now?

Who writes what?

The card grows up with the child

So where does the extra work come from?

Rolling it out in your school

Some things that go wrong (and how to avoid them)

Where MyLeading Campus comes in

Questions we hear a lot

Is the Holistic Progress Card compulsory?

Which classes does it cover?

So are marks gone?

Will parents understand it?

Is it connected to the APAAR ID?

Can the whole thing be done digitally?

Before you go

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Holistic Progress Card (HPC) Guide for Schools: NEP 2020

Free Alumni Management System for Colleges and Universities: A Practical Guide

NAAC Criteria 2026: What Colleges Need to Know About SSR, IQAC, DVV & Documentation