The Academic Bank of Credits and Multiple Entry and Exit will be implemented by the UGC in the near future.
What are the importance of these two regulation?
Encourages educational framework flexibility. Students at all levels of higher education can benefit from transdisciplinary and academic mobility. With multiple entry-many exit choices, students may pick their own learning route to achieve a degree, certificate, or certification. Student-centered learning will be the norm, with lessons tailored to each student’s strengths, needs, abilities, and interests. The complaint that Indian education is excessively organised, inflexible, and costly is addressed. Aids in student retention and enrollment growth. Students frequently drop out due to a lack of relevance and an inability to maintain their enthusiasm. As a result, the regulations are being promoted as NEP’s top recommendations and game-changers in higher education. These appear to be wonderful ideas in theory, but putting them into practise will be difficult.
What are the concerns?
A 15- or 16-year-old student may not be able to effectively choose the optimal courses or combinations of courses for her abilities. Even if she chooses the courses herself, she may not be able to customise her degrees to her preferences. Because the UGC has sole authority over the degree’s name, this is the case. When it comes to topic choice, since 50% of the curriculum must be completed within the degree-granting institution, the student has very little option. A similar notion of a “Meta University” was tried in 2012, but it failed to take off despite a UGC regulation, owing to institutional silos and a lack of cooperation. The National Skill Qualification Framework (NSQF) contains comparable enabling features for vocational education (multiple entrance and exit), but no real results to show for it. If quality was the foundation, the government shouldn’t limit credit transfer and accumulation to courses accessible on SWAYAM, NPTEL, V-Lab, and other online platforms. Foreign Credits are also available. There are concerns about the seamless execution of these efforts, given the difficulties a student has in obtaining a migration certificate or transcript owing to bureaucratic processes. From instructors to guides and mentors, the faculty will need to be reoriented. These projects will necessitate funding for both IT infrastructure and personnel (teachers). The overall central education budget, on the other hand, has been steadily decreasing, from 4.14 percent in 2014-15 to 3.4 percent in 2019-20.
To make these creative ideas a success, every stakeholder, from the Centre and UGC to VCs, professors, and non-academic employees, will need to put in a lot of effort.