The University Grants Commission (UGC) recently released the Standard Operating Procedures (SOPs) for the implementation of the National Credit Framework (NCrF), a significant development in the education sector. The NCrF guidelines will apply to institutions of Higher Education, Vocational Education, Training and Skilling (VETS), and School Education, aiming to create a dynamic and inclusive lifelong education system that empowers learners with relevant skills and knowledge for the 21st century.
The NCrF was approved by the Centre in April last year under the National Education Plan, with a High-Level Committee formed shortly after the approval. UGC Chairman M Jagadesh Kumar expressed his optimism about the framework, stating that it would enhance transparency and flexibility in education and contribute to providing skilled manpower to support India’s economic growth.
The NCrF SOPs are designed to provide a clear guide for the assignment, accumulation, storage, transfer, and redemption of credits across various educational sectors. This framework allows for the accumulation and transfer of credits, facilitating multiple entries and exits in the education and skilling system. It sets a total of 1200 notional learning hours per year across these sectors, with 40 credits awarded upon successful completion.
Credits in the NCrF system are assigned based on specific time commitments and types of learning activities, including practical skills such as sports, music, and performing arts. This shift from solely academic marks to credit allocation for practical skills enables students to earn degree or diploma certificates in these areas if they have accumulated enough credits.
According to the National Credit Transfer Framework (NCTF) guidelines, credits are awarded based on the duration of lectures, tutorials, practical work, fieldwork, or experiential learning activities. This system allows students to gain practical experiences and skills while enrolled in an educational institution.
The NCrF also provides multiple entry and exit points for students, allowing them to pause their studies and resume later if they have enough credit points. Lateral entry into academic programs is determined by factors such as student exits, student-teacher ratio, infrastructure adequacy, and teaching and learning elements.
While the NCrF SOPs have been welcomed as a positive step towards enhancing educational flexibility, some concerns have been raised about the potential complexities introduced by the credit-based system. Critics, such as Member of the Delhi University Academic Council Mithuraaj Dhusiya, have pointed out that the focus on credit points for skill-based activities may reduce the emphasis on core academic courses, potentially leading to a lack of depth in learning.
In conclusion, the release of the NCrF SOPs by the UGC marks a significant milestone in the evolution of the education system in India. While the framework aims to provide greater flexibility and transparency in education, it is essential for stakeholders to address concerns about potential complexities and ensure that the system effectively balances practical skills with academic rigor.