Divisions
13
ACCREDITED BODIES
547
CERTIFICATE ISSUE UNDER ISO 17024
INSTITUTE UNDER ISO 29993
2
EDUCATION ORGANISATION UNDER 21001
EIA/GW Accreditation
EIA CO
About Environmental Impact Assessment
Environmental Impact Assessment (EIA) is a statutory requirement for most developmental and industrial activities in our country. It is also being progressively used by financial institutions to assess the soundness of investment in a given project.
National Accreditation Board for Education & Training (NABET), a constituent board of the QCI has developed a voluntary accreditation Scheme with inputs from various stakeholders including experts in the field, regulatory agencies, consultants etc., and launched it in August 2007. Some of the leading consultants in the field obtained accreditation under the scheme. The Ministry of Environment and Forests (MOEF) reviewed the scheme in 2009 and desired that the Scheme be updated incorporating the learning since launching of the Scheme. The Scheme was made mandatory by the MOEF through an Office Memorandum dated….
About Eia Consultant Organization Scheme
Environmental Impact Assessment (EIA) is a statutory requirement for most developmental and industrial activities in our country. It is also being progressively used by financial institutions to assess the soundness of investment in a given project.
National Accreditation Board for Education & Training (NABET), a constituent board of the QCI has developed a voluntary accreditation Scheme with inputs from various stakeholders including experts in the field, regulatory agencies, consultants etc., and launched it in August 2007. Some of the leading consultants in the field obtained accreditation under the scheme. The Ministry of Environment and Forests (MOEF) reviewed the scheme in 2009 and desired that the Scheme be updated incorporating the learning since launching of the Scheme. The Scheme was made mandatory by the MOEF through an Office Memorandum dated….
Schemes Highlights
EIAs are essentially multi-disciplinary activities where inputs are required from specialists having knowledge of the industry/sector for which EIAs are to be carried out as well as in functional areas like land use, air pollution control, air quality modeling, water pollution control, noise and vibration, ecology and bio-diversity, socio economic aspects, risks and hazard management etc.
The ‘Scheme for the accreditation of EIA Consultant Organizations’ evolved by NABET (the Scheme) identifies the following basic requirements of the EIA Consultant Organization:
1. Qualification and experience of EIA Coordinators and Functional Areas Experts
2. Requirements for field investigations and laboratory arrangement to ensure the quality of the baseline data
3. Quality management systems to be followed
4. Office facilities and other enabling factors to be provided by an organization
Benefits of accreditation to EIA Consultant Organization
Apart from the fact that currently it is mandatory for organizations which prepare EIA reports for obtaining environmental clearance, to get accredited under the Scheme, some of the other advantages are –
1. A system of yearly assessment by highly experienced NABET assessors providing valuable input for improvement
2. Listing in the QCI and the MOEF websites, which is an important database for prospective clients
3. Use of the QCI-NABET logo, a mark of quality in stationary, to improve the brand image of the organization
4. Recognition in the international arena through the QCI which is a member of International Accreditation Forum (IAF)
Committee & Secretariat
Forms & Formats
Accreditation Register
To avoid any inconvenience, kindly seek prior appointment through mail
PHOTO GALLERY
GW CO
About Ground Water Consultant Organization (GWCO) Scheme
Groundwater is preferred source for water due to its easy accessibility and low cost. It has resulted
in indiscriminate extraction of Ground Water resources in various parts of the country.
NOC for Groundwater withdrawal is statutory requirement for most developmental and industrial
activities as well as in agricultural areas. In our country regulators are increasingly relying on
independent third-party declarations of compliance to support their enforcement and monitoring
activities as they demonstrate compliance against defined CGWA guidelines.
National Accreditation Board for Education & Training (NABET), a constituent board of the
QCI has developed a voluntary accreditation Scheme with inputs from various stakeholders
including experts in the field, regulatory agencies, consultants etc., and launched it in
January 2020
Accreditation Scheme
Committee & Secretarit
Statous Of GWCO
APA/MPPA Accreditation
Accreditation Scheme for Prospecting/Exploration Agencies (APA) & Mining Plan Preparing Agencies(MPPA)
The fundamentals of Exploration include area selection, target definition, resource evaluation, reserve estimation followed by Mining Plan to determine the economic feasibility & optimizing the exploitation of mineral reserves sustainably.
News & Events
Accreditation Scheme
Committee & Secretarit
Statous & Rigester
Empanelment of Assessors
Forms & Format
AEA Accreditation
Accreditation Scheme for Exploration Agencies for Mineral Sector
The fundamentals of Exploration include area selection, target definition, resource evaluation, reserve estimation followed by Mining Plan to determine the economic feasibility & optimizing the exploitation of mineral reserves sustainably.
Accreditation Scheme
Committee & Secretarit
FCCO Accreditation
Accreditation Scheme for FOREST CLEARANCE CONSULTANTS ORGANIZATION
As an Accreditation Division at NABET we are contributing to build strength in the skill eco-system by introducing internationally recognized parameters. NABET is a member of International Accreditation Forum (IAF), world association of Conformity Assessment Accreditation Bodies. NABET has also obtained the membership of Pacific Accreditation Cooperation (PAC) for Accreditation of Conformity Assessment Bodies.
Accreditation Scheme
School Accreditation
Accreditation Standard for Quality School Governance
The standard specifies the requirement for accreditation of a school (Pre-primary, Primary, Secondary and Higher Secondary).
For more information kindly contact
Ms. Madhu Ahluwalia
( Sr. Advisor )
madhu@qcin.org
Member of Chairperson of the Board
Ms. Geetika Sharma
(Accreditation Officer)
geetika.nabet@qcin.org
Our Expertise in:
Higher Education
Teacher Education
School Education
Pre_ Education
Accreditation Scheme
At the 2nd QCI National Quality Conclave in 2007, Dr A P J Abdul Kalam in his address stated that if we have to bring Quality in the Nation we need to begin at the roots i.e. in schools.
The Accreditation standard for Quality School Governance has been developed in the above mentioned context. The standard has three basic sections i.e.
- School Governance,
- Educational and Support Processes and
- Performance Measurement & Improvement.
The sections are interwoven to deliver Quality Education.
The School Accreditation standard:
- Provides educational services that aim to enhance satisfaction level of all the interested parties,
- It addresses requirements that are applicable to all kinds of schools, regardless of type, size, affiliations and nature of educational services provided,
- Provides a basis for assessing and where required, rating the effectiveness of an educational management system,
- Develop quality consciousness among interested parties involved in school activities
Focus of the Standard
- Establishing systems to enable learning, self development and improved performance,
- Providing for holistic development of student,
- Encouraging schools to pursue excellence,
- Complying with statutory and regulatory requirements.
Use of the Standard
- As a self- improvement tool,
- For third party accreditation / certification,
- By statutory and regulatory authorities
Scope of the Standard
This standard specifies requirements for accreditation of a school which:
- Needs to demonstrate its ability to consistently provide educational service that meets interested party requirements with a view to provide holistic education and facilitate overall development of students&
- Aims to enhance interested party satisfaction through the effective application of process approach for continual improvement of the system.
Accreditation helps to ensure that educational and support processes have synergy to provide for holistic development of student.
Accreditation is awarded, after carrying out structured assessment of compliance to the accreditation standard.
Benefits of Accreditation
Overall benefits
- Conceptualize national curricular objectives in school processes
- Standardize school processes as per national / international requirements
- Design school governance structure and methodologies
- Enhance the teaching / learning process
- Design performance measurement and evaluation methods.
Benefits for Students/Parents
- Improved quality of education
- Holistic / balanced education helping students for personality development
- Organized and transparent school system for better day to day experience for students and parents
- Feedback system to get student and parent’s issues addressed
Benefits for School
- Capability development for delivering quality education
- Quality improvement in existing school system / process
- Proven and predictable model to run the school
- International standards applied for local and national school needs
Benefits for School staff
- Establishing quality culture
- Energetic and motivated staff
- Scientific and systematic approach towards teaching
- Continuous learning and training resulting skilled staff
- Efficient and improved work environment
- Work satisfaction
Benefits for School Management
- Benchmarking school against best in education field
- International recognition for quality standards (In addition to NABET Accreditation the school can get Scottish Qualification Authority – SQA accreditation also on payment of a nominal amount annually)
- Achievement of objectives and goals
- Establishing center of excellence and continuous improvement
- Establishing and working towards long term goal
- Regular feedback on performance through internal and external assessments
The Accreditation Standard for Quality School Governance if understood and implemented in its true spirit will enable schools to improve and transform themselves. It helps schools to move from being individual/people driven to process/system driven.
School Accreditation is not a threat or an invasion to privacy. The standard is not a tool that dictates terms & conditions. It is an attempt to achieve excellence through an education quality management system. The only driver that could bring in a radical transformation in this mission is Accreditation.
Accreditation Standard Quality School Governance Booklet
Printed set of Accreditation Standard is available on Payment of Rs. 1000/- by DD/Cheque payable in Delhi favouring Quality Council of India, New Delhi.
To apply for documents kindly click here and fill the information. For payment mode : Bank details for electronic transfer (INR) and ECSNABET Workshops
Workshops
- Preparing School for Accreditation
- Training School Assessors
- Component Workshops on Accreditation Standard
- Preparing School for Competency-based Education: Theory, Pedagogical Approaches and Assessment Tools & Techniques
- Enhancing Blended and Online Teaching Capability through Hands onTraining
To register: ( http://feed.qci.org.in/workshop/ )
1. Preparing School for Accreditation: This workshop on “Preparing School for Accreditation” is themed at providing detailed understanding about Accreditation tandard for Quality School Governance (ASQG). It focusses on providing a framework for effective management and delivery of holistic education program leading to overall development of school. The implementation of NABET standard in its true spirit enables schools to improve and transform themselves. It helps school to move rom being individual/people driven to process/system driven. It will enable participants (Principals, Teachers and other stakeholders) to understand Accreditation standard, its major constituents and pillars
More details:
Objectives of workshop:
- Facilitating school to understand the requirements of Accreditation Standard for Quality School Governance
- To conduct self-reflection over current maturity level for moving towards higher maturity level.
- Guiding school for efficient utilization of resources for effectiveness of the system.
- Capacity building of school for effective Curriculum Planning, delivery of Curriculum & Assessment Techniques for learning.
- To enable school to compare their quality practices against nationally and internationally recognized accreditation criteria.
- To understand the importance of periodic data driven reviews and performance review meetings
- Enabling school for creating healthy, safe and protective learning environment and attaining organizational excellence.
- To conduct 360-degree holistic assessment of all core processes of school education against research-based accreditation criteria
2. Training School Assessors: This workshop is organized for individuals willing to develop capability for examining/ assessing schools with respect to requirements of Accreditation Standard. Participation in this workshop would enable the participants to facilitate schools to establish self-assessment process to periodically and effectively assess compliance to the accreditation standard.
More details:
Eligibility Criteria:
- Successfully completed training programme on “Preparing School for Accreditation Workshop” conducted by NABET.
- Minimum 5 years of teaching/ administrative experience in schools/ educational institution.
- Hands on experience in design/ delivery of curriculum at primary/ secondary/ senior secondary level.
- Knowledge of various statutory and regulatory requirements for schools as applicable in the country.
- Knowledge of quality management principles.
3. Component Workshops on Accreditation Standard: The workshops are conducted on components of Accreditation Standard for Quality School Governance (ASQG) to guide schools in strengthening the various aspects of the standard. Some of the component workshops are as follows:
a) Awareness Workshop on Documentation- Quality enhancement tool for schools
More details: Objectives of workshop:
- To understand challenges faced by schools in documentation and plan to overcome it.
- To understand the requirements (with respect to documentation) of the NABET Accreditation Standard for Quality School Governance.
- To appreciate the need and benefits of documentation to support organizations to move towards a system driven approach.
- To be enabled to maintain documentation which will help the school operate with increased effectiveness, consistency & efficiency.
b) Awareness on systematic data analysis for school improvement
More details: Objectives of workshop:
- To understand challenges faced by schools in data analysis and plan to overcome it.
- To understand the requirements (with respect to data analysis) of the NABET Accreditation Standard for Quality School Governance.
- To appreciate the need and benefits of data analysis to support organizations to move towards continual improvement.
- To be enabled to conduct data analysis which will help the school operate with increased effectiveness, consistency & efficiency.
c) Drafting, collecting & Analysis of feedback for school improvement
More details: Objectives of workshop:
- To understand challenges faced by schools in process of feedback and plan to overcome it.
- To enable participants identify varied sources of data, understand the process of trend analysis and interpretation of data for school improvement.
- To appreciate the need and benefits of data analysis to support organizations to move towards continual improvement.
- To understand the requirements (with respect to feedback process) of the NABET
- Accreditation Standard for Quality School Governance.
- To be enabled to maintain feedback process which will help the school operate with increased effectiveness, consistency & efficiency.
d) Awareness on Action Research
More details: Objectives of Workshop
- To understand challenges faced by schools with respect to Action Research and plan to overcome it.
- To understand the requirements (with respect to documentation) of the NABET Accreditation Standard for Quality School Governance.
- To appreciate the need and benefits of Action Research to support organizations to move towards a system driven approach.
- To be enabled to take up Action Research projects which will help the school operate with increased effectiveness, consistency & efficiency
e) Awareness on self-assessment and PRM
More details: Objectives of workshop:
- To understand challenges faced by schools with respect to conduct of Self-Assessment (SA) and Performance Review Meeting (PRM) and plan to overcome it.
- To understand the requirements (with respect to self assessment and PRM) of the NABET Accreditation Standard for Quality School Governance.
- To appreciate the need and benefits of self assessment and PRM to support organizations to move towards continual improvement.
- To be enabled to conduct self assessment and PRM which will help the school operate with increased effectiveness, consistency & efficiency.
f) Awareness on Competency matrix & its impact on professional development
More details: Objectives of workshop:
- To understand challenges faced by schools w.r.t. identifying training needs and plan to overcome it.
- To understand the requirements (with respect to professional development of staff) of the NABET Accreditation Standard for Quality School Governance.
- To appreciate the need and benefits of developing Competency & Skill matrix.
- To be enabled to identify link between Recruitment process, staff appraisal which will help the school operate with increased effectiveness, consistency & efficiency.
4. Preparing School for Competency-based Education: Theory, Pedagogical Approaches and Assessment Tools & Techniques: This workshop is conceptualized in sync with importance emphasized by New Education Policy-2020. Ministry of Education, GOI has planned to reconfigure school education with focus on “Competency-based Education (CBE)” for bringing about tangible improvement in quality of learning outcomes of students and further making learning outcomes compatible with international benchmarks.
More details:
Objectives:
- understand theoretical underpinning of Competency-based Education (CBE)
- understand major constituents and pillars of CBE
- understand relation among Competency, Learning References, Learning Outcomes and Behavioural descriptors
- acquire skills for making leaning outcomes measurable by specifying set of learning indicators
- understand format for framing learning indicators related to Learning Outcomes
- understand relation between Bloom’s Taxonomy and Dimension of Knowledge
- acquire skills for mapping learning indicators on “Bloom’s Taxonomy x Dimension of Knowledge”
- acquire skills for developing Competency-based Lesson planning & implementation in Science, Language, Mathematics & Social Study
- Understand ENGAGE Lesson Planning model for Competency-based Teaching-Learning Process
- Understand why “Criterion-referenced Assessment” techniques are used in Competency-based Education
- acquire skills for employing “Criterion-referenced Assessment” tools and techniques in Competency-based Teaching-Learning Process
- acquire skills for developing Rubrics for reporting of assessment data
- acquire skills for using Portfolios as assessment technique in Competency-based Teaching-Learning Process
5. Enhancing Blended and Online Teaching Capability through Hands on Training: This workshop is conceptualized in alignment with New Education Policy (NEP)-2020 to enable participants to:
- understand different type of govt. digital initiatives relevant for
- online education like SWAYAM, SWAYAM PRABHA, DIKSHA, NROER and NDL (National Digital Library) etc.
- understand OERs (Open Educational Resources), Creative Commons (CC) and its different modalities of license etc.
- acquire skills to develop educational videos through freely available digital tools like SCREENCASTIFY, SCREENCASTOMATIC & ACTIVE PRESENTER, etc.
- acquire skills for creating Learning Management System (LMS) through freely available GOOGLE SITE & GOOGLE CLASSROOM ICT Packages
- acquire skills for embedding synchronous and asynchronous online activities in LMS
- acquire skills for creating Google Site for any subject like Mathematics, Science, English etc. for variety of asynchronous online activities
- acquire skills for using Google Jam board, Google Docs & Google Forms for applying in different school subjects like Science, Mathematics and
- Language etc. for ssessment tools & techniques and real-time interaction between student-student and student-teacher.
Feed-Projects
S.No. | Project Name | Brief of Project | No. of Schools Assessed/ Accredited |
---|---|---|---|
1 | NABET Accreditation | NABET offers accreditation framework for Quality School Governance in the country, with a view to provide framework for the effective management and delivery of the holistic education program aimed at overall development of school. | 223 |
2 | Quality Improvement in Schools under NDMC |
NDMC and NABET-QCI have partnered to foster excellence in school education sector. A structured methodology has been laid to improve the learning outcomes of students by intervention in teaching-learning process in all NDMC schools. After successful implementation of project for 2 years in all the schools, it was empirically observed |
42 |
3 | Comprehensive Assessment & Evaluation of all schools under Delhi Government & other allied agencies | The School Development Index (SDI), a comprehensive evaluation of all schools of Delhi leading to ‘quality assurance’ & ‘quality sustenance’ in school education. The exercise involved the evaluation of 5537 schools across Delhi from November 2018 to May 2019. The evaluation was an aggregate of four themes as categorized under the Safety and Security Index, Teaching and Learning Index, Social Inclusion Index and Parent Participation Index. NABET-QCI successfully completed evaluation of all the schools by 29th April 2019. | 5475 |
4 | Assessment of Schools in Jhunjhunu and Sikar districts of Rajasthan | QCI and Piramal Foundation for Education Leadership (PFEL) signed MoU to conduct independent assessment of classes 3rd, 5th and 7th in schools of Jhunjhunu and Sikar in order to understand the impact and effectiveness of District Transformation Program run by PFEL. | 258 |
5 | Assessment and Quality Intervention Certification of Schools under Municipal Corporation of Greater Mumbai (MCGM) | To improve student learning outcomes and create a robust system of monitoring and evaluation of the public education system, MCGM partnered with QCI to conduct assessment, quality intervention and certification of schools. | 30 |
6 | Assessment & Evaluation Residential Hostels under ST & SC Development, Minorities & Backward Classes Welfare Department | To conduct assessment of residential school hostels leading to quality assurance and quality sustenance. The department & QCI have partnered in order to identify gap areas of the hostels along with relevant action plan for quality improvement. | 246 |
7 | Total Private School Assessed under RTE Act | Section 12 (1) (c) of the RTE Act, 2009 fixes the responsibility of private unaided schools to provide free and compulsory education to children from weaker and disadvantaged sections by admitting at least 25% of the total strength of class I or pre-school education. To examine the compliance of the Section in true spirit there was a need to understand the ground reality and work upon the areas of concerns and problems of states/UTs. The study carried out by QCI as per the mandate given by NCPCR was conducted from February to April 2017. It included on-site assessment of 44 schools in Delhi, analysis of admission data of 663 schools across Delhi to understand the current state more deeply. A team of consultants was deployed to understand the issues in depth from the schools and recommend systemic reforms. |
44 |
8 | A Study on Mainstreaming of Out-of-School Children (OoSC) and Effectiveness of Special Training | QCI conducted a study to discern the effectiveness of Special Training Centres (STCs) in mainstreaming Out-Of-School Children and identifying the issues and challenges faced by different stakeholders. The study also captured the quality of educational and residential facilities provided in these STCs The study was carried out in five states (Punjab, Gujarat, Tamil Nadu, Chhattisgarh, and Tripura), each representing one of the five zones across the country. The study consisted of three parts – collection of data (i.e., information related to Special Training Centres from 29 states and 7 UTs), review of educational and residential facilities provided, and interview with relevant stakeholders of 125 STCs (principals, teachers, government officials, students, etc.). The study concludes with the recommendations for Central Government and State Governments on variety of parameters and with the intention of helping both State(s) and Union Government of India to provide effective Special Training to Out-of-School Children. |
125 |
9 | Accreditation of 72 Schools under DAV Managing Committee, Chhattisgarh | The DAV Managing Committee & QCI partnered to conduct accreditation of 72 schools on NABET Accreditation Standard for Quality School Governance. The objective is to provide framework for the effective management and delivery of the holistic education program aimed at overall development of school. | 72 |
10 | Under Mission Suvidya, Assessment & evaluation of Residential Hostels (ST & SC Development, Minorities & Backward Classes Welfare Department) | he Department & QCI partnered to conduct virtual assessment of 1252 residential school hostels in 10 more districts as part of Mission Suvidya and help to improve the standard & quality of these hostels to lead them to achieve ISO 9001:2015 Certification. | 1252 |
11 | Research Study on Out of School Children | The overall objective of the study was to examine the effectiveness of special training centres in mainstreaming of children, to conduct a need analysis of children studying in the centres, issues & problems faced by the special training centres and providing targeted recommendations based on in-depth research. | |
12 | Impact of Article 15(5) w.r.t. Article 21A of constitution of India on Education of Children of Minority Communities | To study the impact of Article 15(5) with regards to Article 21A of the constitution of India on education of children of minority communities. A secondary research and data analysis has been conducted for 20,000 schools. | |
13 | Study on effectiveness of National Child Labour Project Scheme (NCLP) in mainstreaming of Out-of-School Children | To study the effectiveness of the National Child Labour Project (NCLP) scheme in mainstreaming Out-of-School Children. The objective is to examine benefits of residential & non-residential STCs and factors leading to effective implementation of the Scheme. It involves on-site evaluation of 150 Special Training Centres (STCs) in 16 districts across India. Collaboration with Central Board for secondary Education (CBSE) affiliated schools: CBSE decided to engage an independent third party to audit its affiliated schools to gauge insights about the process (gaps, scope of improvement, etc.). To fulfil the aims & objectives of this project, NABET-QCI was chosen by CBSE as an external independent third party to conduct test audit of already affiliated schools as a pilot. |
150 |
14 | Third Party Assessment & Evaluation of Teachers in Schools of Oman | To improve teaching practices and student learning outcomes, QCI partnered with Schools of Oman to develop a robust system of evaluation & assessment of teachers. The overall objective of conducting the assessments was to provide detailed report on individual teacher starting from current practices, areas of improvement and suggested action plan to improve classroom teaching. |
Publications/Documents
Guidance Document and Accreditation Standard for Quality School Governance –
- Printed document is available on payment of Rs 1000/- by DD/Cheque/ RTGS/NEFT payable at Delhi favouring Quality Council of India, New Delhi.
To apply for documents kindly click here and fill the information.
For payment mode : Bank details for electronic transfer (INR) and ECS
Note: if transaction is done through RTGS/ NEFT kindly provide details of transaction
Safety Issues in School
- Printed document is available on payment of Rs 800/- plus postage charges by DD/Cheque/ RTGS/NEFT payable at Delhi favouring Quality Council of India, New Delhi.
To Apply click here request form for book on Safety Issues in School
For payment mode : Bank details for electronic transfer (INR) and ECS
Note: if transaction is done through RTGS/ NEFT kindly provide details of transaction
Information/Updates
Information & Updates
- Printed set of Accreditation Standard and Guidance document is available on Payment of Rs. 1000/- by DD/Cheque payable in Delhi favouring Quality Council of India, New Delhi.
To apply for documents kindly click here and fill the information.
- A Book on “Safety Issues in School” authored by Chairman School Technical Committee , NABET , Shri. G. Balasubramanian , former Director CBSE was released by Mrs.Sheila Dikshit, Hon’ble Chief Minister of Delhi on 10th October, 2012.
- Release of Accreditation Standard for Quality School Governance; December 19, 2007.
- Second edition of Standard for Quality School Governance launched in September 2008.
Benefits of Accreditation
Benefits of Accreditation :
Overall benefits
• Conceptualize national curricular objectives in school processes
• Standardize school processes as per national / international requirements
• Design school governance structure and methodologies
• Enhance the teaching / learning process
• Design performance measurement and evaluation methods.
Benefits for Students/Parents
• Improved quality of education
• Holistic / balanced education helping students for personality development
• Organized and transparent school system for better day to day experience for students and parents
• Feedback system to get student and parent’s issues addressed
Benefits for School
• Capability development for delivering quality education
• Quality improvement in existing school system / process
• Proven and predictable model to run the school
• International standards applied for local and national school needs
Benefits for School staff
• Establishing quality culture
• Energetic and motivated staff
• Scientific and systematic approach towards teaching
• Continuous learning and training resulting skilled staff
• Efficient and improved work environment
• Work satisfaction
Benefits for School Management
• Benchmarking school against best in education field
• International recognition for quality standards (In addition to NABET Accreditation the school can get Scottish Qualification Authority – SQA accreditation also on payment of a nominal amount annually)
• Achievement of objectives and goals
• Establishing center of excellence and continuous improvement
• Establishing and working towards long term goal
• Regular feedback on performance through internal and external assessments
Lean Manufacturing
Introduction
Ministry of MSME has launched the MSME Competitive (Lean) Scheme with the objective of benefitting the MSMEs and other stakeholders. Government’s contribution for trained and qualified Lean Consultant has been enhanced to 90% apart from other benefits. On-line modules of LEAN and its Tool and Techniques have been developed and are available to MSMEs after registration at On- Line portal. USP of these learning modules is that it offers the knowledge base besides introducing Industry 4.0 that promises MSMEs to become internationally competitive. MSME Competitive Lean scheme is being introduced in two phases. The first phase covers to manufacturing sector and Service sector will be taken up in 2nd phase. MCLS scheme will enhance quality, productivity, safety and would turbocharge MSMEs to transform them into competitive and profitable enterprises.
Lean Manufacturing
The Concept and Origin
Lean Manufacturing or Lean Production, which is often known simply as LEAN, is a production practice that considers the expenditure of resources for any goal, other than the creation of value for the end customer, to be wasteful, and thus, a target for elimination.Lean manufacturing includes a set of principles that lean thinkers use to achieve improvements in productivity, quality, and lead-time by eliminating waste through kaizen. Kaizen is a Japanese word that essentially means "change for the better" or "good change." The goal is to provide the customer with a defect free product or service when it is needed and, in the quantity, it is needed.
For more information kindly contact
Mr. Anurag Rastogi
(Joint Director)
+91 - 11 - 2332 3416-23 , Ext-127
anurag@qcin.org
Mr. Ankur Malik
(Accreditation Officer)
+91 - 11 - 2332 3416-23 , Ext-144
ankur.nabet@qcin.org
ITPI Building, 6th Floor, 4 – A, Ring Road, I P Estate, New Delhi – 110002
Phone: +91 – 11 – 2332 3416, 2332 3417, 2332 3418, 2332 3419, 2332 3420, 2332 3421, 2332 3423
Email: nabet@qcin.org