‘ Students have various abilities. Why can’t we respect that? This is the central focus of the NEP’.
The UGC’s Learning Outcomes-based Curriculum Framework for Undergraduate Education had actually put the students’ interest at the core, said Bhushan Patwardhan, vice chairman of the University Grants Commission.
The National Academic Credit Bank, introduced in December and now part of the National Education Policy 2020, imagines offering trainees the opportunity to find out as per their own interest. The NEP is for dissolving the existing silos, even for medical education, and calling for a combination of modern-day medicine with ancient systems such as AUYSH, he said. “Trainees have various capabilities. Why can’t we appreciate that? This is the central focus of the NEP,” he stated.
It did not mean that the institutions had no say in curriculum preparation, though. A finishing trainee should obtain soft abilities. The teacher should determine why trainees achievement of a program is poor. Organizations need to investigate and validate if the target of result based education is met, he stated. “We are more interested in how the organization is doing. OBE is student-centric. It is the fundamental approach. We ask the institution to examine the imperfections,” he stated.
He was speaking at a webinar on Curriculum Enrichment hosted by Sri Ramachandra Institute of College and Research here on Friday. An outcome-based curriculum is developed based upon the feedback from trainees, market, alumni and instructors. Though the standard structure for all institutions is the exact same, autonomous colleges can differ the curriculum based upon local requirements, strength of the professors and the organization’s strength, Mr. Patwardhan explained.
” If students are underachieving in a program then it is due to the fact that the curriculum is not challenging to students,” said K. Rama, advisor to the National Accreditation and Evaluation Board. Institutions need to encourage trainees to develop abilities by using value-added courses that totals up to technical training– humanities or technical.
While curriculum and mentor are central to educational quality, the focus is students’ experience in knowing. “What are the kinds of student experiences; why are students under achieving? To keep students engaged either you can include activities such as field sees, tasks, and fixing issues– worth added courses ar those targeted at encourging trainees to establish skills, ability oriented technical training. Post-COVID-19 would require institutions to think about ‘curriculum compacting’. “Considering that trainees state of minds may have altered, it is necessary to strategy and re-plan rethink about quality of curriculum enrichment; remodel worth added courses,” she added.