Opinion The National Credit Framework makes education system more flexible

However, credit incompatibilities pose an impediment to the seamless mobility of students within and among educational institutions and programmes in India. Historically, the University Grants Commission (UGC) attempted to address this during the pre-National Education Policy (NEP) era by implementing the Choice Based Credit System (CBCS) and semesterisation. Such measures did not fully enhance the options available to students and fell short of providing adequate autonomy to participate in diverse academic pursuits.

The perceived inflexibility in the CBCS attracted criticism that it did not let students explore a wide range of learning objectives. This perception underscored the need for a more flexible and adaptable credit-earning approach. Therefore, developing a credit system that aligns with the contemporary necessities of fostering interdisciplinary learning became imperative.

To overcome the historical limitations of credit incompatibility and the deficiencies of earlier credit systems, reforms in the design and implementation of credit frameworks became a pressing requirement. This new credit system must enhance mobility and provide possibilities to pursue a well-rounded education.

The National Credit Framework (NCrF) announced by UGC in April 2023 underlines that education is not a one-dimensional path but a multifaceted journey that institutions must tailor to students’ individual needs and aspirations. It integrates school education, higher education, skill and vocational education from level 1 to 8. NCrF defines the learning outcomes and the credits a student should earn for a seamless transition from one level to another. This framework advocates flexible pathways, allowing students to enter and exit the educational system at various stages based on their achievements and aspirations. NCrF has been discussed with all stakeholders, including the IIT Council.

Educational institutes across India have welcomed the NCrF since it provides an opportunity to design a more flexible and inclusive system. An indication of this openness of educational institutions is reflected on the “Academic Bank of Credits” (ABC) platform which has witnessed an overwhelming response with more than six crore students. The number will soon reach 10 crore and more, indicating widespread acceptance and participation.

To simplify the process of credit accumulation, storage and retrieval, it became crucial to establish a suitable digital platform referred to as the ABC. This platform functions as a centralised storehouse for incorporating all elements of credit management within the academic landscape.

ABC is a solution for the intersection of technology and academic governance for simplifying methodical aggregation, providing secure storage and efficient retrieval of credits. This interoperable digital platform provides enhanced accessibility, clarity and usefulness in credit-related processes, transcending traditional hindrances. In addition, ABC contributes to democratising educational data. Moreover, ABC optimises academic planning and promotes data-driven practice in educational decision-making.

Analogous to a financial institution, ABC allows students to deposit credits earned from myriad learning experiences, including conventional university courses and online courses, skill courses, internships, vocational training, and other similar educational pursuits.

Historically, higher education institutes (HEIs) have mainly acknowledged and granted credits for standard learning experiences. The NCrF and its integration with ABC heralds a fresh approach. It moves past traditional classrooms and credits in mixed-learning contexts are recognised and credited.

What importance does this paradigm shift have for students and educators? From the students’ viewpoint, integrating NCrF and ABC creates a more expansive spectrum of learning experiences, promoting a deeper insight into their subjects. This enriches their academic proficiency and cultivates skills and competencies indispensable for real-world applications.

For educators, the integration of NCrF and ABC allows them to design courses that blend experiential learning components that can be incorporated into curricula, offering students a more holistic and practical knowledge of their desired fields.

More importantly, the integration of NCrF and ABC serves as the foundational pillar for the multiple entry and exit system and multi-disciplinary education as envisioned in the National Education Policy (NEP) of 2020.

The writer is chairman, UGC, and former VC of JNU. Views are personal