The Central Board of Secondary Education (CBSE) has announced changes in the academic framework of school education through credits based assessment system leading to unified framework that bridges the gap between vocational and general education or academic learning and skill training by establishing their academic equivalence
Some of the important features of credits based education system are follows
Quantification and assessment of the amount of learning a student has acquired
Assigns numerical values or credits, to different courses or learning activities based on two factors for mastery over assigned study of subject matter
The time and effort required to complete it (differentiated and self-paced learning)
Criterion referenced formative assessment to demonstrate mastery of the subject matter
The overarching aim is to unified credit framework for the integration of training and skill development into schools and higher education. In other words, t he credits earned by a student will be digitally stored in the 'Academic Bank of Credits' and accessible through a linked 'Digilocker Account.'
The CBSE formed a subcommittee that has proposed
Yearly Notional Learning Level:
Learning hours per year: 1,200 hours
No of credits to be earned in all: 40
Example of curricular structure at grade levels 9 & 10 (High School)
No of subjects: 10 (3 languages: Hindi+Indian Language+ English; and 7 core subjects: math and computational thinking + social science + science + art education, physical education and well-being + vocational education + environmental education.
Example of Curriculum Structure for Classes 11 & 12:
Number of subjects: 6
Two languages and four elective subjects with an optional fifth.
At least one language must be Indian.
Competency-based micro-credentials (daily learning episode with formative matery assessment and remediation)
Micro-credentials are brief learning activities with validated specific learning outcomes, offered through online, physical, or hybrid modes at various levels: beginning, intermediate, or advanced.
Points of difference from conventional education
Micro-credentials differ from macro-credentials like undergraduate degrees, which require several years of study.
While formal degrees use 'credits' based on time spent in lectures, labs, etc., micro-credentials assign credit based on acquiring defined competencies.
Proposes holistic and multidisciplinary education with multiple entry/exit options.
What is new in NEP-2020?
Budgeting: Financial Investment and Coordination: Aims to increase public investment in the education sector to 6% of GDP.
Curricular and pedagogical structure: Introduces a new structure of 5+3+3+4.
Focus on assessment Reforms and Equity: Establishes the National Assessment Centre, PARAKH.
Gross Enrolment Ratio (GER) Targets: 100% in preschool to secondary level by 2030.
integration between arts and sciences, curricular and extracurricular activities, and vocational and academic streams.
'Light but Tight' management.
Separate Gender Inclusion investments and Special Education Zones for disadvantaged
Strengthens the Central Advisory Board of Education (CABE) for coordination and quality focus.
Targets GER in Higher Education, including vocational education: 50% by 2035.
Technological Integration: Establishes the National Educational Technology Forum (NETF) for technology integration.
Universal Access and Quality Education: It aims to ensure universal access to education from pre-primary to Grade 12.
The CBSE has decided to initiate a the National Credit Framework for grade levels 6, 9, and 11 from the session 2024-25. and directed its affiliated schools to participate in the trial run.
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