FYUP is a good system, it deserves a chance
Delhi University must resist pressures to scrap the four-year undergraduate programme. Introduced in the previous academic year, it is by far the most widespread change in curriculum that the university has seen in the recent past — and it deserves a chance to succeed. The new curriculum is a tremendous effort to keep up with the times and prepare students for the challenges of the 21st century. Take, for instance, the introduction of foundation courses in a wide variety of subjects, from information technology to business entrepreneurship and communication skills to civilisation to environment and public health. One of the most important features of the new system is that it makes college education more broad-based, robust and inclusive. It will go a long way in producing well-rounded individuals who, while maintaining their core competencies, will also be adequately aware of the larger world that exists outside of their immediate academic interests. Such an inter-disciplinary approach is as important for professional employability as it is for personal growth. For example, a student of visual arts who comes to the job market armed with the knowledge of how to use computer-based design tools and applications has a brighter chance to secure gainful employment (think website designer) than someone who is still sketching with pen on paper. Similarly, a student of literature, who is unaware of the history and politics of the time in which his assigned play or poem was produced, will never be able to fully appreciate the work at hand. Yet, for too long, India's higher education system has segregated students into watertight boxes bearing the labels ‘Arts', ‘Sciences' and 'Commerce'. The underlying assumption here is that one student can only be interested in or must only focus on one field of study. This approach has done much disservice to the student community over the decades by blinkering young minds.
Delhi University has finally taken the bold step towards removing those blinkers, taking apart the boxes and letting the spirit of learning and scholarship flow through with gusto. This has understandably rattled many, especially teachers who are set in their old ways. For years, their idea of teaching has been dictating the same set of notes to every class. Now, those notes have been junked and teachers have been asked to make their classes more engaging and interactive. Rote-learning is being replaced by original thinking — which means teachers as much as their students will have to change their style of functioning and put in more effort.
Apart from a much improved content, there are also other positives of the four-year system: For one, it brings the undergraduate programme at par with professional courses offered at the same level in India (such as the Bachelor in Engineering) as well as similar undergraduate programmes in the West. Also, under the new system, students can opt out at different stages of the programme and still receive certification. This gives students flexibility to decide on how far they want to pursue academics and when they wish to join the workforce. Of course, none of this is to say that the new system is flawless. But the creases can only be ironed out if the system is given a chance to function.