Higher education in India has been traditionally designed to produce academic thinkers. 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. We are yet to acknowledge the difference between bookish knowledge and the confidence gained in a working environment; between a source of information and source of wisdom.
In our society, a skilled worker is invariably rated less knowledgeable compared to pure-thinkers. An advice of a doctor and an engineer in any other field other than their own profession never get the same 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, the failures opt for skills and winners enjoy a skill-free life and often develop 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, then I find absolutely no reason 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 a 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. 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.
For all this to happen, it is necessary to prepare this university first before attempting any meaningful transition.
Dr Rakesh Kumar Pandey (The writer is an Associate Professor, Physics Department, Kirori Mal College, University of Delhi)
