Kailash Bansal
Pursuing higher education in engineering and technology means focusing on traditional subjects like mathematics, physics and chemistry (MPC). This goes against the grain of a modern, multi-disciplinary outlook. Traditional boundaries between branches of engineering and technology are being re-drawn today with the emergence of new sub-domains — Cloud Computing, Artificial Intelligence, etc. These in turn require inputs from allied subjects such as biology, statistics, programming languages and vocational streams. Dependence strictly on MPC is no longer mandatory at the entry level. The All India Council For Technical Education (AICTE) has brought about changes in the approval process that facilitates entry for students to engineering and technology courses through a wider array of subjects other than MPC like computer science, electronics, information technology, informatics practices, biotechnology, technical vocational subjects and so on. The idea is that broadening entry-level qualifications will provide a fillip to an interdisciplinary approach to academics.
The National Education Policy (NEP) 2020 provides a spark for this change. The will to break the status quo should be welcomed. The policy focuses on outcome-based education. The motivation to rediscover lost wisdom is a prominent factor that has prompted the Ministry of Education to encourage Indian knowledge systems that aim to promote interdisciplinary research based on the country's rich heritage and traditional knowledge. Would it then mean that the re-discovery of scientific principles in our Vedas and Puranas is regressive or that our scientific pursuit will be emboldened by the addition of ancient wisdom? If there is an disagreement on account of the former, then it is indeed a misconception that rejects even our contribution of ‘zero' to the world. But if the disagreement is on account of the latter, then it is ironic that change itself is being feared. The traditional Indian system was based on skills with hands-on experiential learning. Many students with diplomas in the system have admirably excelled in this field. To discourage them or disallow their progress is a severe blow to our national prospects. Take the IITs for instance where merit is the soul of their brands, putting students from the traditional system at a disadvantage. However, there are students with aptitude who though weak in MPC may have obtained the threshold cut-off marks after attending a preparatory course. In no way does it belittle their ability to shine. Students must be able to develop capabilities to pursue studies in engineering and technology rather than firewall them with a ‘deny-all-allow-some' policy. The AICTE's changes in the Approval Process Handbook aim for greater inclusivity through pragmatic approaches to aptitudes and skills and include a model curriculum that advocates four mathematics courses, two physics courses, and a course each in chemistry and biology. The Massive Open Online Courses (MOOC) for e-learning on a credit system is another innovation for obtaining a formal degree. Courses are being translated into eight regional languages to be made available on the SWAYAM platform. From the 2021 academic year, 14 entry-level options are available to provide a level playing field for bright students from small towns and remote areas disadvantaged by low curricula or education standards. They can now take prerequisite additional courses either on MOOCs before joining the degree programme or at least in the first year of engineering. It merits clarification that there is neither dilution nor escape from studying MPC and biology and these subjects shall continue to form the basis of academic progression. The AICTE has always emphasised the attainment of outcomes and the reforms reflect that principle.
(The writer is Director, Media & Margdarhsan Cell, AICTE. The views expressed are personal.)
