{"id":3944,"date":"2013-05-01T11:00:51","date_gmt":"2013-05-01T11:00:51","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=3944"},"modified":"2013-05-01T11:00:51","modified_gmt":"2013-05-01T11:00:51","slug":"nuances-of-choice-based-credit-system-for-education-and-career-development-by-dr-v-barla","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=3944","title":{"rendered":"‘Nuances of Choice Based Credit System for Education and Career Development’ by Dr. V. Barla"},"content":{"rendered":"

Abstract<\/strong><\/span><\/p>\n

This study was conducted on\u00a0 a\u00a0 stratified convenience sample of 500 students at RG Kedia Colleges, ST.Mary`s Group of Institutions and Osmania University Campus Hyderabad from November to December 2012, for the purpose of \u00a0making an empirical evaluation of students` perceptions on\u00a0 CBCS system . The principal Null Hypothesis was that students do not perceive the CBCS system as a mechanism for enhancement of learning and career development. Data analysis disproved this Hypothesis. It was also found that female students understand the CBCS system better than male students and are readily willing for a change over from the next academic year itself. At the end the study makes useful recommendations for policy making on CBCS system for colleges \u00a0in India or abroad.<\/span><\/p>\n

Key words: <\/b>choice based credit system, Course flexibility, Inter-disciplinary\u00a0\u00a0 approach, \u00a0\u00a0workload distribution, testing and evaluation, employability.<\/span><\/p>\n

Introduction <\/b><\/span><\/p>\n

The 11th five year plan of India as well as the National Knowledge Commission`s \u00a0policy have recommended revamping of higher education through academic and administrative reforms. The UGC has emphasized on such reforms and this was followed by the recommendations \u00a0made on similar lines by the Association of Indian Universities. Because, the current higher education curriculum does not impart the necessary skills that would make the students employable adequately. There is a lack of Interdisciplinary approach as well as there is a very little scope for value based courses to be taught. In addition, the evaluation methods are largely based on memory recall processes. In addition the students don\u2019t learn to think and analyze on their own. Also, the system is not effective enough in meeting\/ empowering students to think or matters\/issues independently. The solution for such a malady is that the student be given a choice to study multiple subjects.<\/span><\/p>\n

When a student has the background of different areas of study, it will benefit the student while pursuing further studies. Usually when students skip their areas of study and jump to new ones, they face a challenge of coping with the new area and familiarizing with the terms, theories and concepts.\u00a0 Moreover, many of the post graduate courses cannot be taken up unless the student has had certain mandatory subjects at the under graduate level. It will also give an added knowledge to the students who may opt for subjects from various other fields, but want to acquire knowledge of art and culture and allied subjects . Academic commissions and committees such as UGC, TANSCHE and NAAC recommend CBCS for higher education.<\/span><\/p>\n

Objective of the study<\/b><\/span><\/p>\n

    \n
  1. To understand the basic parameters involved in CBCS system of education for college students.<\/span><\/li>\n
  2. To identify the differences between male & female student perceptions on CBCS system.<\/span><\/li>\n
  3. To make suggestions for policy interventions about introduction of CBCS System in Indian Universities..<\/span><\/li>\n<\/ol>\n

    Hypothesis<\/b><\/span><\/p>\n

    Ho1. There are\u00a0 no specific parameters which correlate well to the successful introduction of CBCS system of education.<\/span><\/p>\n

    Ho2. There will be no significant differences between male and female students with reference to their perceptions on relevance of CBCS system for education and career development.<\/span><\/p>\n

    Ho3. It would not be possible to develop a model CBCS System .<\/span><\/p>\n

    Methodology<\/b><\/span><\/p>\n

    Study involves secondary data collected through published sources namely<\/b><\/span><\/p>\n

      \n
    1. Books,<\/span><\/li>\n
    2. Internet,<\/span><\/li>\n
    3. Newspapers,<\/span><\/li>\n
    4. Reports of Government,<\/span><\/li>\n
    5. Reports of associations,<\/span><\/li>\n
    6. Research publications,<\/span><\/li>\n
    7. Other sources.<\/span><\/li>\n<\/ol>\n

      This study also involves collection of primary data with a structured questionnaire administered to selected sample of five hundred (500) respondents.<\/span><\/p>\n

      Participants consisted of 500 respondents consisting of students from colleges, faulty in Engg\/Management institutions and field experts. Structured questionnaire was used to gather data on factors and types of relationships influencing career choice, individualism\/collectivism, and protean\/conventional career orientation and the support CBCS could give to their education and career development .<\/span><\/p>\n

      1.5 Sampling<\/span><\/b><\/b><\/span><\/p>\n

      A sample of\u00a0 five hundred respondents was selected as follows <\/b><\/span><\/p>\n