Sad Tale of Higher Education Reform in India
Deepankar Basu and Debarshi Das, Guest Bloggers
Early in April, this year, the University Grants Commission (UGC)—the primary institution responsible for allocation of grants related to and maintenance of standards of higher education in India—came up with a proposal to introduce a Choice Based Credit System (CBCS) in Indian universities that has generated intense controversy. While university administrations have generally been in favor of the proposal—with 18 central universities adopting it soon after the UGC announcement—teachers and students have been much more critical. Joint protests by students and teachers, and even fisticuffs between left and right wing student organizations, have been reported from Delhi University in the national capital of the country.
The proposal to introduce a CBCS follows the UGC’s attempts, over the past few years, to move higher educational institutes in the country from an annual to a semester-based system. This move has often been opposed by teachers and students. Now, the CBCS consolidates the semester-based system and adds to it a proposal for uniform syllabi and evaluation systems across universities.
What is the reason for the CBCS? According to the UGC, diversity of evaluation systems followed by different universities has hurt students because of lack of “acceptance of their credentials” across the university system and employment agencies. The CSBS is being visualized as the way to solve this problem by ensuring “seamless mobility of students across the higher education institutions in the country and abroad,” and also across “employment agencies.”
In a detailed and thoughtful article published in the Economic and Political Weekly, a group of teachers from Delhi University and Jawaharlal Nehru University have questioned the whole framework underlying the UGC proposal. They have pointed out, correctly in our opinion, that one of the main problems facing higher education in contemporary India is a severe problem of excess demand—there are too many aspirants and too few places, especially in better institutions. Thus, the major reason behind students not being able to move is the extreme selectivity arising from the gross mismatch of demand and supply. It has very little to do with incompatibility of courses or evaluation methods across institutions. It stands to reason then that the CSBS will not address the main problem it is supposedly meant to address.
Even as the CSBS proposal does not and possibly cannot “solve” the problem that the UGC suggests has called it forth, it might have other, intended or unintended, implications that are worth considering.