National Digital University to be ‘world’s largest online university’: UGC Chairman

NEW DELHI: UGC hopes to launch the National Digital University by the coming year, ensure inclusion of AI and emerging technologies into academia and bring National Research Foundation to provide direction into complex researches, shared the commission’s chairman, M Jagadesh Kumar, with Careers360. He spoke about holding CUET in a blended mode, reforming the accreditation process and newly launched SWAYAM Plus portal. Edited excerpts

Q. Why was the need felt by UGC to conduct CUET 2024 in a blended mode?

A. CUET is becoming one of the most-preferred entrance examinations in the country. In 2022, 9.6 lakh candidates appeared for the CUET exam across the country. This number increased by more than 100% in 2023, witnessing 19.2 lakh candidates appearing for the examination. This significant rise in the number of candidates shows wider acceptance for CUET across the country. When we started, 2022 was a learning year for all of us – the students, the facilitators, the institutions, and the regulators included.

Now, in 2024, CUET UG will be conducted in hybrid mode to make it more accessible for students coming from rural areas. It will enable them to take up CUET at the nearest centres available. It will help reduce the distance they need to travel to appear for CUET.

The National Testing Agency (NTA) and UGC are reaching out to schools, colleges, and universities to use their resources for centres and use them as examination halls. Similar models are being used for the NEET examinations [National Eligibility cum Entrance Test] as well. The test will be conducted using OMR sheets instead of the Computer Based Test (CBT) format.

For the subjects with a large number of registrations, UGC will use OMR (in multiple choice question format). This way, we will be able to conduct examinations for those subjects on one day and in one shift for all candidates across the country. This will curtail the time needed to complete the entire cycle of CUET and help in producing results in a time-bound manner.

Q. What has been the status of developing curriculum in regional languages and are there universities or institutions which have already adopted it?

A. To provide quality education in regional languages, the government has recently introduced early schooling in non-scheduled 52 languages. These 52 languages also include 17 tribal languages to ensure last-mile reach and access. The UGC has formed Bhartiya Bhasha Samvardhan Samiti nodal universities for writing books in Bhartiya Bhasha. A total of 90 universities have been identified for nine regional languages and to coordinate in this effort. More are in the pipeline.

Also read Despite push for regional languages, CBSE schools prefer English

Q. UGC was one of the important stakeholders in introducing reforms in the accreditation process. When is the new process expected to start?

A. Accreditation is one of the most important pillars of quality higher education in India. The National Education Policy (NEP) 2020 also suggests that “in the long run, accreditation will become a binary process, as per the extant global practice”. Binary Accreditation (either accredited or not accredited) rather than grades will encourage all the institutions to get on-boarded in the accreditation process.

The binary accreditation is also in line with the best practices followed by many leading countries in the world. Under this revised and simplified accreditation system, higher educational institutions [HEIs] will be divided into “institutions with global exposure” and “institutions with national exposure”. They will have different categories such as technical, medical, and higher education. UGC will give up to four levels to such universities, known as the Maturity-based Accreditation. Additionally, Level 5 will be given to Institutions of Global Excellence for Multi-Disciplinary Research and Education.

This new accreditation process will consider the heterogeneity of Indian HEIs, categorise them based on their orientation, vision, heritage and legacy. It will seek information from the HEIs that are appropriate for their category rather than a one-size-fits-all model. There will be a special focus on rural and remote location institutions through mentoring and handholding.

Q. What kind of feedback has UGC received with regard to the National Credit Framework (NCrF) in higher and vocational education? How do you think NCrF is going to change our education system?

A. Backed by the NEP 2020, the NCrF, notified by the UGC, enables creditisation of learning such as academic, vocational, and experiential learning. Though credit-based programmes have been in practice for some time now, creditisation of all forms of learning, their integration, level of qualifications based on learning outcomes, etc. are new to the Indian higher education system. Therefore, UGC has taken a series of steps to create awareness among stakeholders about the NCrF. One of the initiatives is the development of Standard Operating Procedures (SOP) to operationalise NCrF and remove difficulties in the implementation of NCrF. Some of the key advantages of NCrF are:

It mainstreams vocational education

It bridges the gap between education and employment;

It enables establishing equivalence between general and vocational education and thereby ensures mobility and opens many options for further progression of students.

Also read Need CUET revamp as seats go vacant, sessions get delayed:CUHP VC

Q. As a UGC chairman are there any new projects you wish to implement?

A. Continuing the momentum of existing initiatives would be my top focus. The streak of initiatives launched by the UGC should be continued. We have a lot more in place.

We are aiming to launch the National Digital University as the e-vishwavidyalaya in the coming year. We aim to be the world’s largest online university. UGC aims to bring together top Indian institutions, industries and EdTech platforms to provide qualitative and affordable education to students.

Skilling the youth while undergoing courses is also something that we have taken up. Enabling students to pursue internships, apprenticeship and including the credits in the programme will encourage students to know the Indian markets. Integrating skill, vocational and experiential learning into the general education is also something that we are very active about. The National Credit Framework would help achieve this vision.

Our priority area is also to help universities on-board industry professionals who will help mentor students, design market-ready curricula and bring experience in the academia. Initiatives such as the Professor of Practice, Research and Development Cells, Industry Relations Cell, Centres for Collaborations would encourage both the universities and industries to come together and solve problems of humanity. Industry-academia collaborations are the need and the future of Indian education.

One of the major initiatives is also to bring the National Research Foundation which will provide high-level strategic direction for research, innovation, and entrepreneurship to address complex challenges.

Artificial Intelligence and emerging technologies are also blooming in Indian space. As a regulator of higher education, we are also keen to know more about potential inclusion of this in academia.

We are also committed to the betterment of students’ mental and physical fitness in the campuses. Equity and inclusivity are the pillars of the Indian education system and UGC is strengthening them through multiple initiatives focused on increasing the participation of students belonging to different socio-economic backgrounds.

Q. Does the reduction in funding to the UGC in the budget signal a move towards a model where institutions are required to generate their own resources?

A. Higher educational institutions in India are autonomous in nature. It is important to note that several key areas have witnessed significant funding increases. We are pleased to see a rise in allocations for central universities, deemed universities promoted by the central government, research and innovation initiatives, the Pandit Madan Mohan Malviya National Mission on Teachers and Teaching, and PM Usha, demonstrating our commitment to these crucial areas. Via various guidelines and frameworks, UGC often urges universities to generate their own resources.

The recently launched Institutional Development Plan proposes several ways of generating resources on their own. The UGC remains committed to its core mandate of supporting quality higher education. It will continue to work in synergy with all stakeholders to ensure the efficient use of allocated funds.

Also read Education Budget 2024: Higher ed sees Rs.9600 crore cut from RE, UGC funds halved

Q.What was the need felt for granting graded autonomy to universities?

A. In 2018, the UGC released norms for granting graded autonomy to universities, recognising the imperative of fostering an environment conducive to developing globally-renowned higher education institutions. Establishing a clear and precise regulatory framework is crucial to facilitating the advancement of universities towards excellence in higher education. According to these regulations, universities are categorised into Category I, II, and III based on specified parameters. The concept of graded autonomy is grounded in the idea that well-performing universities should be granted greater freedom to operate, a practice not entirely novel.

Universities inherently possess autonomy by their very nature and mode of establishment.

They enjoy the freedom to restructure and revamp existing courses and introduce new courses tailored to meet market or industry demands at local, national, and international levels. This diversity of offerings provides students with broader options to align with their career aspirations.

Additionally, universities can innovate teaching-learning methodologies and focus on outcome-based learning. They can explore novel methods of assessing students’ performance, conducting examinations, and promptly notifying results. Moreover, universities can offer diploma and certificate courses approved by their statutory authorities, allowing students opportunities for specialised learning and skill development. Furthermore, universities can establish off-campus facilities within their geographical jurisdiction.

Autonomy empowers universities to be more responsive and innovative, enabling faculty to craft engaging learning experiences and students to pursue educational paths that resonate with their objectives.

Q. Off late a lot of universities and institutions are being granted Deemed university status under the distinct category, what does this mean for institutions?

A. The UGC has initiated the review of proposals seeking deemed-university status following the notification of UGC (Institutions Deemed to be Universities) Regulations, 2023, on June 2, 2023. These proposals are currently being considered by the provisions outlined in the regulations above.

An important recommendation of NEP 2020 is to raise the Gross Enrolment Ratio (GER) in higher education to 50% by 2035. To achieve this goal, strategies include establishing new institutions, consolidating and expanding existing ones.

Furthermore, as part of a comprehensive educational approach, NEP 2020 emphasises providing all students in higher education opportunities for internships, vocational education, and other forms of skill enhancement to strengthen their employability.

Aligned with these policies, the UGC (Institutions Deemed to be Universities) Regulations, 2023 defines a “Distinct Category” institution as one that either already exists or is newly-established, focusing on teaching or research in unique disciplines, addressing strategic national needs, preserving Indian cultural heritage or the environment, promoting skill development, sports, languages, or other disciplines deemed necessary by the Expert Committee.

Consequently, institutions recently granted deemed-university status under this distinct category now cater to one or more of these areas above. These institutions are vital in producing professionals in subject areas experiencing rapid growth and heightened employability potential.

Also read IIMC announces two MA degrees; starts counselling for PG diploma programmes

Q.What has been the growth of learners on the SWAYAM portal?

A. SWAYAM is India’s flagship online learning platform and has been experiencing tremendous growth and gaining significant traction among students. It enables students to earn up to 40% of total credits using SWAYAM courses.

The total enrolment on the SWAYAM platform has crossed the mark of 4.19 crore. This huge number shows the widespread student interest in the diverse course offerings. Currently, the ongoing enrolment for SWAYAM is more than 37.62 lakh. The number indicates sustained engagement, with students actively participating in courses. The total number of courses are 11,770 and are catering to a wide range of disciplines to the learners. More than 25.80 lakh certificates have been awarded on the SWAYAM and this shows its effectiveness in the minds of the learners.

SWAYAM is democratising access to quality education, providing students with the flexibility to learn at their own pace and convenience. Many top Indian higher educational institutions are partnering on the platform and this number is on the rise. The vast course library ensures there’s something for every learner.

Q. What has been the response to the SWAYAM Plus portal, recently launched by the ministry?

A. We have recently expanded the existing offerings of the SWAYAM to identify and include courses aligned with industry needs and that enhance learners’ employability. To this end, SWAYAM Plus was launched in collaboration with leading industry players and ed-tech companies to bring employability and professional development-focused programmes to its learners.

SWAYAM Plus is experiencing an overwhelming response, with registrations crossing the 5,000+ mark in its first week! Over 47% of users are in the 20-30 age group, showcasing strong youth engagement on SWAYAM Plus.

Courses on popular and emerging topics such as Professional and Communicative English, AI Engineering, Data Analytics Using Excel, 21st Century Employability Skills, Accounting Fundamentals etc. are witnessing large numbers of registrations. It also has a large number of registrations from the working professionals showing willingness to upskill themselves using the SWAYAM Plus portal.