More flexibility, but also greater challenges

“The introduction of accelerated and extended degrees necessitates robust systems for tracking student progress, evaluation, managing credit transfers, and ensuring the appropriate recognition of academic achievements”
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The latest guidelines of the University Grants Commission (UGC) herald a transformative shift in higher education in India. Among other reforms, the UGC has introduced an accelerated degree programme and an extended degree programme for undergraduate students, which will allow them to complete their degrees either earlier or later than the standard duration.

Advantages and challenges

This new paradigm aims to create a globally competitive educational framework that allows students greater autonomy and flexibility in charting out their academic trajectory. In a rigid education system such as India’s, this is particularly revolutionary.

While an accelerated degree programme will be advantageous for students who are keen to join the workforce quickly or who wish to gain early professional experience or save money on tuition fees, the extended degree programme will allow students the leeway to explore a broader range of subjects, undertake internships, engage in research projects, travel and learn new skills, and balance academic pursuits with personal and professional commitments. As the National Education Policy (NEP), 2020, advocates for a multidisciplinary approach to learning, this approach could produce graduates who are not only proficient in their chosen fields, but are also equipped with more soft skills, creative skills, and ideas for innovation.

In addition, by aligning the structure of undergraduate education with international standards, the reforms aim to create greater mobility for Indian students, both within India and abroad. The flexible credit system introduced under these reforms will allow students to progress at their own pace. They can tailor their academic experiences to their specific needs, interests, and future career goals. This autonomy is important for the students.

However, there are challenges. The accelerated format raises questions about the depth and rigour of the education provided to students. If students are taught the same curriculum within a shorter period of time, they may have a superficial understanding of key concepts; this could compromise educational outcomes. In contrast, students who opt for the extended degree programme may lack academic urgency. Some may take longer than necessary to complete their studies, which would diminish the value of the degree.

Adapting to the new structure

It is especially difficult for technical education to adapt to the new structure. Engineering programmes demand a deep understanding of both theory and practice. While the push for interdisciplinary education is beneficial for students, engineering programmes are traditionally structured to provide students with a specialised education that prepares them for specific career paths.

Accelerated engineering degrees could risk oversimplifying technical learning. Engineering degrees require an in-depth study of subjects such as mathematics, physics, chemistry, and advanced engineering principles. Compressing this content could reduce the time available for practical projects, lab work, tutorial sessions, and project work and internships, which are crucial for developing technical competencies required in the field. Engineering students are often required to solve real-world problems, and any pressure to finish their studies quickly may hinder their ability to master problem-solving techniques that are integral to their profession.

Conversely, while the extended degree option in engineering could provide students with more opportunities for specialisation, research, and practical experience, it may also be more of a financial burden for students and could discourage those who already face economic constraints.

Practical issues

The transition to accelerated and extended degree formats requires substantial restructuring of curricula, teaching methods, and approval from competent bodies of universities and administrative systems. This could be daunting for universities that already face resource constraints. Further, the shift towards greater digitalisation in education, which is likely to accompany these reforms, could deepen the digital divide.

The introduction of accelerated and extended degrees necessitates robust systems for tracking student progress, evaluation, managing credit transfers, and ensuring the appropriate recognition of academic achievements. Institutions will need to develop sophisticated administrative frameworks to manage these complexities.

The equity implications of these reforms are also concerning. Students from underprivileged backgrounds may struggle to navigate the new system without adequate guidance and support and may even drop out if they are not able to catch up with the rest.

The adaptation of faculty to these new pedagogical models is another potential obstacle. Teachers will need to undergo professional development to adjust to the demands of flexible, interdisciplinary curricula. The success of these reforms hinges not only on the students’ ability to navigate the new systems but also on the capacity of educators to support them effectively.

If these challenges are addressed with strategic planning, adequate investment, timely recruitment of faculty and staff, and a commitment to inclusivity, these reforms could lay the foundation for a more dynamic higher education system, which is better aligned to market needs, and would help India realise the dream of Viksit Bharat by 2047.

Milind Kumar Sharma, Teaches at the Department of Production and Industrial Engineering, MBM University, Jodhpur.