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It has become imperative to establish and formalize a national credit accumulation and transfer system that will integrate both general and vocational education while ensuring the mobility of candidates. National Education Policy 2020 emphasizes the integration of general (academic) education, vocational learning, and experiential learning, including relevant experience and levels, acquired.
The National Credit Framework (NCrF) has been
jointly developed by UGC, AICTE, NCVET, NIOS, CBSE, NCERT, Ministry of
Education, DGT, and Ministry of Skill Development. NCrF is a comprehensive
framework encompassing elementary, school, higher, and vocational education &
training.
The National Credit Framework (NCrF) shall be an
inclusive umbrella Framework to integrate the credits earned through school
education, higher education, and vocational & skill education. For the creditisation
and integration of all learning, the National Credit Framework shall encompass
the qualification frameworks for higher education, vocational & skill
education, and school education.
The implementation of NCrF would be a game changer
in realizing the vision and intent of the National New Education Policy (nNEP)
by removing distinctions, ensuring flexibility and mobility, and establishing
an academic equivalence between general and vocational education. Such
integration shall open numerous options for further progression of students and
inter-mingling of school & higher education with vocational education &
Experiential learning.
The National Credit Framework (NCrF) provides for
broad-based, multi-disciplinary, holistic education. It has been built on the
strength of existing regulations, guidelines, and qualification frameworks. The
options for Multiple Entry-Multiple Exit (ME-ME) are accessible and applicable
across higher education, school education, and vocational education.
The National Credit Framework (NCrF) provides for
the assignment, accumulation, storage, transfer, and redemption of credits. The
NCrF paves the way for multidisciplinary education and empowers students
through flexibility in the choice of courses. It also supports educational
acceleration for students with gifted learning abilities and recognition of
prior learning.
The total number of hours for the assignment of
credits across school education, higher education, and vocational
education/skilling has been agreed to be 1200 hours per year. For credit
calculations under National Credit Framework (NCrF), 30 notional learning hours
will be counted as one Credit.
NCrF recognizes no hard separation between different
areas of learning, i.e., arts and sciences, vocational and academic streams,
and curricular and extracurricular. In the true spirit of National Education
Policy 2020, the total learning hours can be credited, subject to assessment.
Under the National Credit Framework (NCrF) every
learned skill can be credited subject to assessment. The credit levels to be
assigned across school, higher, vocational education, and skills (independent
of the streams, subjects, etc.) will be based on the cumulative numbers of
years of learning with assessment.
Assessment Bands are the stages at which a learner needs to be formally assessed for progression in academic, vocational, or skills-based streams. The NCrF Credits for the two courses/qualifications/programs may be added to each other and accumulated in ABC if they are earned in the same assessment band, subject to the guidelines of the respective regulators.
The total credit points earned by a student could be obtained by multiplying the credits earned by the NCrF Level at which the credits have been earned. The credit points can be redeemed for entry or admission in school, higher, technical, or vocational education programs or courses at multiple levels.
An Academic Bank of Credit (ABC) could digitally store the academic and other credits earned from recognized institutions so that credits could be redeemed and awards granted. ABC could also be linked to DigiLocker for easy verification and portability. The bank could include credits earned through school education, vocational education, apprenticeships, internships, project work, etc.
Assignment of credits has been enabled for online, digital, and blended learning in vocational education and skills training. This would help in overcoming the constraints of physical infrastructure and scalability. The blended learning option shall also enhance the accessibility of learning in 90% non-English medium students as well as for Divyangs.
India's National Credit Framework (NCrF) aims to encourage the internationalization of education by enabling wider international equivalence, recognition, and acceptance of Indian education and skilling by other countries. NCrF also aims to promote exchange with foreign universities and institutions through credit transfer provisions.
There would be only one credit framework for higher education, school education, and skill education. Qualifications for school, higher education, and skills would be an addendum to NCrF and aligned with it. The basic principles and provisions of the National Credit Framework (NCrF) would apply to all the qualification frameworks.
The NCrF empowers institutions with the required flexibility to cater to their specific academic requirements for creating imaginative and flexible curricula structures, creative combinations of disciplines, and other special needs. Universities, INIs, CBSE, NIOS, State School Boards, State Technical Education Boards, etc.
There would be only one credit framework for higher education, school education, and skill education. The qualification frameworks for schools, higher education, and skills would be part of an addendum to NCrF. The basic principles and provisions of the National Credit Framework (NCrF) would apply to all the qualification frameworks.
NCrF will enable the transformation of India by providing high-quality education opportunities integrated with effective skills to reap the demographic dividend, making education and skilling truly aspirational. NCrF aims to establish a benchmark for holistic education and learning integrated with skills, by removal of barriers, infusion of flexibility, and creating lifelong learning opportunities.
The National Institute of Open Schooling (NIOS) follows the following credit system for students who wish to study subjects outside the regular school curriculum.
i. Each subject is
assigned 240 hours for self-study. Total 5 subjects are required at the
Secondary and Senior Secondary level which makes it of 1200 hours and 40
credits in one year
ii. 1 credit is equivalent to 30 hours of total study i.e. each subject is of 8 credits.
Higher Education
Under the CBCS system, the requirement for awarding a degree, diploma, or certificate is prescribed in terms of the number of credits to be earned by the students. This framework is being implemented in several universities across several states in India. The main highlights of CBCS are listed below:
You can access the comprehensive Choice Based Credit
System Guidelines at
https://ugc.ac.in/pdfnews/8023719_Guidelines-for-CBCS.pdf
The scheme on Skill Assessment Matrix for Vocational
Advancement of Youth (SAMVAY) is a credit framework for skill-based vocational
courses which was launched by MHRD. SAMVAY defines the rules for credit
allotment and follows the NSQF regulatory framework while stating the credit
assessment requirements for skills.
The following formula may be used for the credit
calculation in general education courses:
I. General Education credit refers to the unit by
which the coursework is measured. One credit is equivalent to one hour of
teaching [lecture or tutorial] or two hours of practical work/field work per
week. One credit would mean the equivalent of 14–15 hours of theory or 28–30
hours of workshop/lab work.
II. One Credit is equivalent to 14-15 periods of 60
minutes each, for theory, or 28-30 periods of workshop/labs and tutorials;
III. The credit weighting for internship/field work
is 50% of that for lectures/tutorials for equivalent hours;
IV. The credit weightage for equivalent study hours
for self-learning, whether based on electronic content or not, is 50% or less
of that for lectures and tutorials.
The credit breakdown with regard to the general
education component is as shown in the table below for ease of calculation:
Table1: Break-Up of Credits
Theory 1 Credit = 15 hours | Practical 1 Credit = 30 hours | Experiential learning including relevant experience and professional levels acquired 1 Credit = 40-45 hours |
|
| Experience-based learning, which includes professional-level activities like field trips, industrial visits, etc., is given less weight because it merely involves observing and/or applying concepts that have been learned in theory. |
The credits regarding the skill component may be
awarded in terms of NSQF certification, which will have more than 50% weightage
of the total credits of the course. This is based on the assessment in a manner
prescribed by the concerned regulatory body.
The latest SAMVAY guidelines are available at :SAMVAY_1_.pdf (aicte-india.org)
Skills-based programs in which 30-40% of the total
content is of a general nature and the remaining 60% (extendable up to 70%) is
on skill development. In such programs, the following formula is used for the
conversion of time into credit hours.
a. The skills component of a post-graduate degree
should be at least 60% (extendable up to a maximum of 70%) of the total
credits. The skills component should include hands-on training in laboratories
and workshops, internships, apprenticeships, and other forms of hands-on
training.
b. This will include subjects such as digital
skills, critical thinking, problem-solving and environmental studies. The
balance credits of the program, i.e., are designed to support students'
development in all areas of study.
The detailed guidelines can be accessed at
6556003_Guidelines-for-providing-Skill-Based-
Education-under-NSQF.pdf (ugc.ac.in) and summary document at
NSQF New
Guidelines.pdf
(ugc.ac.in)
Autonomous institutions like IITs and IIMs in India are independent and each one has its unique credit system. There is a process of continuous evaluation of a student's performance or progress. Flexibility is allowed students to progress at an optimum pace suited to their ability or convenience.
I. NATIONAL SKILLS QUALIFICATION
FRAMEWORK (NSQF)
The National Skills Qualification Framework (NSQF)
was notified on December 27, 2013, by the Ministry of Finance. The NSQF
organizes qualifications into a series of 8 levels based on professional
knowledge, professional skills, core skills, and responsibilities, in
increasing order of complexity and competency. NSQF has resulted in the
development of quality qualifications applicable both in school education and
higher education. The NSQF is anchored by the National Council for Vocational
Education and Training (NCVET) and is implemented through the national Skills
Qualification Committee (NSQC).
The detailed NSQF notification can be accessed at https://www.ncvet.gov.in/nsqf-notification
The National Education Policy 2020 emphasizes the
integration of general (academic) and vocational (vocational) education. Such
integration shall enable desired reforms in the education and skilling systems.
Integration would also lead to emphasizing the dignity of labor and the
importance of various vocations.
To fulfil the vision of National Education Policy
2020, making education more holistic and effective and to lay the emphasis on
the integration of general (academic) education and vocational education
including Experiential learning including relevant experience and professional
levels acquired it becomes imperative to establish and formalize a national
credit accumulation and transfer system which will integrate both general
& vocational education while ensuring mobility of candidates between
the two systems.
The detailed National Education Policy is available
at
https://ncert.nic.in/pdf/nep//NEP_2020.pdf
Students should be allowed to choose subjects
according to their interests irrespective of the nature of the course (academic
or vocational). The proposed credit system will take into account the learning
hours put in by a learner regardless of the stream of education (general or
vocational).
Equivalency, in general, determines the level of
education and number of years of study along with the upward progression
following the candidate's field of study. It is understood that the evaluation
of a curriculum followed by the holder of an educational award
(certificate/diploma etc.) and its compatibility with the national education
system are considered at parity.
Eligibility criteria for various qualifications being implemented both in general and vocational education and training/skilling will be determined in terms of accumulated credit points. These credit points can be used to determine the eligibility for admission to various programs at multiple levels, subject to fulfillment of the broad principles laid down under the National Credit Framework (NCrF).
The multiple entry and exit option or the lifelong
learning will serve the following objectives:
· Remove
rigid boundaries and barriers from the way you interact with others.
· There
is no hard separation between different areas of study, i.e., arts and
sciences, vocational and academic streams, curricular and extra-curricular for
the assignment of credits and credit levels.
· Offer
inventive interdisciplinary fusions that would allow for multiple entries and
exit points.
· provide
students with novel course options and flexible curriculum options in addition
to specializations in particular disciplines.
· Students
at the University of Dundee will be able to choose their university degree
course, with an option for mid-way course corrections, according to their
talents and interests. It offers flexibility in the choice of courses to
students to choose their learning trajectories and programs, thereby choosing
their appropriate career path.
· Every
type of learning can now be credited subject to its assessment by an
independent body, such as the Council for Graduate Studies (CgSciences). This
means that students can earn degrees and certificates based on the weighted
average of relevant experience and proficiency levels they have achieved.
· Enable
credit transfers and accumulation while also offering an evaluation.
· The
TBRB aims to promote recognition of non-formal and informal learning, including
alternative and home-based learning, and online and distance learning.
· Facilitate encashing credits earned against a qualification/ degree when the learner resumes his/her studies later in the year.
The proposed credit framework provides for a comprehensive and practical approach to all dimensions of learning, i.e., academic education, skill development, and experiential learning. Such a seamless mixing of education, skills, and work experience would enable a student/learner to take full benefit of the option of multiple entry, multiple exit.
The National Curriculum for Gifted and Talented
(NCrF) aims to address the issues of grade/class skipping, early entrance to
school or college, and subject-based acceleration. The NCrF also envisions it
to be a competency framework that shall enable gifted learners with exceptional
learning abilities/ capabilities/ competencies to move up the education and
skilling ladder.
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