UGC Urged to Revamp Undergraduate Education
Hyderabad: Many academicians are questioning whether the University Grants Commission (UGC) should reimagine the undergraduate syllabus to make it more engaging and dynamic. For years, the education system has been heavily influenced by the syllabus-driven Macaulay model, leaving little room for creativity or innovation.
The UGC has been advocating for an interdisciplinary and multidisciplinary approach, the inclusion of Indian Knowledge Systems (IKWS), and the integration of vocational and academic education. These reforms aim to ensure students can switch between academic and vocational streams with ease. However, universities in Telangana and Andhra Pradesh have yet to fully embrace these changes, leaving the reforms largely unimplemented.
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Challenges with Current Reforms
While the UGC is introducing new policies at a rapid pace, several challenges remain. For instance, undergraduate students now have the opportunity to appear for Junior Research Fellowship (JRF) exams and pursue research programs immediately after graduation. However, a former vice-chancellor of a Telangana university expressed skepticism about the effectiveness of the Choice Based Credit System (CBCS).
“The CBCS framework has largely been superficial,” the former VC stated. “Colleges were forced to adopt it, but it often feels like old courses repackaged in a new format. While it might benefit science and technology students in some cases, systemic issues that start at the 10+2 level make it difficult for colleges to meet UGC’s expectations.”
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Issues with School-Level Education
The root of these challenges lies in the 10+2 education system, which often stifles students’ creativity and ambition. State boards in Andhra Pradesh, Telangana, Tamil Nadu, Karnataka, and Kerala primarily offer rigid subject combinations like Commerce, Economics, and Civics (CEC) or Mathematics, Physics, and Chemistry (MPC). Students are restricted to these predefined streams, which are likened to “rationed studies,” limiting their exposure to interdisciplinary learning.
In contrast, national boards like the Central Board of Secondary Education (CBSE) and Indian School Certificate Examination (ICSE) allow students to explore a multidisciplinary approach. The New Education Policy 2020 (NEP-2020) also encourages such flexibility, but its implementation at the state level remains uneven.
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UGC's Skill Development Push
The UGC is now planning to introduce Short-Term Skill Development Courses in Higher Education Institutions (HEIs). While this initiative aims to enhance employability, it could complicate things further for state universities and their affiliated colleges. For example, students pursuing traditional Bachelor of Arts (BA) programs in subjects like Economics, History, or Psychology may now have the option to study modern topics such as Artificial Intelligence (AI).
Despite these efforts, a clear framework for interdisciplinary learning is still lacking. Students majoring in fields like mathematics, physics, or electronics often cannot earn academic credits for pursuing interests such as classical music or dance. This gap exists because neither state universities nor the UGC have issued explicit guidelines to support such interdisciplinary studies.
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The Need for a Holistic Approach
Globally, the connection between music, mathematics, psychology, linguistics, and cognitive studies is widely acknowledged. Interdisciplinary learning has practical applications and economic value, helping to build intellectual capital. However, the lack of structured policies in India prevents students from fully benefiting from such opportunities.
In conclusion, while the UGC’s initiatives represent a step in the right direction, significant challenges remain. A more holistic and inclusive approach is needed to ensure that students can explore diverse fields and develop skills that align with modern-day demands.
