Making 'Sem' Blance

It is ironic that we thrash the education system for not keeping up to global standards, and yet when it aims to bring in a scheme that is inspired from the developed world, we waste no time in opposing it or to run to the courts to stay that decision. So is the case with the semester and credit-based system that universities across the country want to establish. The decision to introduce the semester system and choice-based credit system in all central, state and deemed universities came in early 2008 from the University Grants Commission under the Eleventh Five-Year Plan. It basically involved breaking down the curriculum into measurable units that can be combined later to get a degree or a diploma. A ‘credit’ would be a value used to measure a student’s workload in terms of learning time.
Though it was introduced at many universities, the step did not come without its share of problems. After being introduced across 13 undergraduate science programmes, with great difficulty, the semester system was back to haunt Delhi University. It had to postpone the implementation of the system to the second phase of 2011-12 session due to opposition from the teachers, even though the curriculum was ready. For many other universities, getting the syllabus ready on time was a problem. Sources say that revision of the syllabus to cater to the semester system was proving to be cumbersome for many teachers who were still very rooted in the old system and who don’t see the point in changing anything.
However, not all news is bad news. From June 2011, Mumbai University has gone global. This move, academicians feel, will facilitate easy mobility of students, and will also make the curriculum flexible. A credit-based structure demands more accountability and rigorous training. It also standardises the exam system, say experts.

On the upside

• It is a very proactive system as it engages both the faculty and the students throughout the year.
• It reduces the end-semester examination burden, since there is continuous and comprehensive evaluation.
• Since the year is broken down, it is much less overwhelming for students.
• Continuous assessments reduce cramming burden.
• Learners will find themselves better equipped with desired abilities.

On the flipside

• Many feel that since colleges will have autonomy in setting exams, there will be no external governance.
• Teachers will be burdened further to conduct exams twice a year (once every semester) as compared to once a year.
• Many long-term experiments that are carried out in the annual system, would have to be dropped from the new system.
• Even before implementation, teachers feel that in the semester system, project work and its evaluation will be done only for namesake.
• Teachers sometimes can take advantage of teaching much less than that in annual mode and the assessment load is also reduced.

Volume 1 Issue 3