UGC Introduces New Degree Nomenclatures

 In a move aligned with global norms and the National Education Policy (NEP) 2020, the higher education regulator in India, the University Grants Commission (UGC), is set to introduce a fresh range of college degree names. These changes aim to enhance the flexibility and alignment of degree programs with contemporary educational requirements.

Section 22 of the UGC Act

Section 22 of the UGC Act has the provisions to empower the Universities Grants Commission to notify new degree nomenclatures. It is in line with this provision that the UGC is planning to introduce new names that align with the aspirations of the NEP 2020.

Introducing New Degree Names

Traditionally, Bachelor of Science (BSc) degrees have been associated with science subjects in India, while Bachelor of Arts (BA) degrees have encompassed arts, humanities, and social sciences. However, considering the restructuring proposed by the NEP 2020, a committee appointed by the University Grants Commission (UGC) has recommended the introduction of Bachelor of Science (BS) degrees for all four-year undergraduate honours programs, regardless of the discipline. This change emphasizes a more comprehensive understanding of the evolving academic landscape.

Flexibility Across Disciplines

The committee’s recommendations extend beyond undergraduate programs. They suggest that universities can adopt the Master of Science (MS) nomenclature for postgraduate programs, even in non-science disciplines like arts, humanities, management, and commerce. This move acknowledges the evolving nature of knowledge domains and highlights the importance of interdisciplinary collaboration in today’s world.

Harvard’s Example and Differentiating Degrees

Harvard University, known for its academic excellence, offers both BA and BS degrees in engineering sciences. The differentiation lies in the curriculum and requirements. A BA engineering student earns fewer credits and has more flexibility to explore other fields of interest, while a BS engineering student receives a more specialized and technically rigorous education. This approach recognizes the diverse aspirations and preferences of students, allowing them to tailor their education accordingly.

Four-Year Honours Degrees and Research

The committee’s recommendations also include the introduction of the ‘Hons’ designation for four-year undergraduate honours programs. For instance, degrees like BA (Hons), BCom (Hons), or BS (Hons) will signify the additional depth and research components incorporated into these programs. This step acknowledges the importance of research-oriented education and promotes a spirit of inquiry among students.

Scrapping the ‘MPhil’ Degree

Aligned with the NEP 2020’s directive, the committee recommends discontinuing the ‘MPhil’ degree. This move aims to streamline the educational landscape and reduce redundancies in academic programs, aligning them with global practices.

Flexibility in Program Completion

Acknowledging the varying pace of learning, the committee suggests that if a student has earned all the required credits for a program before its official duration, they should be eligible for the award of the respective qualification. This recognizes individual progress and encourages lifelong learning.

UGC issues notice for upgradation of candidates from JRF to SRF

 The UGC notice says that on completion of the first two years of the award, the fellow may apply to the department/university concerned for the upgradation of the Senior Research Fellowship (SRF). “For this, a three-member committee will be constituted with a supervisor, the head of the department and an external subject expert to evaluate the research work of the candidate,” the notice states.

The UGC notification adds that the minutes of the constitution of the committee and recommendations of the committee for upgradation may be sent to the UGC. Thereafter, the fellow will be upgraded and designated as SRF. The committee's recommendation may be submitted to UGC designated agency in the prescribed proforma.

The approval from UGC for upgradation is not mandatory, Higher Educational Institutions (HEIs) are, therefore, requested to ensure the inclusion of external experts in the committee constituted for the upgradation from Junior Research Fellowship (JRF) to SRF. Any proposal without complying with the above guidelines for upgradation from JRF to SRF will not be considered.

Source: educationtimes.com, 30/01/23

HEIs need to be proactive in sharing their resources for optimal utilisation

 UGC has released guidelines that advocate the optimal utilisation of resources and infrastructure by all higher educational institutes (HEIs). This practice will extend various benefits to undergraduate (UG), postgraduate (PG) students and research scholars. Educators say that the guidelines are in coordination with the NEP 2020 and formalise similar practices that are already being informally followed by various universities.

In a letter to the vice-chancellors (VCs) of various universities, the UGC has said that HEIs may allow their resources, like libraries, laboratories, and equipment to be shared/used during free time by students and researchers of other HEIs.

Need of the hour
It is not possible for all colleges to be multidisciplinary, which is where the practice of sharing resources will act as a boon, says Lingaraja Gandhi, VC, Bengaluru City University. “Our university may need to use UGC’s Information and Library Network (INFLIBNET) centre services, which are currently not available at the campus. In return, the institute can either take a pre-defined amount from us or request to use any of our resources, such as our sports infrastructure.”

With NEP advocating multiple changes in the education curriculum, sharing of faculty by HEIs should be the top priority, says Danish Moin, HoD (department of History), Maulana Azad National Urdu University (MANUU). “As has been the practice thus far, instead of inviting faculty members from other universities for a few lectures in their respective areas of specialisation, the UGC guidelines pave the way for HEIs to invite them to offer more in-depth knowledge to students,” he says.

However, universities need to communicate better with each other to make the best use of this opportunity, adds Gandhi. “Proper coordination is needed between both the universities so that the entire system works smoothly, and students can avail the maximum benefits in the form of a variety of skill enhancement and value-added courses that are made available to them,” he says.

Already in place
Gandhi adds, “Colleges under the ambit of any university already follow the practice of sharing resources with each other. The UGC guidelines emphasise upon extending this practice to other universities as well. The path ahead requires colleges to become proactive and requesting to share the resources they need to have better infrastructure.”

Vikas Gupta, registrar, University of Delhi (DU), says, “Since 2020, we have already signed multiple MoUs with universities in remote districts of Sikkim, Gangtok, and Ladakh among others. The aim is to improve the research and innovation infrastructure at these HEIs by handholding them and providing adequate support in the form of laboratories, books, journals and more.”

UGC Four-Year Undergraduate Programmes

 The “Curriculum and credit framework for four-year undergraduate programmes” was released recently by the University Grants Commission (UGC). This new framework is in line with the National Education Policy, 2020, which recommended four-year undergraduate degrees with multiple entry and exit options.

What are the key features of the framework?

• Students will receive a UG degree after completing 120 credits in three years. To receive UG honours degree, the students need to complete the programme in four years and receive 160 credits. Under the present system, it takes at least 3 years for the students to receive a UG honours degree.
• For students wanting to opt for research specialization at the undergraduate level, they have to secure 75 per cent marks or higher in the first 6 semesters. They can then choose a research stream in the fourth year. They will be eligible for UG degree with honours and research after they complete a research project or dissertation under the guidance of a faculty member and secured 160 credits, along with 12 credits in project/dissertation.
• While it is mandatory to complete at least four years of study for receiving a UG honours degree, there are multiple exit features that allow students to leave with a certificate after completing just one year. This feature requires students to secure 40 credits and one vocational course of four credits during the summer vacation of the first year. They can re-enter the programme within three years and complete it within the maximum period of 7 years.
• Students who choose to exit after completing the second year will be awarded UG diploma if they have 80 credits and completed one vocational course of 4 credits during the summer vacation of the second year. They too can re-enter and complete the degree programme.
• Students pursuing a three-year UG programme under the Choice Based Credit System (CBCS) will be eligible for a four-year UG programme. The universities can provide a bridge course to ease students’ transition to the new system.
• Students will be awarded a single major if they secure a minimum of 50 percent credits. For a double major, they are required to secure at least 40 percent credits.

Part-time degrees, no need to publish research: what new PhD regulations say

 

The UGC has notified new regulations on PhD degrees, introducing a set of sweeping changes in eligibility criteria, admission procedure and evaluation methods.

The University Grants Commission (UGC) has notified new regulations on PhD (Doctor of Philosophy) degrees, introducing a set of sweeping changes in eligibility criteria, admission procedure and evaluation methods governing doctoral programmes in college and universities.

The mandatory requirement of publishing research papers in refereed journals or presenting in conferences has been scrapped. Part-time PhDs have been launched for working professionals, and there is a relaxation of 5 per cent marks in eligibility for admissions even for the new EWS category.

How will the changes impact doctoral aspirants?

First and foremost, the eligibility criteria for admissions have been changed. Anyone with a four-year/eight-semester Bachelor’s programme degree with a minimum 75 per cent marks in aggregate or its equivalent grade will be eligible for a PhD.

Those joining PhD programmes after a four-year UG programme can do so after a one-year Master’s degree. Graduates with conventional three-year UG degrees need to have completed two-year Master’s degrees.

So far, a Master’s degree with at least 55 per cent marks in aggregate was mandatory for doctoral aspirants. Many universities also insisted on using M.Phil as the gateway. Those who had completed their M.Phil dissertation and were awaiting viva voce could also be admitted to PhD programmes.

The new Rules discontinue the M.Phil programme altogether. However, that will have no bearing on those holding or pursuing M.Phil degrees currently. Apart from reserved category applicants, those falling under the EWS bracket will also be granted five per cent relaxations.

Will there be changes in the procedure for admissions?

There are no major changes in the procedure for admissions. As was the norm so far, universities and colleges will be free to admit students through the NET/JRF qualification route as well as entrance exams at the level of the institutions. The entrance syllabus shall consist of 50 per cent of research methodology, and 50 per cent shall be subject-specific, the Regulations say.

The UGC has for now dropped its plan to stipulate that of the annual intake of PhD candidates in every institution, 60 per cent would have to be reserved for NET/JRF-qualified individuals.

Where the selection is done by entrance tests conducted by individual universities, a weightage of 70 per cent will be given to performance in the written test, and 30 per cent to the interview.

Based on the feedback from stakeholders, the proposed common entrance test for PhDs has been left out of the new Regulations.

Do the new Regulations change the way research supervisors function?

Eligible professors, associate professors, and assistant professors can continue to guide up to eight, six, and four PhD candidates respectively at any given time, as earlier.

However, earlier, professors, associate professors, and assistant professors could also guide three, two, and one M.Phil scholars respectively over and above their PhD candidates. The MPhil programme has been scrapped under the new National Education Policy, 2020.

The new Rules also bar faculty members with less than three years of service left before superannuation from taking new research scholars under their supervision.

Each supervisor can also guide up to two international research scholars on a supernumerary basis over and above the permitted number of domestic PhD scholars. Universities and colleges have been allowed to frame their own rules governing admissions of international PhD students.

How does the UGC plan to improve the quality of doctoral education and research?

It has introduced a new requirement for PhD scholars, irrespective of discipline, to train in teaching / education/ pedagogy/ writing related to their chosen subject during their doctoral period. They may also be assigned four to six hours per week of teaching/ research assistantship for conducting tutorial or laboratory work and evaluations.

Earlier, to ensure the quality of their output, research scholars had to appear before a Research Advisory Committee once in six months and present the progress of their work for evaluation and further guidance. They will now have to do this every semester.

The new Regulations retain the clause that mandates institutions to develop a mechanism using “well-developed software applications to detect plagiarism in research work”.

Why has the requirement to publish research papers in peer-reviewed journals before the submission of a PhD thesis been scrapped?

The UGC has been grappling with this issue for quite some time, particularly with the proliferation of so-called “predatory journals”, where many doctoral scholars were found publishing their research in return for a fee. In 2019, a UGC panel had recommended that publication of research material in such journals or presentations in conferences organised by their publishers should not be considered for academic credit in any form.

In draft regulations floated in March this year, the UGC had proposed universities be allowed to draw up their own guidelines in this area and sought public feedback on replacing the term “must” with “desirable”. But in the final regulations, that requirement has been dispensed with altogether.

Prof M Jagadesh Kumar, who is the UGC chairperson, said by removing the mandatory clause, the commission is trying to ease some pressure of scholars so that they can focus more on high-quality research. “That will automatically lead to their research finding space in top journals,” he said.

In a study involving one central university and an IIT between 2017 and 2019, the UGC found that in the case of the university, as much as 75 per cent of the submissions were in journals which are not Scopus-indexed. The IIT, where such submissions are not mandatory, saw 79 per cent scholars making it to Scopus-indexed journals. That also appears to have guided the UGC’s decision.

What is the provision for part-time PhDs?

This is a new category introduced by the regulations. Although an existing feature in the IITs, for most universities and colleges, this will be new.

The eligibility conditions are the same for both full-time and part-time candidates. Their PhD work will be assessed in the same way as is done for the full-time PhD students.

However, in addition to meeting the regular criteria, the part-time PhD candidates will also have to produce a No-Objection Certificate or NOC from their employer. Apart from stating that the prospective part-time PhD candidate employee is permitted to pursue studies on a part-time basis, the NOC will have to spell out that they will be given sufficient time for research work. The workplace will require facilities in the employee’s field of research as a doctoral scholar.

Over the years, annual enrolment figures in PhD have risen, but it still accounts for a very small share of the higher education pie. Between 2015-16 and 2019-20, the enrolment at PhD level increased from 1,26,451 to 2,02,550 (0.5 per cent of the total enrolment in higher education), according to the latest available All India Survey on Higher Education (AISHE) report 2019-20. Also, most PhDs in India are in the field of engineering and technology, followed by natural sciences.

Source: Indian Express, 9/11/22

Not mandatory to publish in journals before final PhD thesis: UGC

 

According to the latest available report of the All India Survey on Higher Education (AISHE), the enrolment at PhD level increased from 1,26,451 to 2,02,550 (0.5 per cent of total enrolment in higher education) between 2015-16 and 2019-20.

IN NEW regulations for doctoral programmes notified Monday, the University Grants Commission (UGC) has scrapped the mandatory requirement of getting research papers published in peer-reviewed journals before the final submission of a PhD (Doctor of Philosophy) thesis.

So far, it was mandatory for M.Phil (Master of Philosophy) scholars to present at least one research paper in a conference or seminar while PhD scholars had to publish at least one research paper in a refereed journal and make two paper presentations in conferences or seminars before the submission of their thesis for adjudication.

When contacted, Prof M Jagadesh Kumar, Chairperson, UGC, said by scrapping the mandatory publication requirement, the higher education regulator has recognised that the “one-size-fits-all” approach is not desirable. Elaborating on the need to shun a common approach towards assessing all disciplines, he pointed out that many doctoral scholars in computer science prefer presenting their papers at conferences rather than publishing in journals.

But it does not mean Ph.D scholars should stop publication of research papers in peer-reviewed journals, he said. “Focussing on high-quality research will lead to publications in good journals, even if it is not mandatory. It will add value when they apply for employment or post-doctoral opportunities,” he told The Indian Express.

According to the latest available report of the All India Survey on Higher Education (AISHE), the enrolment at PhD level increased from 1,26,451 to 2,02,550 (0.5 per cent of total enrolment in higher education) between 2015-16 and 2019-20.

In 2018, The Indian Express had published a series of investigative reports on how India has emerged as one of the biggest markets for sub-standard research journals with many doctoral candidates getting their papers published for a fee.

Following that, a four-member UGC committee chaired by P Balram, former Director of the Indian Institute of Science in Bengaluru, had recommended that publication of research material in “predatory” journals or presentations in conferences organised by their publishers should not be considered for academic credit in any form.

In draft regulations floated in March this year, the UGC had proposed universities be allowed to draw up their own guidelines in this area. It also sought public feedback on replacing the term mandatory with “desirable”, but that clause has now been removed altogether under the final UGC (Minimum Standards and Procedures for Award of PhD Degree) Regulations, 2022, notified on Monday.

The commission has also dropped its plan to make universities and colleges reserve at least 60 per cent of their annual intake of doctoral candidates for NET or JRF qualified students, according to the revised PhD regulations. In the draft regulations floated in March, the UGC had proposed that 60 per cent of the total vacant seats in an academic year in a higher education institution be drawn from NET/JRF qualified students.

The draft regulations had also envisaged a common entrance test for PhD admissions. This also does not find mention in the final version of the guidelines, which means that universities and colleges will remain free to admit students through NET/JRF as well as entrance exams without having to adhere to any cap for either of the two categories in line with the prevailing norms.

In cases where selection of candidates are through entrances conducted by the individual universities, a weightage of 70 per cent will be given to performance in the written test and 30 per cent to interview.

The final regulations, however, retain the provision of part-time PhDs that is primarily targeted at working professionals aspiring to obtain doctoral degrees. IITs already allow such programmes. “The Higher Educational Institution concerned shall obtain a No Objection Certificate through the candidate for a part-time PhD programme from the appropriate authority in the organisation where the candidate is employed…,” state the regulations.

Under the revised regulations, those joining PhD programmes after a four year UG programme can do so after a one-year master’s degree, while graduates of conventional three-year UG degrees need to have completed two year master’s degrees.

Candidates who have completed the M.Phil programmes with at least 55 per cent marks in aggregate also figure in the eligibility criteria. While the M.Phil programme will be phased out with the notification of the new rules, it will not have any bearing on M.Phil degree programmes which have already commenced.

To ensure quality of their output, earlier, research scholars had to appear before a Research Advisory Committee once in six months and present progress of their work for evaluation and further guidance. They will have to do so each semester now.

“I urge the universities to ensure that the PhD evaluation process is strengthened and research scholars are trained to publish in peer-reviewed journals, present at conferences, and apply for patents where feasible,” Prof Jagadesh Kumar said.

Written by Sourav Roy Barman

Source: Indian Express, 9/11/22

Teachers' Day 2022: UGC To Launch New Research Grants & Fellowship Schemes

 The University Grants Commission is set to launch three new research grants and two fellowship schemes today on the occasion of Teachers Day 2022. The event will begin at 3 pm today and it will be telecasted live on the official Twitter and YouTube channels of UGC. According to the official information, there are 100 available slots for this fellowship, and selected candidates will get Rs 50,000 per month and Rs 50,000 per year as a contingency. 

UGC fellowship schemes: Know Eligibility Criteria

Only candidates under the age of 67 are eligible for the aforementioned scheme. Also, candidates must have successfully supervised the Ph.D. dissertations of ten full-time candidates, three of whom graduated during the previous ten years. The candidate must have prior experience handling the post of principal investigator on at least three sponsored research projects financed by national or international agencies. In addition, candidates should not carry any administrative responsibilities throughout the fellowship, which begins on the day of superannuation.

Here's the list of UGC fellowship and research grant programmes

• Savitribai Jyotirao Phule Fellowship for a Single Girl Child 
• Dr. Radhakrishnan UGC Post-Doctoral Fellowship 
• Fellowship for Superannuated Faculty Members 
• Research Grant for In-Service Faculty Members 
• Dr. DS Kothari Research Grant for Newly Recruited Faculty Members

About UGC fellowship schemes

Savitribai Jyotirao Phule Fellowship for a Single Girl Child

• The aim of this fellowship is to provide the right education to single girl children and encourage them to pursue research work leading to the award of a Ph.D. degree. There is no fixed age limit on this fellowship. This fellowship has a total tenure of five years.

Dr. Radhakrishnan UGC Post-Doctoral Fellowship

• This fellowship will provide opportunities to as many as 900 candidates to carry out advanced studies and research in sciences, engineering and technology, humanities, and social sciences, including languages, in Indian universities and institutions. Notably, 30% of seats are reserved for female candidates. Selected candidates will be given Rs 50,000 per month as part of the fellowship and Rs 50,000 per annum as a contingency.

Fellowship for Superannuated Faculty Members

• This fellowship will provide research opportunities to retired teachers. A total of 100 slots are available within this fellowship, and the selected candidates will be given Rs 50,000 per month as part of the fellowship, with Rs 50,000 per annum as a contingency.

Research Grant for In-Service Faculty Members

• This fellowship will provide research opportunities to regularly appointed faculty members. A total of 200 candidates will receive Rs 10 lakh for a two-year period.

Dr DS Kothari Research Grant for Newly Recruited Faculty Members 

• This fellowship seeks to offer research opportunities to regularly appointed faculty members. As per the official information, the quantum of support under the scheme is Rs 10 lakh, which will be provided to 132 selected candidates for a tenure of two years.

Source: Republicworld.com, 5/09/22

NEP 2020: Absorb ancient Indian knowledge, but view it critically

 The University Grants Commission (UGC), the apex regulator of universities in India, just concluded the Akhil Bharatiya Shiksha Sangam, a three-day education summit, in Varanasi. The summit, held from July 7-9 and inaugurated by none less than Prime Minister Narendra Modi, brought together over 300 heads of higher education institutions to deliberate on strategies, success stories, and best practices in implementing the National Education Policy (NEP) 2020.

Nine themes were taken up for discussion, ranging from ‘Holistic and Multidisciplinary Education’ and ‘Quality, Ranking, and Accreditation’ to ‘Research, Innovation, and Entrepreneurship’. Experts and educators deliberated on these themes for three days.

So, what is the likelihood of progress in India’s higher education after this summit?

If we can focus on one of the themes taken up for the discussion, it may help us get a glimpse of what UGC plans to do vis-à-vis what could be of value to us.

Let’s take Theme 7, ‘Promotion of Indian Languages and Knowledge Systems’, and subject it to a bit of scrutiny.

Focus on Indian Knowledge System

The summit wants the ‘discontinuity’ in the Indian Knowledge Systems (IKS) to be bridged by integrating it with curricula at all levels across humanities, sciences, arts, crafts, and sports. Every UG and PG programme will have a mandatory IKS component.  The UGC has constituted an experts’ panel to set the guidelines for teacher training and ‘orientation’ in IKS. The focus seems to be on finding out sets of knowledge claims in ancient texts, accepting them across domains, and then integrating them with current curricula in universities.

While anyone would agree that there could be valuable lessons to be drawn from IKS, there is one critical part that is missing in UGC’s action plan: encouraging critical examination of material from IKS and accepting only those that get sifted through the filters of reasoning and evidence.

Ayurveda as example

It might help to further narrow our focus and consider a single branch of IKS in some detail to understand its usefulness in the contemporary context. Take Ayurveda, for example. The way it is being practised in clinics and taught in Ayurveda medical colleges is that the wisdom of the ancient texts cannot be questioned.

However, according to a paper titled ‘Bridging Ayurveda with evidence-based scientific approaches in medicine’ by former UGC vice-chairman Bhushan Patwardhan, “Ayurveda lags far behind in scientific evidence in quantity and quality of randomized controlled clinical trials (RCTs) and systematic reviews. For instance, out of 7,864 systematic reviews in the Cochrane Library, Ayurveda has just one, while homeopathy and TCM (traditional Chinese medicine) have 5 and 14, respectively. Substantial grants have been allocated to ambitious national projects involving reputed laboratories. However, the design, methodology, and quality of clinical trial on Ayurvedic medicines seem to lack the expected rigour.”

(Cochrane Library is a collection of six databases that contain different types of high-quality, independent evidence to inform healthcare decision-making. Cochrane Reviews are globally accepted as the highest standard in evidence-based healthcare.)

So, how do we go about injecting rigour into this traditional system and align it with modern medical practice, using a scientific approach?

For that, we need to get a glimpse of what Ayurveda was like in the days of Caraka (pronounced Charaka), a master physician and principal contributor, along with Susruta and Vagbhata. The treatise, Caraka Samhita, attributed to him, forms the bedrock of today’s Ayurvedic practice.

Herein lies a stark contrast. Dr MS Valiathan, a renowned cardiac surgeon and author of the book The Legacy of Caraka, says: “Caraka described the practice of medicine in his time (1st Century CE) in North-West India, which was reason-based in contrast to the faith-based practice during Atharva Veda (1500 BCE). He even gave yukti (reason) an independent status as a pramana (proof) in acquiring knowledge. In Caraka’s time, mantras and rituals had largely disappeared from medical practice.”

However, over centuries, reason has been replaced with blind faith in the system. In a sense, we seem to have come to a full circle – from faith to reason and then back to faith.

Look with a critical eye

In a kind of double whammy, this comes at a time when reason, which made major advances possible two millennia ago, is perhaps no longer enough. We need evidence-based medical practice, which Ayurveda seems to fall behind significantly compared to Western medicine. Nudging it back to a reason-based medical system would involve examining concepts in ancient texts, including Caraka Samhita, with a critical eye. Obsolete concepts may have to be discarded. Some concepts may need to be modified – marginally or significantly – and amalgamated with modern medical practices. All possibilities exist.

But the bottom-line is scanning texts like Caraka Samhita with a fine toothcomb using critical thinking combined with what we now know about human anatomy and physiology, in contrast to what Caraka knew. In short, reviving the spirit of Caraka without uncritically accepting the principles in Caraka Samhita and other ancient texts.

THE WAY WE HAVE ASSIMILATED THE MONUMENTAL WORK ASHTADHYAYI, THE WORLD’S EARLIEST KNOWN TOME ON LINGUISTICS, BY GRAMMARIAN PANINI, IS A POINTER TO HOW WE SHOULD TREAT IKS TEXTS.

There is at least one ancient IKS that has the potential to show the way. The way we have assimilated the monumental work Ashtadhyayi, the world’s earliest known tome on linguistics, by grammarian Panini, who is said to have lived between the 6th and 4th century BCE, is a pointer to how we should treat IKS texts. No one questions the contribution of Panini to linguistics. He is widely labeled as the father of linguistics. But the discipline itself has progressed beyond Panini. Can what happened in linguistics happen in other IKS domains too?

The issue of language

The second part of Theme 7 deals with the ‘Promotion of Indian Languages’. UGC lists initiatives such as the All-India Council for Technical Education (AICTE), the apex body that controls technical education in India, approving 20 institutes in nine states to conduct engineering and technology courses in regional languages. AICTE is undertaking technical book writing and translation into 12 Indian languages.

Now, this does not amount to pushing the frontiers of knowledge in technology. This seems to be a recipe for converting AICTE, or at least one of its wings, into a translation bureau.

In which language should higher education be is more a function of the availability of resources and opportunities – for both jobs and research – in that language. A century ago, German was the language of physics. The most famous physicist of the last century, Albert Einstein, wrote his papers on relativity in German.

However, as the US gained prowess to become the most important force in science, as well as the preferred destination for top scientists, German lost out to English. Now, German universities, in their attempt to attract overseas students, advertise saying that the courses in their institutions are taught in English.

Closer home, in September 2019, the government of Andhra Pradesh announced that English would be the medium of instruction in all government schools. Of course, Telugu would be still taught as a subject, but that’s about it. Expect this to become a trend in other states too. In short, a realistic option for higher education institutions is to focus on improving the quality of content delivered rather than re-create content in an Indian language.

However, in universities, even if the odds are overwhelmingly stacked against regional languages in favour of English, there could be a few realistic options for promoting Indian languages – such as initiating online courses that address students bi-lingually, allowing students to write exams in a mix of English and regional languages. But that is about it.

We have examined just one theme in some detail. What seems true of  ‘Promotion of Indian Languages and Knowledge Systems’ could be true of the other eight themes taken up at Akhil Bharatiya Shiksha Sangam as well.

Overall, UGC has a task cut out. Begin prioritising and implementing proposals with tight deadlines, and tell the world about the progress and what the outcomes are (for the students), before moving on to the next summit and more proposals.

(Sriram Naganathan is a core team member of ThinQ (www.thinq.education). He can be reached at srihamsa@gmail.com)

Source: The Federal, 15/07/22

UGC may allow part-time PhD for working professionals

 The University Grants Commission (UGC) is exploring the possibility of allowing part-time PhD programmes for working professionals in tune with the system followed by the IITs.

UGC vice-chairman M Jagadesh Kumar said Monday that part-time PhD programmes are also offered by prestigious universities across the world.

“In part-time PhD programmes, a University faculty member supervises a PhD student, who works on his or her subject in consultation with the supervisor, but largely independently. Such part-time PhD programmes are available in some of the best universities across the globe. Why not in our Indian universities?” Prof Kumar said. The UGC had in March notified the draft UGC (Minimum Standards and Procedure for Award of Ph.D. Degree) Regulations, 2022. The provision on part-time PhD programmes are likely to find a place in the regulations which are being finalised. Prof Kumar, an alumnus of IIT Madras who was a faculty in the department of Electrical Engineering in IIT Delhi, said part-time PhD is very common in IIT system.

“Such students have to complete the course work requirements during their first or second semester by starting on campus or if they are living in the same city where the University is located, they can attend the lectures and go back to their work without being a resident on the campus. Such part-time PhD prThe eligibility conditions are likely to be the same for both full-time and part-time candidates, he said. However, part-time PhD aspirants will be have to produce an NOC from their organisations in order to be get enrolled for the doctoral programme.

The eligibility conditions are likely to be the same for both full-time and part-time candidates, he said. However, part-time PhD aspirants will be have to produce an NOC from their organisations in order to be get enrolled for the doctoral programme.

The NOC will have to specify that “facilities in the employee’s field of research are available at the place of work and and the employee will be relieved from duty, if required, to complete course work. “

Source: Indian Express, 5/07/22

UGC directive to teach courses based on student demand misunderstands academic worth, university autonomy

 

That is not to say that departments must not align courses to “the marketplace of ideas”. But that presupposes a degree of autonomy — the freedom to design courses, and draw up syllabi — that few public universities in India enjoy.

The University Grants Commission (UGC)’s letter to central universities, asking them to teach courses based on student demand, is based on questionable academic logic. How many students queue up for a course often reflects how much it boosts the chances of their employment. While important, for a university, that must not be the only metric in determining the span of its academic ambition. The work of producing knowledge, training students in critical thinking and pushing ideas towards new frontiers — the reasons why societies invest in universities — cannot rest on a narrow, instrumentalist approach. That is to say, a university must make space for arcane philosophy as much as economics, even if there are few takers for the former. Seen in this light, the UGC’s insistence that courses be taught or stopped based on the number of enrolled students seems rather short-sighted. The Delhi University Democratic Teachers’ Front has said that it fears that “rationalising” courses in this manner would have grim consequences for social science and language departments, as well as job losses for those who teach in them.

That is not to say that departments must not align courses to “the marketplace of ideas”. But that presupposes a degree of autonomy — the freedom to design courses, and draw up syllabi — that few public universities in India enjoy. Universities also need resources as much as autonomy. The National Education Policy 2020’s ambitions for education and call for greater autonomy to higher educational institutions is undercut by several factors, from the slashing of funds to the challenges of inequality. The NEP’s emphasis on inter-disciplinary learning cannot also be served by shrinking the platter of courses on offer. The lack of autonomy is also reflected in the shrinking space for free thought in universities. The growing state hostility to debates and dissent shows up in the desire of governments to vet the subject of webinars or to sanitise classrooms of all contentious ideas in the name of nationalism.

True, one of the biggest challenges of the higher education system is its inability to produce employable graduates in sufficiently large numbers. While universities and colleges must do more on this front, the decision of how to maximise their resources, how to hit the sweet spot between academic ambition and market pragmatism, must be left to the teaching community. Each university will find the answer to that question on its own terms. The UGC must not impose top-down criteria that further shrink the space for experimentation and innovation in higher education.

Source: Indian Express, 6/01/22

UGC extends thesis submission deadline for MPhil, PhD scholars till June 2022

 

The submission deadline has been extended till June 30 next year, according to officials.

The University Grants Commission (UGC) has granted an extension to MPhil and PhD scholars for submission of thesis. The submission deadline has been extended till June 30 next year, according to officials.

“Keeping in view the larger interest of the research scholars, a further extension of six months beyond December 31 till June 30, 2022, for submission of the thesis by MPhil and PhD students may be granted by the universities. It is also notified that the extension for submission of thesis till June, shall be applicable to all such students whose due date of submission of the thesis is on or before June 30,” UGC Secretary Rajnish Jain said in an official notice. 

“Extension of six months, as mentioned above, may also be granted for submitting evidence of publication and presentation in two conferences. However, tenure of fellowship will remain up to five years only,” he added.

Earlier, the commission had extended the submission deadline till December 2021, but now the research scholars have another six months to submit their thesis. “It is also notified that the extension for submission of MPhil/PhD thesis till June 2022 shall be applicable to all such students whose due date of submission of the thesis is on or before June 30, 2022,” it has added.

Source: Indian Express, 3/12/21

UGC asks varsities to encourage students to take ‘cow science’ exam

 The University Grants Commission (UGC) has asked all universities to “encourage” students to enrol for the Kamdhenu Gau-Vigyan Exam slated to be held later this month.

In a letter to the vice-chancellors of all universities, UGC Secretary Prof Rajnish Jain said, “I write this to request you, to give wide publicity to this initiative and encourage students to enroll/register themselves for this examination.”

He also asked universities to inform colleges affiliated to them about the exam.

The letter comes days ahead of the exam, scheduled to be held online on February 25. The nationwide exam is being conducted by Rashtriya Kamdhenu Aayog, an agency established for protection of cows under the Department of Animal Husbandry and Dairying. It will be conducted in four categories – primary level (up to Class 8), secondary level (Class 9 to 12), college level (after Class 12) and for general public.

Apart from English and Hindi, the exam will be conducted in 10 regional languages — Gujarati, Sanskrit, Punjabi, Marathi, Kannada, Malayalam, Tamil, Bengali, Telugu and Odia.

Earlier, the Aayog had uploaded a 54-page “reference material” for those who want to appear in the exam. The material described cow dung as “antiseptic”, “tooth polish” and having “anti-radioactive” properties.

The document, which went viral soon after it was uploaded, is no longer available on the Aayog’s website.

On January 5, the Aayog had announced its plan to conduct a nationwide online examination on cow science to “infuse curiosity” among people about the importance of cows, and to “sensitise and educate” them.

In a statement, the Union Ministry of Fisheries, Animal Husbandry and Dairying had said, “Certificates will be given to all. Successful meritorious candidates will be given prizes and certificates…”

Source: Indian Express, 18/02/21

UGC releases guidelines for phased reopening of higher education institutions

 

The number of students attending classes on campus, at a given time, should not be more than half the total student strength, the guidelines state

Higher institutions and schools across the country are closed since March 16, on the orders of the union government, to break the chains of COVID19 transmission. Last month, the Ministry of Home Affairs allowed state governments to decide on phased reopening after October 15. The Punjab government, for instance, has announced the reopening of universities and colleges after Diwali, from November 16.The University Grants Commission (UGC) on Thursday released guidelines advising higher education institutions, outside containment zones, to reopen in phases, starting first with research, masters and final-year undergraduate students. However, the number of students attending classes on campus, at a given time, should not be more than half the total student strength, the guidelines state.

Aside from standard precautions of regular disinfection of premises and screening of teachers and students on campus, the higher education regulator has also suggested institutions extend teaching hours and follow a six-day schedule to accommodate students in batches and ensure social distancing. Wearing a mask is mandatory for all teachers and staff on campus. Attendance for students will be voluntary. Universities have been asked to continue online classes for students who wish to study remotely.Residential campuses will be allowed to operate hostels “where it is necessary”, but sharing of rooms has been forbidden. “Symptomatic students should not be permitted to stay in the hostels under any circumstances,” the guidelines state.
“Isolation facilities for symptomatic persons and quarantine facilities for those who were in contact with the positively tested persons should be there on campus or a tie-up may be made in advance with some Government hospital or approved premises or as advised by the local authorities so that, in case of necessity, prompt action may be taken. Proper arrangement of safety, health, food, water etc. should be ensured for those in quarantine and isolation facilities,” the guidelines also state.

Source: Indian Express, 6/11/20

A Flaw in the NIRF Rankings – and a Fix

The Ministry of Human Resource Development released the fifth edition of the National Institutional Ranking Framework on June 11. Since 2017, when the first edition was introduced, engineering institutions have dominated the list. This year, seven of the top 10 places are occupied by the IITs. And in all five instalments, IIT Madras has never been dislodged from the top spot in the engineering rankings. Strangely, the other international ranking exercises, the Shanghai ARWU, the Times Higher Education and the Quacquarelli Symonds rankings, have rarely given IIT-M the topIIT Kharagpur and IIT Delhi now rank ahead of IIT Madras. Note the presence of Jadavpur University ahead of IIT Kanpur, and the presence of Vellore Institute of Technology ahead of IIT (Indian School of Mines) Dhanbad and IIT Guwahati. This is because the multiplied-score procedure recognises the fact that Jadavpur University and Vellore Institute of Technology leverage lower teaching and learning resources to produce relatively higher outcomes (research and graduation) than many privileged IITs. The NIRF score in its current form is unable to make this distinction. 

However, the ranking’s methods have a serious flaw (apart from the other well-known flaws that visit all ranking exercises). It builds a single score from five categories: teaching, learning and resources (TLR), research and professional practices (RPP), graduation outcomes (GO), outreach and inclusivity, and perception. These five broad heads are built up from various sub-heads, and a complex weighting and addition scheme is used to obtain the overall rating score, which can take a maximum value of 100. The institutions are finally rank-ordered based on these scores.If a ranking is really required, we can obtain a score obtained by multiplying the quality score and the output score. 

The flaw is that in a university system, TLR is technically ‘input’ and RPP and GO are ‘output’, and the NIRF adds the input and output scores to obtain the final score. This violates the basic principle of performance analyses: that performance is based on the input score and that quality is based on the ratio of output to the input. (Note that outreach and inclusivity and perception relate neither to academic nor research excellence but these are added as well.)

What happens when the NIRF scores are recomputed without adding the input and output? Let’s use an alternative two-dimensional paradigm, where the input is the ‘teaching, learning and resources’ (TLR) score, and the output is the sum of the ‘research and professional practices’ (RPP) and the ‘graduation outcomes’ (GO) scores. First, I normalise the values using the totals for RPP, GO and TLR for the top 100 engineering institutions in the NIRF 2020 list, then calculate the performance and quality scores.

Gangan Prathap is an aeronautical engineer and former scientist at the National Aeronautical Laboratory, Bangalore and former VC of Cochin University of Science and Technology. He is currently a professor at the A.P.J. Abdul Kalam Technological University, Thiruvananthapuram.

Source: The Wire: 14/06/2020