Evolving changes for better learning

CBS is a kind of nemesis to those who cribbed about the existing system earlier. Here is a chance for teachers to become innovative course designers and constantly be on their feet and face challenges.

IN A sincere and genuine attempt to provide quality added growth to the massive infrastructure of university higher education, the then Vice Chancellor of the University of Madras, Prof. P. T. Manoharan, had initiated the Credit Based Semester System (CBSS) in this university in 1998, when all the disciplines at the post- graduate and M.Phil levels came under this system.

The CBSS is the tried and tested system in most of the universities abroad. Students enroll themselves for a particular course, and are expected to secure a minimum number of credits, if they have to clear the course.

There is also a possibility for a motivated student to secure more credits. There is a choice of subjects available. Continuous assessment and end semester exams form the basis of the grades which are awarded promptly.

The Department of English, University of Madras, held a colloquium to review the pros and cons of the functioning of the CBSS system at the end of the two year period. Here was an opportunity for both staff and students to air their response and exchange notes about their respective roles.

The first batch of M.Phil students, and the PG (1st and 2nd year) students who had studied under this system, along with the staff members, the prime movers of this project, met recently for a frank exercise at self evaluation from all possible angles. During the review session both students and staff looked back with pride at the amount of ground they had covered.

What do the students say? The whole exercise may not have been perfect, but it has shown tremendous results, one realises, when one listens to the experiences first hand from the students themselves who had undergone the course.

The M.Phil students were happy because of the method of imparting the course. Ms. Priyadarsini felt that the interactive nature of the course, through seminars and discussions, ensured that students performed in the classroom. According to Mr. Yuvaraj, the teacher/learner divide had verily disappeared. The democracy of classroom interaction provided the student-friendly atmosphere.

Mr. Hemachandran felt that the viva voce can be open to the other classmates so that one could know what others had worked upon. It would enable others to know what had been happening in the department. He added that the one to one viva voce can fail if the seriousness is not maintained.

The M.Phil course is for generating training for research, and Ms. Padmaja claimed that they were made to work, forced to make optimum use of their one year period, and at the end of it found themselves more equipped with a better idea of handling their learning. In fact a great amount of learning had taken place at the end of 10 months.

The PG students felt that the demands of the CBSS had pushed and forced them to learn. There were guest lectures, audited courses, flexibility to choose other papers from other disciplines, and even practicals in literature classes. The pace of work was well phased. In the new system, students could opt for a paper in journalism or communication, or theatre studies and also take up interdisciplinary courses.

The dedicated faculty had helped in providing prompt results. This had made the students work harder, leaving them free to prepare for UGC, JRF, SLET and other competitive exams.

The colloquium gave the impression that with the introduction and implementation of this system, the administrative staff and the teaching faculty (who had been exposed for a long time to a rigid and unchanging system which had taken deep root) had been forced to rise up to the challenges generated.

Though it seemed almost impossible when the idea was mooted says Dr. C. T. Indra, Head, Department of English, University of Madras, it was made possible by the determined efforts of the enterprising faculty who had to plan the courses, chalk out lecture hours, fix the time frames and get involved in many related activities. Prof. V. Saraswathy, said that getting into the CBSS involves freedom and responsibility. This came as a nemesis to those who had cribbed about the existing system earlier. Here was a chance for the teacher to become an innovative course designer, and devise an examination which could be a challenge to the student. This meant that teachers had to be constantly on their feet and had to put their best into it. A lot of work was involved, real hard work.

Prof. Ekambaram pointed out that much streamlining needed to be done in issues like coordination between different disciplines for formulating timetable, handling homework strategies and attendance.

A book store selling books at reduced prices, could be made accessible to students for relevant study materials. A phonetics lab or computer aided language learning facilities could be an added advantage.

The practice sessions took the tension off exams. The staff were worried initially. But the upgrading in the course content and the methodology of the system helped in real learning to happen in the classroom and outside too.

Here is a curriculum/system which runs counter to the one which had prioratised memory skills at the expense of developing other skills. Students themselves realised that they were able to use their judgement and critical skills. It is with these that the youth can survive and succeed in this world.

The English department had suffered under the burden of being understaffed. But Dr. C. T. Indra hastened to add that the University made amends by giving her the freedom to invite guest faculty from universities abroad.

There were visiting professors who stayed in the university for a semester and taught a particular course. What better way to learn Australian literature when taught by Australian professors who were invited as guest faculty?

What better way to learn theatre study than by being trained to enact plays and then analyse? How better to be acquainted with women's studies than by getting involved by participatory learning?

On the whole one wonders whether continuous assessment is fair? Or does it give more importance to individual faculty? Is there the danger of some faculty not getting students, or some courses (like even core courses) being ignored if the student has the option to choose the course. Though it could be claimed that if the teacher carries the goods, there need be no fear.

The gaps in the higher education system are far too many and obvious. The efforts of the UGC and the education authorities to bridge these gaps have come under sharp scrutiny, for whatever has been done has been like carrying water in a pot full of holes. This has been compounded by the gaping wide between the theoretical acceptance of the many proliferating frames of reference, at the individual, group and organisational levels and the actual inadequate performance turnover. When a new system is introduced, as much as there is a longing for change so is there an equal resistance to change. But it is amidst this paradox that changes evolve, and by the time they get set, they find themselves displaced by further changes.

In the University of Madras, it appears that the adoption of the CBSS has luckily added a fundamental feature in that it has sparked the creative force which has trickled from the top level through the staff to the beneficiaries, the students. That the credit system, at the end of 24 months has certainly allowed for quality added growth is the general feeling that emerged.

In any context, with population growth and the increasing numbers at all levels, an all-round orientation for teachers and learners to cope with this system is mandatory. On the flip side of the issue, with the ever widening teacher student ratio, can this system work? If it has worked within the limited context of the university (PG and M.Phil level), then why not elsewhere too? The answer lies in developing the human resource potential in both teachers and learners, which is available in plenty (but not adequately harnessed in our country), and make learners responsible for their own learning.

* * *

What is CBSS?

* The term credit is used to describe the quantum of syllabus for various programmes in terms of hours of study. It indicates differential weightage given according to the contents and duration of the courses in the curriculum.

* In this sytem, it is the number of credits that need to be successfully accumulated, which helps the students to reach the corresponding level. To qualify for the two year masters degree, the minimum credit requirement is 72 and 108 for the three year masters programme.

* The credit framework helps achievement to be described, measured, compared and valued in a common way. It is a rigorous and flexible qualification system which serves individual learners to foster healthy competition.

* Core and elective courses may carry different weights where credits will be assigned on the basis of lectures/tutorials/laboratory work and other forms of work within a time frame.

* While two sessional tests and one end semester exam form the basis of a uniform exam system, a 10-point scale is used for evaluation of performance. The grade card issued at the end of the semester, is the overall profile of the students' performance, and specifies the credits, grade point, GPA and CGPA.

PADMINI DEVARAJAN

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