The University Grants Commission has introduced a transformative policy that is expected to align India with global educational practices
The University Grants Commission (UGC) in its recent decision has allowed Higher Education Institutions (HEIs), which offer programs in regular mode, to admit students twice a year, from the coming academic year. This option would be made available only in those HEIs that intend to increase their student intake and offer new programmes in emerging areas. Earlier, the UGC had decided in its 571st commission held on 25 July 2023 to permit biannual admissions under Open and Distance Learning (ODL) and Online modes in January and July during an academic year.
Last year, after the UGC had permitted two cycle admissions in a year for ODL and Online modes, in addition to a total of 19,73,056 students who were enrolled in July 2022, an additional 4,28,854 students joined in January 2023 in these programs. That means, nearly half a million students benefited from this decision. It also shows the dearth of seats and the craving for Degrees.
This policy decision will benefit several students who especially intend to go abroad for their higher studies, as in most countries this biannual mode of admissions exists for the diploma, degree and post-graduation courses after the senior secondary education. It will enhance international collaborations and student exchanges from foreign countries. As a result, the global competitiveness will improve and will be in alignment with the global educational standards. The biannual university admissions will help students who missed an entrance owing to a delayed result or health reasons, as they do not have to wait for one another full year.
Most of the institution heads have welcomed the step, owing to the official directive and secondly as the intake will bring in extra revenue to their institutes. Some of them want to test the water by introducing it in some selected courses. On the other side, some of them expressed concern over the additional space, infrastructure and faculty required to handle this extra burden of students. Enhancing the quantity is good, but the cost of the quality is what some educational experts fear.
Recently, a German IT professional was travelling from Delhi to Dehradun on a Shatabdi train. He was on his vacation trip to India after a six-month long professional hard work. He narrated how the Germans work, “When they work, they work and then spare a few months to upgrade their skills and also go in a hibernation mode of rest for reviving themselves.” Whereas, we Indians, either work throughout the 12 months of spring, winter, rainy and summer seasons; or follow a lacklustre attitude and take a back seat.
In India, many scholars pursue a doctorate for the sake of procuring a PhD degree after their post-graduation. Whereas, in European countries like Germany, students while pursuing their secondary education develop the flare for a particular vocational course and practice it on grounds. After a while, they return to learn more about that particular profession through higher studies. No doubt, many of them do their PhD in plumbing or automobiles and add value to their profession.
In countries like Germany, education is a lifelong learning process and addresses the ever-changing demands of the labour market. The learning is procured through adult education, professional development, recognising prior experience, flexible learning pathways and providing opportunities for seniors to pursue personal interests. The ongoing learning and training is imparted through Evening classes, Workshops, Vocational courses and Non-formal educational programs tailored to adults seeking to acquire new skills or qualifications.
These educational opportunities are provided by diverse entities, including municipal and private institutions, religious organisations, trade unions, industry and commerce chambers, associations, political parties, businesses, Government agencies, academies, family education centres, vocational schools, as well as media outlets like radio and television.
In India, the recently introduced vocational degree courses like BVoc and MVoc have failed to take off and get the desired results as expected. The adult mindset is different here, as they prefer a white-collar job. But the reality is different. One of the ITI pass out in the AC stream, Mr Khatri, an entrepreneur was recently awarded for his turnover of over Rs 10 crore per year. It is not the Degrees, but the determination and expertise in their profession, that makes a person successful.
In most of the developed countries like the USA, Canada, Australia, the UK and Germany, college students while pursuing their higher studies work and earn.
The literacy campaign and the efforts to bring back the school dropouts in India have yielded good results. The missing link is the flare for a particular vocational course, hands-on training, experience in the respective field and the confidence to be of their own. A change in the mindset of senior secondary-level students towards their career perspective can make a difference. Adopting the worldwide model of universities is good, but engaging them after this biannual mode of education is what the policymakers need to ponder upon.
(The writer is a former editor and former media advisor to the Delhi Government; views are personal)
