Develop the current structure
BJ Rao, Vice-Chancellor, University of Hyderabad (UOH), said that curriculum in any educational institution is the lifeblood of the teaching-learning process. “It’s not just about how it happens, it’s also about what we teach. In a new curriculum development mission, we need to find connecting links within existing courses so that students are able to adopt skill-sets that enable them to prepare for the future, ”he said.
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PC Joshi, acting vice-chancellor of Delhi University (UU), said knowledge was changing and thus the curriculum needed to be updated. “As per the NEP guidelines, education is taking a multifaceted approach, where it is rooted in both Indian traditions and globally integrated. Adding topics or changes to the current course curriculum should also be the goal of developing the overall personality of the students.
The way forward
In defining curriculum changes for first-year students in 2022, the DU identified that those taking part in a three-year undergraduate course would receive 148 credits, and a four-year undergraduate program (FYUP) would require 196 students to complete it. “We have decided to close BA, BCom and BSc programs (pass courses) from next year. The three-year UG programs will now be honors courses, ”added Yogi.
UBI has sought to ensure that the NEP is adopted in a manner that does not severely disrupt the existing structure of the university. “In order to provide students with a choice-based credit system (CBCS), we will add a variety of future-relevant topics to our UG program, such as Indian language, emotional health, wellness and health, and ethics,” Joshi said.
Rao said UoH has strong chemistry and life science programs. However, the university has not yet offered a course that offers a combination of these two core subjects. “The idea should be an interdisciplinary course, for which we need to integrate and generate interfaces that help students determine skills for the current job market. The goal is to translate current classroom content into something that can help society, ”he said.
Rao aims to create a knowledge and innovation park for students. “The biggest problem with the current curriculum is that our students are afraid to make mistakes. I want to break down walls by dividing difficult science and non-science subjects so that students are innovators who are able to use their education for the betterment of society, ”he said.
For a long time, academics have prevented various stakeholders from playing a role in curriculum change. This is why almost all universities have the same syllabus and why our graduates fall prey to root learning instead of getting ready for jobs, Rao said. “I think this is also the main reason for protests and objections whenever a university decides to change its current curriculum,” he said.
Recently, UB has made changes to its English Honors course, which has caused conflict both internally and externally at the university. Sachin N, an associate professor of English at Dayal Singh College in Yalbi, said if it is done correctly, changes are always welcome. “There are certain issues that cannot and should not be removed from a topic, as these are key to more complex and innovative concepts.”
“Literature should give students the freedom to read excellent writers. Students are being treated unfairly in the name of curriculum change, omitting some parts without any reason for its effectiveness as a literary part, ”he added.
Joshi says the curriculum needs to change, because students need to be prepared for their jobs if they decide to leave their course after the first year. “The biggest fear with the curriculum change is that the courses will be reduced, which will reduce the workload of teachers and gradually reduce the jobs. “Teachers will also be needed in minor subject courses. So, with the change, the workload of teachers will increase,” he said.
Coming out tight
Curriculum change is not an overnight process. “When making any changes to the core course, any university must seek different advice from all its stakeholders, including students, teachers, administrators, spiritual leaders, technocrats and policy makers. Said.
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