(Published in the June 7, 2015 issue of Organiser and can be visited through the following link http://organiser.org/Encyc/2015/6/13/1331814.aspx )
Higher education in India has been traditionally designed to produce academic thinkers primarily. In fact, academicians are still being produced by the present education system as individuals having a deep understanding of their subjects. However, we have collectively failed to realise that this education system does not have a copyright of producing thinkers. A degree has no relation with the amount of thinking or the extent of analysis one is capable of indulging into. We are confused between the sense of literacy and the importance of experience. We are yet to acknowledge the difference between a bookish knowledge and the confidence gained in a working environment, between a source of information and a source of wisdom. In our society, a skilled worker is invariably rated as poorer to pure-thinkers. An executor is often rated lower to an administrator. Advice of a doctor and an engineer on any other field other than their own profession never get the importance as compared to the degree-holding academic thinkers. We want the academic thinkers to rule this society. With this absurdity, we have been used to giving undue importance to the marks that we score in examinations as we use those marks to measure our overall 'value' in the society. In this system, failures opt for skills and winners enjoy a skill-free life and often keep a skill-demeaning attitude.
Higher education in India has been traditionally designed to produce academic thinkers primarily. In fact, academicians are still being produced by the present education system as individuals having a deep understanding of their subjects. However, we have collectively failed to realise that this education system does not have a copyright of producing thinkers. A degree has no relation with the amount of thinking or the extent of analysis one is capable of indulging into. We are confused between the sense of literacy and the importance of experience. We are yet to acknowledge the difference between a bookish knowledge and the confidence gained in a working environment, between a source of information and a source of wisdom. In our society, a skilled worker is invariably rated as poorer to pure-thinkers. An executor is often rated lower to an administrator. Advice of a doctor and an engineer on any other field other than their own profession never get the importance as compared to the degree-holding academic thinkers. We want the academic thinkers to rule this society. With this absurdity, we have been used to giving undue importance to the marks that we score in examinations as we use those marks to measure our overall 'value' in the society. In this system, failures opt for skills and winners enjoy a skill-free life and often keep a skill-demeaning attitude.
In view of the above, if one is asking for allowing choices
in a course; allowing flexibility in the span period and place; making
provision for inter-disciplinary approach; introducing innovative methods and
advance technology in teaching; asking each student to complete, write and
present some hands-on project during any course; giving options for
skill-learning courses; maintaining some commonality in the structure and
contents of those courses that are identified by identical names; bringing some
highly desirable changes in our evaluation schemes, I have absolutely no
reasons to oppose CBCS (Choice Based
Credit System). Strangely, what is hard to accept is when it is asserted
that these features can only come integrated with a semester structure. It
becomes even difficult to digest when we are made to believe that these
features can only come at the cost of having floating workloads for the
teachers. And the most important of all, it is most stupid to imagine that
these features can be introduced in any hurried manner as it has been witnessed
in the recent years.
Let me address some of these issues over here. Semester system is good - beyond doubt. But it can work only where we have a one-teacher one-examination paper structure. Even IITs would fail to deliver if all of them decide to have identical examination papers in their semester examinations. Delhi University, where a paper is taught at 30 odd colleges or more and students are expected to get identical examination paper to solve, the semester system will fail to deliver the desired result. Further, let no one fool us in believing that with the same infrastructure and human resources we will ever be able to offer more choices than what we are providing the students right now. With the present constraints of manpower and infrastructure, we can only allow exchanges - allowing a choice to one student only at the cost of a choice of another student.
If we want all the features of CBCS to get embedded into the undergraduate courses in Delhi University, the first thing that we must decide uncompromisingly is to go back to the annual mode. An honest internal evaluation of the students in an annual duration, combined with their true-assessment through external evaluators in their final examinations can be used to Grade them perfectly. I would advocate for an hindrance free three years of such a scheme without failing them or holding them back in any year. They should then be allowed to 'improve' their grades and alternately allowed to even opt for around six to eight additional papers to claim a degree in their own choice of subject if they happen to clear their original degree requirements. Let time be no constraint for those interested students who after completing their History(Honours) would like to appear for additional six to eight papers of mathematics to claim a degree to pursue a career in mathematics. A choice and mobility can this way be introduced meaningfully. Further, in the annual system, summer vacations would be purposefully utilized by the students as they can be asked to do summer projects either at their parent institute or depending on the availability any other place of their choice to give them skill-training, academic-training or research-training as per their own inclination.
Many attempts have been already wasted in Delhi University,
let us prepare this university first before attempting any meaningful
transition. Let us decide on the contents of the syllabus in so much advance
that the university is able to conduct a year of continuous refresher courses
before implementation. Ensuring adequate preparedness is what makes a
distinction between a meaningful transition and a failed experimentation.
