UGC's Consultative Meeting on Implementation of NHEQF with Vice-Chancellors on 25th May,22 at 2:30PM

Introduction

The speaker introduces the topic of the discussion.

Framework

• The speaker mentions the framework that will be discussed in the meeting.

Internship Portal and Qualification Framework

The speaker discusses an internship portal and qualification framework for students.

Internship Portal

• A portal has been created where students can register for internships.

• Industries can also register on the portal to offer internships.

• There is a matchmaking process to connect students with industries.

Qualification Framework

• A qualification framework is being established to harmonize different qualifications among various degrees.

• One reason for establishing this framework is to establish equivalence among different kinds of degrees, certificates, diplomas, and various qualifications acquired by students through regular classes or internships.

• Another reason is to ensure that there is a qualified person repairing motorcycles, scooters, mobile phones, TVs, etc. after they have completed their internship.

Conclusion

The speakers discuss an internship portal and qualification framework for students to help them acquire practical skills and establish equivalence among different qualifications acquired through regular classes or internships.

National Education Policy 2020 and Higher Education Qualification Framework

In this section, the speaker discusses the benefits of having a national higher education qualification framework that is harmonized across institutions and disciplines.

Benefits of a National Higher Education Qualification Framework

• Strengthening competencies and skills in students and qualified persons.

• Enabling easy mobility for students from one institution to another by extending credits.

• Enhancing employability by acquiring 18 to 20 credits over six months.

• Facilitating the transferring of credits from one institution to another or from one discipline to another.

Harmonization of Programs

• There will be harmonization of programs based on student interest when they migrate after their undergraduate degree to a postgraduate degree.

• The equivalency of qualifications will be established through harmonizing or synchronizing various kinds of qualifications prescribed by the National Education Policy 2020.

Designing the National Higher Education Qualification Framework

• Credit will be given on a number basis rather than credit basis.

• The objective is to synchronize or harmonize various kinds of qualifications.

Importance of Values and Skills in Education

In this section, the speakers discuss the importance of values and skills that students should acquire during their education.

Being a Good Human Being

• Students are expected to know innovative solutions for societal challenges while also acquiring constitutional, humanistic, ethical, and moral values.

• Being just a professional or scientist is not enough; students need to connect with real-world problems and become good human beings.

Acquiring Skills and Values

• Students must acquire certain values to enter into a BSc program after completing a diploma in chemical engineering.

• Institutions should allow students to come up with solutions to societal challenges by registering their credits on an ABC system.

• The university does not prescribe any limits on multi-entry or multi-exit programs but expects students to widen their knowledge and apply new knowledge constructively.

Gradual Increase in Competencies at MGM University

In this section, the speakers discuss the gradual increase in competencies at MGM University.

Gradual Increase in Competencies

• Competencies and skills increase gradually at each level of education at MGM University.

• At each level, students must acquire the necessary skills to perform certain tasks effectively.

Skill Education in Maharashtra

The speaker discusses the implementation of a program for skill education in Maharashtra after 12th standard.

Designing the Program

• The program will include NAP as well as designing the program for studies in school.

• The focus is on higher order cognitive skills to analyze and integrate school education into higher education at an early age.

• Level 4.5 requires students to develop changing trends among students.

Technical Skills Acquisition

• Students must acquire technical skills after 10th standard, with a six-year integrated engineering program designed to help them evaluate and analyze complex ideas.

• Higher order skills are required to be acquired incrementally from level 4.5 to level 5.5 over six years.

• Curriculum design should take into account the need for students to acquire certain technical skills.

Research Methods and Innovations

• Introduction of research methods and innovations is necessary, with support from AICTE at levels 6.5 and above.

• This would be beneficial for interested students who can utilize their cognitive and technical knowledge.

Master's Degree Programs

• There may be issues with international degree compatibility due to differences in grading frameworks between countries.

• It is unclear whether European institutions will accept Indian master's degrees in technology or engineering at level 10.

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JNU Model and National Higher Education Qualification Framework

The speaker discusses the JNU model for master's level degrees, admission tests, and interviews to select students. They also discuss the National Higher Education Qualification Framework and how it harmonizes different qualifications across disciplines.

JNU Model for Master's Level Degrees

• The JNU model refers to master's level degrees.

• Students are selected through an admission test and interview process.

• Students are expected to acquire advanced cognitive skills and technical skills in their program of study.

• Universities should be permitted to conduct their own research at this level.

National Higher Education Qualification Framework

• The framework harmonizes different qualifications across disciplines from level 4.5 (first year undergraduate program) to level 8 (PhD program).

• Bridge courses may be necessary for students who need additional preparation before taking up a new education program.

• The framework is provided by UGC and CBSE at the school level.

• Colleges have enough autonomy to design innovative programs within the broad framework lines provided by UGC.

• BA, BSc, BCom, and other degrees will be harmonized under this framework.

Understanding the Different Levels of Education

In this section, the speaker discusses the different levels of education and their corresponding credit requirements.

Levels of Education

• The levels of education range from 4.5 to 8.

• Level 6.5 is appropriate for programs that require at least 40 credits.

• Level 7 defines programs in mathematics, engineering, and other areas that require more expertise.

• Level 8 corresponds to doctoral degree regulations.

Credit Requirements

• Students must acquire a minimum number of credits for each level of education.

• Some courses may require around 12 credits or more for coursework.

• Skill-based courses are necessary to make students employable.

Re-entry into the Program

• If a student wants to re-enter the program after leaving for one year, they must have acquired enough credits elsewhere.

Literal Entry into City University Bangalore Program

In this section, the speaker addresses a question about literal entry into City University Bangalore's program.

Literal Entry into City University Bangalore Program

• A professor asks about literal entry into City University Bangalore's program.

• The student must have acquired enough credits elsewhere before re-entering the program.

Introduction

The speaker thanks the heads of institutions related to the National Higher Education Qualification Framework for joining the meeting and explains that they will be discussing how to harmonize and benefit from the framework.

National Higher Education Qualification Framework

• The UGC has designed a national approach to higher education qualification framework.

• This framework is in alignment with AICTE and NCBET.

• The procedures for running a university will be simplified as a result of this framework.

• The objective of this program is to define domains across levels 4.5 to 8, giving students multiple entry and exit points across programs.

Conclusion

• The speaker concludes by thanking everyone for attending and invites questions at the end of the meeting.

Internship and Apprenticeship Opportunities

The speaker notes the need for multiple internship and apprenticeship opportunities, especially in mass education where state universities are present. They suggest creating a national-level portal to facilitate matchmaking between students and industries.

Importance of Internship in Different Domains

• National Education Policy emphasizes the importance of internships in different domains, not just industry.

• Students should be exposed to different situations than what they experience in their institutions.

• AICTE has created a portal for students and industries to register for internships, but there is still a high demand from students.

Internship Portal

• UGC and AICTE will create a common portal for student registration and matchmaking with internship providers.

• NSDC also operates an internship portal, while the Ministry of Skill Development and Entrepreneurship runs an apprenticeship program.

On-Campus Internships

• After completing their first year, students can do internships within their institute during summer break.

• After second year, students can do internships outside their institute, even with roadside repair shops or other non-traditional settings.

• By third year, students should be able to enter actual industries as interns.

Migrating Between Disciplines

The speaker asks how institutions handle students who want to migrate from one discipline to another after completing their undergraduate degree.

Interdisciplinary Migration

• Institutions already admit engineering students into non-engineering master's programs.

• It is possible for students to shift from one discipline to another, but institutions need to facilitate the process.

Positive Decision by UGC and CBT

The decision to move to 128 is well thought out and will be pushed in Asia. This new framework will become a template for others to use.

Moving to 128

• UGC, CBT, and AICT have made the decision to move to 128.

• India is part of Dublin Accord and will push this framework in Asia.

• The new framework will become a template for others to use.

Recruitment System Guidelines

Cross-disciplinary recruitment enriches departments' research ecosystem. UGC is looking into regulations of minimum standards for faculty recruitment.

Faculty Recruitment

• There are examples of cross-disciplinary recruitment that enrich departments' research ecosystem.

• UGC is looking into regulations of minimum standards for faculty recruitment.

Common Approvals for Skill-Oriented Programs

Multiple permissions may disappear once HAKI comes. NCBT looks at qualifications that go into the national qualification register.

Skill-Oriented Programs

• Common approvals are needed for skill-oriented programs.

• Multiple permissions may disappear once HAKI comes.

• NCBT looks at qualifications that go into the national qualification register.

Introduction

The purpose of the meeting is to discuss the objectives and how the national higher education qualification framework tries to harmonize the different qualifications our students acquire as part of their education.

Presentations

• Dr. NS Khalsi, Chairman of NCBET, will make a brief presentation explaining the objectives.

• Professor MP Punia, Vice Chairman A CTE V3, will also make a brief presentation explaining how the national higher education qualification framework tries to harmonize different qualifications.

Objectives of National Higher Education Qualification Framework

This section explains why there is a need for a national higher education qualification framework and what its objectives are.

Reasons for Establishing National Higher Education Qualification Framework

• To establish equivalence among various kinds of degrees and qualifications that students acquire.

• To define learning outcomes and competencies that qualified persons should have.

• To enable easy mobility for students from one institution to another and help them in their employability.

Background

• The origin of this qualification framework comes from the National Education Policy 2020 which states that learning outcomes must be described using a harmonized national higher education qualification framework.

• When we have such a qualification framework it helps facilitate transferring credits from one institution to another and establishing equivalency among different kinds of qualifications.

Primary Objective

• The primary objective is to harmonize or synchronize various kinds of qualifications into a common framework based on learning outcomes at seven different levels.

Key Elements

• The primary elements that students must acquire as part of their higher education are knowledge, skills, and the ability to apply them to find solutions to real-world problems.

• Students are also expected to know constitutional values, humanistic values, ethical and moral values.

Learning Outcomes

This section explains how learning outcomes are used in the national higher education qualification framework.

Levels

• Learning outcomes are based on seven different levels starting from level 4.5 and ascending in an incremental manner up to level 8.

• Complexity increases as levels increase from 4.5 to 8 in an incremental manner so that there is continuity from one level to another.

Graduate Attributes

• The primary elements that students must acquire as part of their higher education are knowledge, skills, and the ability to apply them to find solutions to real-world problems.

• Students are also expected to know constitutional values, humanistic values, ethical and moral values.

Attributes of the National Higher Education Qualification Framework

In this section, the speaker explains the seven levels of the National Higher Education Qualification Framework (NHEQF) and how they are designed to provide continuity as students move from one level to another.

Levels of NHEQF

• The NHEQF has seven levels starting from 4.5 to 8.

• Level 4.5 corresponds to a certificate program, while level 5 defines a three-year undergraduate program.

• Level 6 defines a four-year undergraduate honors program with research and a PG diploma program.

• Level 6.5 defines either a one or two-year PG degree.

• Level 7 is an M.Tech degree, and level 8 is a doctoral degree.

Multi-entry and Multi-exit System

• Students can enter college at level 4.5 and exit after one year with a certificate.

• To become employable, students must acquire skill-based courses in addition to their certificate.

• Students can re-enter the system at any level after exiting by acquiring credits elsewhere or taking lateral entry at level five.

Harmonization and Synchronization

• The NHEQF is aligned with the national skill framework and AACTE-defined levels for easy mobility across programs.

• There is complete harmonization synchronization of these levels for equivalence across disciplines.

Professor Khalsi's Presentation

In this section, Professor Khalsi presents his slides on "Quality Assurance in Technical Education."

Quality Assurance in Technical Education

• Quality assurance refers to maintaining quality standards in technical education institutions.

• It involves ensuring that institutions have adequate infrastructure, faculty members, curriculum design, teaching-learning processes, and assessment methods.

• The All India Council for Technical Education (AICTE) is responsible for ensuring quality assurance in technical education institutions in India.

• It has developed a framework for accreditation of technical institutions based on their performance against set criteria.

• Accreditation helps institutions to improve their quality standards, enhance employability of students, and attract more funding opportunities.

• It also helps students to make informed decisions about the institution they want to join.

Challenges in Quality Assurance

• One of the main challenges in quality assurance is the lack of adequate infrastructure and faculty members in many technical education institutions.

• This affects the quality of teaching-learning processes and assessment methods.

• Another challenge is the need to update curriculum design regularly to keep up with changing industry demands and technological advancements.

• This requires collaboration between industry experts, academia, and regulatory bodies like AICTE.

Conclusion

• Quality assurance is crucial for maintaining high-quality standards in technical education institutions.

• Accreditation by AICTE can help institutions improve their quality standards, enhance student employability, and attract more funding opportunities.

• Collaboration between industry experts, academia, and regulatory bodies is necessary to address challenges related to infrastructure, faculty members, curriculum design, teaching-learning processes, and assessment methods.

Audio Issues

The speaker is not audible at the beginning of the video.

• The speaker's audio is not working properly.

Assessment and Credit System

The assessment and credit system in India is explained.

Levels of Assessment

• Level 1: Class 8

• Level 2: Class 10

• Level 3: Class 12

• Every year, students are assessed until they complete a degree program.

Credit Points

• For every 1200 hours, a student earns 40 credits.

• As a student progresses through education, they earn more credit points due to higher weightage of learning.

• Multiple entry and multiple exit streams are possible.

Technical Education System in India

The technical education system in India is discussed.

Size of Technical Education System

• India has one of the largest technical education systems in the world.

• Approximately one million graduates are produced each year.

Industry Observations

• Industries have raised concerns about weak high order thinking skills among graduates.

• Learning outcomes from level 4 to level 8 are being defined to align with industry needs.

Graduate Attributes

• Graduate attributes include technical abilities, professional competencies, and relevance to society.

• Balancing attitude, skill, and knowledge is important for quality output.

Industry Attitudes

• Industries have observed that graduates are becoming highly materialistic and not taking ownership of their organizations.

Understanding the Education System in India

In this section, the speaker explains the different levels of education in India and how they are classified.

Levels of Education

• After completing 12th grade, students can obtain a 4.5 ug certificate from a polytechnic institution.

• Students who complete one year of further studies after obtaining a certificate will receive a diploma. Those who complete two years will receive an engineering degree.

• After completing 12th grade, students can obtain a certificate (1 year), diploma (2 years), bachelor's degree (3 years), or B.Tech degree (4 years).

• Students who complete one year of further studies after obtaining a B.Tech degree will receive a Master's degree in Vocation. Those who complete two more years will receive an M.Tech degree.

• After completing an M.Tech degree, students can pursue a Ph.D., which is considered level eight.

Curriculum and Industry Alignment

• The curriculum needs to be continuously updated to align with industry needs at every level of education.

• The duration of courses should not be constrained by time if learning outcomes can be achieved in less time.

• Universities have autonomy to allow four-year degrees to be completed in three years if appropriate.

Addressing Knowledge Deficits for Re-entering Students

• When students re-enter after some time away from education, there may be knowledge deficits.

• Universities and colleges can assist these students by assessing their lost knowledge and suggesting bridge courses to regain it.

Conclusion

• Solutions can be found for addressing knowledge deficits and aligning education with industry needs.

Introduction

The speaker introduces the topic of discussion and welcomes the participants.

• The speaker greets the participants and introduces the topic of discussion.

Exit Option for Students

The speakers discuss the exit option for students and suggest ways to prevent students from taking it as an easy way out.

• There should be stringent provisions in place to ensure that students do not exercise the exit option as a matter of routine.

• A counseling committee can be formed to talk to students who want to exit their program, understand their reasons, and provide them with counseling so that they can continue.

• Institutions should use their autonomy and intellectual resources to create mechanisms within the institute to help students.

• UGC or AICTE cannot micromanage what happens within institutions; it is up to each institution to build its own mechanisms.

Agriculture Education in National Education Policy

The speakers discuss agriculture education in the National Education Policy (NEP).

• Agriculture is mentioned in NEP, and Indian Council of Agriculture Research (ICAR) is mentioned as a professional standard-setting body.

• State universities are implementing NEP guidelines from VTech to PhD level.

• It would be better if all levels were harmonized, bringing them up to 4.5 - 8 points.

• UGC chairman will discuss this with ICAR secretary and come up with some guidelines.

Internship Opportunities

The speakers discuss internship opportunities for students.

• Arrangements need to be made for multiple exits, especially internships or apprenticeships worth six to ten credits.

• It may be difficult for state universities with mass education programs to provide opportunities for every student.

• AICTE has already come up with a portal for students and industries to register, and matchmaking will happen.

• Discussions are ongoing with various industry bodies because there is a huge demand from students for internships.

Process of Implementing NAP

In this section, the speaker talks about the process of implementing NAP.

Speeding up the Process

• The thing is in process and they will speed it up.

MGM University's Integrated Program

In this section, the speaker discusses an integrated program at MGM University.

Designing a 6-Year Integrated Engineering Program

• A six-year integrated engineering program is to be designed for students after 10th standard.

• The program should be designed in such a way that students can utilize these six years of technical education well.

• Some institutions are already offering this program, which enriches students with skills and knowledge.

Grading and Screening Questions

In this section, the speakers discuss grading and screening questions related to higher education.

Grading Compatibility with European Framework

• The speaker raises concerns about sacrificing international compatibility of grading due to differences between Indian and European frameworks.

• Dr. Khalsi explains that more than 35 countries in Europe have moved to one-to-eight grading system, making it a well-thought-out decision by UGC and CBSE.

Screening for Cross-Disciplinary Programs

• Professor Joseph asks if universities can screen students who want to join cross-disciplinary programs.

• Universities have complete autonomy to encourage their students to move across disciplines provided that they are well-prepared for new education.

Recruitment System at Universities

In this section, the speaker discusses the recruitment system at universities.

Recruitment System

• The speaker thanks the chairman for his statement on taking a bold step in Indian higher education.

• The speaker asks about the university recruitment system and how degrees are considered for different departments.

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