|
|||||||
| Choice Based Credit System (CBCS) in the Higher Education in India at A Glance | |||||||
| Paper Id :
17366 Submission Date :
04/03/2023 Acceptance Date :
21/03/2023 Publication Date :
25/03/2023
This is an open-access research paper/article distributed under the terms of the Creative Commons Attribution 4.0 International, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. For verification of this paper, please visit on
http://www.socialresearchfoundation.com/innovation.php#8
|
|||||||
| |||||||
| Abstract | There are so many examination reforms implemented recently in India and other nations of the world. Among them the choice based credit system (CBCS) is one of them. The CBCS is a cafeteria approach, an examination reform in higher education with reference to semester, credit system, credit transfer, grade point, letter grade and comprehensive continuous assessment. CBCS is a multi-disciplinary approach based on student centric learning and credit accumulated achievement. Therefore it’s no doubt an examination and evaluation reform to ensure excellence and quality in higher education. CBCS is a cafeteria approach of choice based and interdisciplinary learning towards academic autonomy, output and excellence with reference to higher education. We need a comprehensive, broad-based, multi-dimensional and quality education in 21st century. The system of education is continuously changing for greater mobility, quality, autonomy, flexibility, excellence and productivity. CBCS has different basic elements such as semester, credit system, credit transfer, comprehensive and continuous assessment. CBCS is a land mark in evaluation reform in higher education. | ||||||
|---|---|---|---|---|---|---|---|
| Keywords | Higher Education, Credit, Grading, Examination Reform. | ||||||
| Introduction |
Past is the foundation, present is the material and future is the goal. Education is the spinal cord of the society. Education is the lifeline of our culture, civilization and nation. Education is a process of human enlightment and empowerment for the achievement of a better and higher quality of life. There must be a drastic change in the education scenario of 21st century. Education is the most important input for the development of an individual, society and nation. The 21st century has been widely acclaimed as the “Knowledge Era”. Education plays very important role in the progress, prosperity and peace of a nation as well as civilization. So education is the best weapon for social transformation, economic growth and as well as mobility multiplier for resource development. Quality higher education is a challenge for our country as far as global competitiveness is concerned. UGC, the apex body of higher education is bringing academic reform in order to ensure access, equity and quality in higher education. Higher education is the backbone of our country which is necessary in the era of globalization. There should be a strong will and determination power among the bureaucrats, administrators, planners and educationist for evolving suitable and feasible strategies with an access to the meritorious students to bring excellence in higher education.
Choice based credit system (CBCS) is the solution for the transformation of an education system from the traditional teacher oriented education to a student centered education. Academic commissions and committees such as UGC and NAAC recommend CBCS for higher education. Choice based credit system (CBCS) is a system where the students choose their curriculum from the core and elective subject areas. They are given grade point according to their performance based on study hours. Under the CBCS students pursue three types of course-compulsory foundation courses (Relating directly to the subject of study), Elective course (Allowing for inter disciplinary studies), and core subject, where it is compulsory to pursue core subject and choose electives from a pool of subjects. It is flexible system for overall development of the students as far as quality up gradation of higher education is concerned. |
||||||
| Aim of study | To create innovative knowledge concept in a constructive manner with reference to CBCS, its concept, objectives, advantages and disadvantages. | ||||||
| Review of Literature | Several latest reviews in national and
international journal (Indian Reviews and Abroad). |
||||||
| Main Text | Historical Background of
CBCS National
Knowledge Commission (2009) and 11th five year plan (2007-2012)
recommended the concept of CBCS and also draw the attention of UGC for its
implementation. Thus UGC received the landmark suggestion on behalf of NKC and
11th five year plan for CBCS keeping the objectives of reform in
examination system. That’s why directly or indirectly it ensures quality
education through structural and functional changes in examination as well as
evaluation based on CBCS according to outcome based learning achievement of the
learner with reference to learning outcome based curriculum framework. CBCS is
an academic reform introduced by UGC in the higher education sector. It is
found that several plethora of recommendation and guidelines of various
committees, commission, were controversial. NKC chaired by Sam Pitroda, no
doubt a landmark milestone with reference to freedom of choice, minimum credit
to obtain a degree and also chosen discipline. It gives importance to freedom
of choice of course selection and to earn credit from other discipline. NKC
proposed course credit system and minimum requisite credit for different
courses irrespective of discipline. Concept of CBCS The
choice based credit system is an important examination reform measures taken by
UGC in higher education. The system of examination and assessment brought
equality and parity in credit based semester system. Evaluation is a continuous
and comprehensive process in CBCS, which allows students to develop greater
skills and proficiency. Therefore CBCS focus on continuous assessment of
student’s performance. There are several dimensions and basic features of CBCS
with reference to preamble and UGC constitutional guidelines on adaptation and
implementation of credit based semester system. The CBCS provides for inbuilt flexibilities
in which the students have a choice of pursuing courses of their choice in the
form of electives. The UGC has defined and explained keywords in the context of
CBCS. An academic year, course, credit, credit point, grade point, letter
grade, Semester Grade Point Average (SGPA) and Cumulative Grade Point Average
(CGPA) etc. are various keywords elaborated properly. There are several
dimensions of CBCS such as academic time, course structure, evaluation and
assessment, grading, equivalency, certification, effectiveness, institutional
reform etc. The grading system under CBCS is scientific, objective and student
friendly. There are too many choices under CBCS while selecting the courses.
The CBCS enables the students to choose subjects according to their academic
interest. Student’s achievement in CBCS is more qualitative than quantitative.
The choice based credit system brings uniformity, by introduction of core
courses, ability enhancement course, skill enhancement course etc. As we know
that minimum 148 credit is required for completion of U.G. programme along all
streams (Arts, Science and Commerce). CBCS
has brought uniformity interms of minimum credits to complete a degree course.
The system, structure and process of academic activities under CBCS is helpful
in making our higher education system globally qualitative and competitive.
Introduction of CBCS needs good physical as well as human resources at the
institutional level. CBCS allows the students to earn extra credit from a pool
of additional skill enhancement course like NCC, NSS, Yoga and Eco-tourism etc.
It allows completing 20% of courses through online mode in SWAYAM platform.
CBCS allows academic autonomy, smooth migration and transfer credit from state
level institutions to national or international level. The Ability Enhancement
compulsory Courses under CBCS call for the development of minimum skills, like
soft skills, in communication, linguistic skill and skill of living amicably.
The teaching is more effective in the credit and semester system in CBCS.
Teachers get more opportunities to evaluate student’s performance in CBCS. The
credit based semester system ensures better grades to students. The
students are securing higher marks in CBCS than the previous examination
system. Importance has given to assignment and seminar presentation, which has
increased the creativity of students from different dimensions. The CBCS gives
importance to Co-curricular activities for academic quality enhancement and up
gradation. That’s why the students are supposed to work hard more for better
grade and better academic. No doubt CBCS is a time bound and busy schedule of
academic framework, which makes the work of the teachers and student
overburden. The teacher does not get sufficient time to attend the problems of
students within busy schedules in CBCS. Due to lack of time and busy schedule
the teachers are hurry to complete the syllabus. That’s why remedial teaching
can’t be attempted from this existing curricular model in emerging scenario of
CBCS. Therefore it’s no doubt work load is more than the previous year end
annual system. CBCS is more student friendly than teacher friendly. It
is very true that in the credit based semester system time constraints are
more. The CBCS in UG programmesemester wised the curricula and restructured
syllabi in the form of progressive modules. Therefore credit based and choice
based semester system broadens comprehensive, composite and all-round
development of the learner. The entire course structure of CBCS may be three
types like core, elective and foundation course. Assessment of student’s
achievement becomes fair and transparent. Thus universities carry out the
process of assessment and examination effectively and also fairly. Non-credit
courses are mentioned as satisfactory or unsatisfactory which are not taken
into consideration for the computation of Semester Grade Point Average (SGPA)
and Cumulative Grade Point Average (CGPA). Choice
based credit system (CBCS) is a cafeteria approach, an examination and evaluation
reform tool which provides an opportunity to the students for pursuing
core-subject with elective and other multi-diversity study. No doubt CBCS
promotes systematic, continuous and comprehensive evaluation. Thus we do need
redesigning of education system through universal examination reform and
globally accepted evaluation pattern. CBCS is more pro-active as well as need
based system which aims at developing knowledge, understanding skill and values
in a productive, purposive and meaningful dimension. The CBCS nurtures critical
thinking, creativity and innovative potentialities of students. Thus choice
based credit system is an open and flexible system for quality upgrading of
higher education. Continuous evaluation is a feature of CBCS which facilitates
students to enjoy distressed learning environment. Indian Higher Education
System is running under a lot of pressure and challenges for ensuring
comprehensive world class quality education in the context of globalization.
Six month period or 24 weeks of academic activities in the institutions is
known as semester. Credit refers to class hour or activities per week. Choice
based refers to choice or choose multiple course according to own degrees of
freedom. Grading stands for marks secured by the student in a letter grade
point. Always UGC emphasis several initiative to bring academic excellence,
equity, efficiency in Indian system of higher education in terms of reformation
in teaching learning process, pedagogy, curriculum structure, good governance, examination
and evaluation pattern. Grading system is considered to be better than the
conventional marking system. Therefore it is necessary to initiate uniform
grading system in Higher Education Institutes (HEIs). Emerging higher education
institutions are promoting degrees in quantitatively rather than qualitatively.
In order to minimize the gap of quality and productivity, we must need to
stimulate radical innovation, transformation and reformation through adopting
semester system and choice based credit system. The grading system brings a
number of uniformity and comparability in the higher education institutions as
well as in higher education system. Thus securing grade definitely depends upon
the difficulty and easy mode of question paper setting. Uniform grading system
facilitates mobility across institutions within and across countries. Keeping focus on desired uniformity in grading system, the UGC has formulated several guidelines and norms. At present credit system of assessment and evaluation being implemented in Higher education institutions (HEIs). A credit system is a systematic way of describing an educational programme by including credits to its component. The credits may be based on different parameters such as student workload, study hour, learning outcomes and contact hours. One Credit is equivalent to one hour of teaching (lecturer or tutorial) or two hours of practical work/ field work per week. CBCS as a cafeteria like system for solution and transformation from the then conventional or traditional teacher oriented education to student centered education. The credit earned in one college or universities may be transferable to another institutions or universities. Students are allowed with freedom to choose courses of interdisciplinary nature and progress at their own pace. There are a lot of diversity concerned in HEIs in relation to multiple approach of examination, evaluation and grading system. The performance of the students reported using marks secured in the examination or grades or both. It seems very difficult to understand the performance of the students graduating from different universities and colleges based on grade. Therefore it is desirable to introduce uniform grading system which will beneficial for the students, academia and employers at a glance. Objectives
of CBCS CBCS
has following objectives. 1. Reform in higher
education:
CBCS promotes structural reform in higher education. CBCS no doubt is a reform
in higher education so far as the examination and evaluation system is
concerned. The CBCS brings reform in higher education with reference to system
and structure of academia, examination, evaluation and curriculum at a glance.
It enables the students for wider choice of course and discipline of study. 2. Enhancing learning
opportunities:
CBCS enhances and opens learning opportunities in multiple ways. It is a semester
wise pattern for higher education having parameters like study hour, contact
hour, learning outcomes, students performance and entrepreneurship skills etc.
we know that CBCS is a menu approach, choice based interest oriented approach
and cafeteria approach. It promotes flexibility of learning. Base upon
individual option of choice and interest factor. The credit accumulation
depends on concentrated academic study effort and time spent rigorously towards
interest orientation of a learner. As you show, show your reap. 3. Achievement of
scholastic needs and aspirations: Academic achievement is the major objectives
of choice based credit system. CBCS provides opportunity to the students for
achievement of learner’s scholastic needs and aspiration. It enables students
to have wider choices of discipline of study. There are different types of
course structure in CBCS. It has clear-cut scholastic objectives and expected
learning outcome. Each course shall have a clear defined general and specific
objective including course outcomes also. Students have wider choice and
flexibility to select core, elective and foundation course. It enables the
students to have wider choice of discipline or course according to their own
interest concerned. Universities and colleges should concentrate more on job
oriented programme, skilled development programme, combination of arts subject,
computer science, science and humanities or literature should be introduced.
So, that courses should be useful and productive for the students to get job in
various sectors. 4. Improvement of
quality and excellence in education: CBCS brings improvement in quality and
excellence through various strategy and structural reform in higher education.
Quality and excellence in education no doubt is a major objective of CBCS. CBCS
provides standard academic excellence. The course structure and academic
discipline prepared and planned by the expert from various field of study
keeping the scholastic needs and aspiration of the learner, life skill,
productivity and employability has given importance which leads to excellence
and quality in education. Therefore skill development is not a matter of choice
but a matter of necessity. 5. Flexibility,
standardized and comparability of educational programme: We know that the
previous annual pattern of curriculum was completely outdated having lack of
practical utility, lack of life skill, lack of interdisciplinary approach, lack
of flexibility, lack of mobility and also lack of freedom of choice. The UGC
gives importance to a flexible, standardized and globally competitive
educational programme throughout all the universities. We do need to prepare a
comprehensive, standardized, qualitative and globally competitive excellent,
higher education system in emerging scenario of 21st century.
Therefore structural and functional reform essential to make our education
system more transparent, excellent, flexible and globally competitive our
national pattern of education must be capable and of international standard in
terms of skill, academic excellence and productivity. Indian university
education should focus more on skilled based and productive quality education
with reference to international standard. Advantages of CBCS The
Choice Based Credit System improves the standard of higher education. It
promotes quality education irrespective of discipline of study. The credit
earned by students can transfer to other institutions. No doubt CBCS
facilitates students mobility across institutions. All-round development of the
learner can be promoted through CBCS. Uniformity in terms of evaluation is
another pros of credit based semester system. The stress anxiety and
examination phobia of the students can be reduced. All round development of the
learner can be promoted through proper execution of credit based semester
system. The CBCS brings academic excellence and work efficiency of the students
and teachers. It helps the learners to realize the skill, potential through
offering basket of course. The students choose the subject according to their
own interest. No doubt CBCS is more effective and productive in comparison to
the annual pattern and semester system of examination in terms of students
mobility, flexibility, credit system, grade system, continuous, comparative
evaluation, quality, productivity, excellence, effectiveness and capacity
building The
learners choose courses as per their choice and interest. CBCS offers freedom
to choose subjects according to their own learning needs. CBCS provides
students centric educational reform. Thus CBCS improve the interdisciplinary
approach in education. It gives importance to the internal assessment and
mobility of learners from one institution to other. 1. CBCS
provides choice for the student to choose the course according to their own
interest. 2. Facilitating
learning at their own pace. 3. Additional
course option. 4. Adopting an
inter-disciplinary approach. 5. Accelerates
the teaching learning process. 6. It enables
vertical and horizontal mobility in learning. 7. The credit
based semester system provides flexibility in designing curriculum. 8. Assigning
credit based on the course content and hour of teaching. 9. Reduces
examination phobia. 10. Develops
confidence, responsibility and broaden the outlook of the students. 11. Facilitates
greater teacher and student interaction. 12. It provides
detail progress of the students in academic activities. 13. Reform in
examination and evaluation system. 14. Greater
freedom and variety courses to enhance learning. 15. Enhances
the study habits among students. 16. It improves
the skill and knowledge of the subject in a better ways. 17. It provides
an opportunity to the students for continuous and comprehensive learning. 18. It
evaluates students’ performance and provides feedback. 19. Growth of
students’ academic achievement of students through rigorous study habit and
continuous busy schedule. 20. Fosters
interest, attitudes, enthusiasms, motivation and team work towards learning. 21. CBCS is
more student’s friendly than teacher friendly. 22. The
workload, academic stress and examination phobia reduced due to continuous
internal examination. Disadvantages
of CBCS The CBCS has
following Cons, limitation and disadvantages. 1. The
calculation of exact mark secured by the students is very problematic. 2. CBCS is a
burden and more workload for the teachers. 3. It not only
a problem for teachers but also for students on account of work burden. 4. Changes of
subjectivity would be maximum more particularly, while evaluation of internal
examination or internal performances of students are concerned. 5. Discourages
ranking among students. 6. In grade
system the competition among students are very less. 7. Competition
for securing highest mark or grade is discouraged. 8. Grading
system demotivates the gifted or bright students. 9. Research
work and innovation hampered due to lack of time because teachers are involved
in multitasking activities like arrangement for examination and setting papers. 10. One of the
major limitation of grading system, as it does not allow ranking of the
students.
11. We can’t
find any distinction among students having same grade. |
||||||
| Conclusion | This Article entitled “Choice Based Credit System (CBCS) in the higher education in India at a glance” highlights the concept, objectives, advantages and disadvantages of CBCS. We can summaries the objectives it such as reform in higher education, enhancing learning opportunities, achievement of scholastic needs and aspiration, improvement of quality excellence in education, flexibility, standardized and comparability of educational programme. Several basic elements of choice based credit system are Semester system, credit system, grading, credit transfer and comprehensive continuous assessment are the basic elements of CBCS. Higher education passes through radical changes towards quality, excellence and transformation. Therefore the concept of 5T has implemented and impacted in the higher education system. Hence 5T refers to transformation, transparency, time, teamwork and technology. CBCS has implemented to bring academic excellence, quality education, equity and holistic development of students. CBCS have been emphasized for skill development, development of life skill, productivity, employability nurturing critical, creative and problem solving skill. CBCS is one of the important examination reform to ensure excellence and quality in higher education which are the major objective and mottos of UGC. Therefore UGC focus on various UG programmes with implementation of Choice Based Credit System. No doubt CBCS becomes more effective and productive as per Learning Outcome Based Curriculum Framework (LOCF). Any excellent academic programme is the result of continuous effort, constant innovation and research with academician, expert, alumni, intellectual, students and stakeholders. Lack of interdisciplinary approach and lack of academic quality and values are major problem in higher education. Therefore it is essential to bring academic excellence and quality education through academic and administrative reform by implementing choice based credit system (CBCS). That’s why CBCS is a new transformation of education system towards multi-disciplinary and inter-disciplinary nature of education. The emerging system of higher education is suffering from old outdated curriculum and lack of interdisciplinary approach. No doubt CBCS is a transformation from traditional teacher oriented education to a student centered education. CBCS responds towards the educational and occupational aspiration’s of young inspiring aspiration of upcoming generations. | ||||||
| References | 1. Aggarwal J C (2018), Essential of Examination System, Vikas Publishing House Pvt. Ltd., Noida (UP)
2. Aithal, P.S. & Kumar, P.M. Suresh (2016), Analysis of choice based credit system in higher education, IJERME, ISSN 2455-4200, Vol 1.
3. Biswas Santu (2018), Choice Based Credit System (CBCS) – An Analytical Study, u.N, Vol.05, Issue 03
4. Chahal S S (2016), Choice Based Credit System: Some frequently asked questions, University News, Vol. 54 No. 04.
5. Das, Biren (2007) Examination reforms: Marking vs Grading, University News, Vol. 45 No. 13, Pg-19.
6. Deuri, Champak (2015) Attitude towards Choice Based Credit System of Post Graduate Level Students in Higher Education: a study on Gauhati University (IJIRSSC), Vol:1, Issue:2, (December Issue).
7. Garg Surash & Gupta Sanjay (2016), Implementation of Choice Based Credit System in Open Universities, University News, Vol. 54 No. 47.
8. Hasan Mohamamad & Parvez Mohammad (2015) Choice Based Credit System in India: Pros and Cons.
9. Howlader Tapasi & Roy Binoy (2021), Attitude towards Choice Based Credit System (CBCS) of under-graduate student’s in Relation to their Academic Achievements, IJCRT Vol. 9.
10. Kamalakar G & Kamala K (2017), Academic Reform in India with reference to semester system and credit transfer, University News, Vol. 55 No. 39.
11. Katoch Suman Kumari (2017), Choice Based Credit System (CBCS): Attitude of College Teachers, POL Vo. 3 (27-35).
12. Kaur Arvinder & Sharma Manju (2016), Academic curriculum reform of Indian Higher Education: Choice Based Credit System (CBCS), IJAR, Vol 3 Issue 1.
13. Kothari R.G & Dinker Geetha (2007), Grading System: A better choice for adoption to Marking System, University News, Vol. 45 No.12, Pg-1.
14. Mir, S. Rasool (2017), Issues and challenges of Choice Based Credit System: Insights from University of Kashmir.
15. Panda Niharika, Choice Based Credit System: The Ruby in the Crown of Higher Education, University News, Vol. 55 No. 11 March 13-19, 2017.
16. Pathania Anita and Pathania Kulwant Singh, Examination system in India perception of stakeholder, University News, Vol. 47 No. 48, 2009.
17. Pradhan Sukant Kumar (2021), Curriculum Development & Educational Measurement, Evaluation and Statistics, Balaji Publication, Meerut (UP).
18. Prajapati Abhishek Kumar (2016), Examination Reform in Higher Education continuous internal Evaluation in Choice Based Credit System, University News, Vol. 54 No. 21, May 23-29.
19. Ravi Jayanti S (2011), Choice Based Credit System: A game changer in the Higher Education landscape, University News, Vol. 49 No.35.
20. Saroja G (2018), Implementation of CBCS in LIS programmes in India: Commonalities and variations, University News, Vol. 56 No. 33.
21. Sumitha, P.V & Krishnamurthy, M.G. (2016), An Empirical Study to measure the perception of Management students towards choice based credit system (CBCS): A case study, IOSR-JBM, E-ISSN: 2278-487x. |
||||||
