Post-graduate Attributes, Course Structure and Credit Distribution
- Introduction
With reference to the provisions of the National Education Policy 2020, guidelines and regulations of the University Grants Commission, internal discussions with deans and heads of departments, and feedback from students, the postgraduate program of the university was reviewed and this note has been accordingly prepared. Based on post-graduate attributes of MLCU students, the university will develop and declare a postgraduate course structure with allotment of credits for core subjects, specialization, career stream, internship and general subjects.
The National Education Policy 2020 in section 10.3 states that the vision of higher education will require, in particular, a new conceptual perception/understanding for what constitutes a higher education institution (HEI), i.e., a university or a college. A university will mean a multidisciplinary institution of higher learning that offers undergraduate and graduate programmes, with high quality teaching, research, and community engagement.
It also “proposes the revision and revamping of all aspects of the education structure, including its regulation and governance, to create a new system that is aligned with the aspirational goals of 21st century education, including SDG4, while building upon India’s traditions and value systems” (NEP 2020, p.4).
Section 9.1.3 of the NEP 2020 further states that at the societal level, higher education must enable the development of an enlightened, socially conscious, knowledgeable, and skilled nation that can find and implement robust solutions to its own problems. Higher education must form the basis for knowledge creation and innovation thereby contributing to a growing national economy. The purpose of quality higher education is, therefore, more than the creation of greater opportunities for individual employment. It represents the key to more vibrant, socially engaged, cooperative communities and a happier, cohesive, cultured, productive, innovative, progressive, and prosperous nation.
The commitment to SDG4 thus entails the realization of SDG4.7 that by 2030, “ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development” (United Nations, https://unric.org/en/sdg-4/). These provisions are further detailed in the postgraduate attributes below.
- Postgraduate attributes
The postgraduate attributes have been articulated within the context of the NEP 2020, UGC guidelines, the MHRD/UGC NHEQF draft guidelines, and the mission, vision and policies of the university.
The National Education Policy 2020 lays particular emphasis on the development of the creative potential of each individual. It is based on the principle that education must develop not only cognitive capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’ cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and emotional capacities and dispositions.
Section 9.1.1 of the NEP 2020 elaborates that given the 21st century requirements, quality higher education must aim to develop good, thoughtful, well-rounded, and creative individuals. It must enable an individual to study one or more specialized areas of interest at a deep level, and also develop character, ethical and Constitutional values, intellectual curiosity, scientific temper, creativity, spirit of service.
The earlier draft of the NEP 2020 described 21st century skills such as “critical thinking, creativity, scientific temper, communication, collaboration, multilingualism, problem solving, ethics, social responsibility, and digital literacy”. In another section it added “problem-solving, critical and creative thinking, ethical and moral reasoning, collaboration and communication and discussion abilities”. In yet another section, 21st century capabilities were listed as “critical thinking, communication, problem solving, creativity, cultural literacy, global outlook, teamwork, ethical reasoning, and social responsibility”.
The NEP also adds that “A quality higher education must enable personal accomplishment and enlightenment, constructive public engagement, and productive contribution to the society. It must prepare students for more meaningful and satisfying lives and work roles and enable economic independence”.
Further Section 11.2 mentions “…creativity and innovation, critical thinking and higher-order thinking capacities, problem-solving abilities, teamwork, communication skills, more in-depth learning and mastery of curricula across fields, increases in social and moral awareness, etc., besides general engagement and enjoyment of learning”.
The National Higher Education Qualifications Framework states the following: “Qualifications that signify completion of the Master’s degree, as per the learning outcomes that are aligned to the Dublin descriptors*[1], are awarded to students who: i) have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context; ii) can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study; iii) have the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments; iv) can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously; v) have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous.
- Post-graduate course structure and credit distribution
Section 11.5 of the NEP 2020 prescribes imaginative and flexible curricular structures that will enable creative combinations of disciplines for study, and would offer multiple entry and exit points, thus, removing currently prevalent rigid boundaries and creating new possibilities for life-long learning. Graduate-level, master’s and doctoral education in large multidisciplinary universities, while providing rigorous research-based specialization, would also provide opportunities for multidisciplinary work, including in academia, government, and industry.
Thus, two general options of master’s education are envisaged. The first is an in-depth study of a particular discipline, and the second is the pursuit of a multidisciplinary study. Within each of these streams, based on the chosen cluster of postgraduate attributes the curriculum may emphasize research, teaching-learning, community engagement and entrepreneurship. The flexibility of postgraduate education thus even provides for a student to largely individualize his/her postgraduate education based on his/her interests and career aspirations. The revamping of the education structure is reflected in the review, reconceptualization, and reconfiguration of the master’s program as detailed in the scheme below, with effect from batch 2023-24.
Table 1: Post-graduate course structure and credit distribution
The credit distribution for a two-year Master’s degree across four semesters would be as below:
Table 2: Post-graduate credit distribution across 4 semesters
In summary three schemes for master’s degrees are provided:
[1] The Dublin descriptors are described in: http://www.ehea.info/Uploads/Documents/050218_QF_EHEA.pdf)
