UGC Issues Guidelines for Innovative Teaching and Evaluation Reforms. Details Here

UGC Issues Guidelines for Innovative Teaching and Evaluation Reforms. Details Here

According to the National Education Policy (NEP) 2020, the University Grants Commission (UGC) has established recommendations for innovative pedagogical approaches and evaluation reforms. Experiential learning, cutting-edge pedagogy, art-integrated learning, and flipped classrooms are some of the approaches taken so far.

A variety of learning models, including hybrid, online, and offline models, have been developed by schools and universities, especially in the wake of the COVID-19 pandemic’s blow to the educational system.

According to the prospectus, the UGC guidelines are intended to promote cutting-edge pedagogy and graduate specialisations in accordance with learning needs and teaching strategies as defined in the National Qualifications Framework (NHEQF), to establish contacts in order to accomplish the NEP 2020 vision for education. 

The UGC guidelines aim to make classrooms more interactive and student-centered, stating, ” Proper training, ongoing professional development, and the efforts of teachers themselves are essential for the success of meaningful changes in pedagogy.”

“Shifting environmental instances require new types of graduates and place new pressures on higher education to create and prepare students capable of meeting these challenges in the workplace,” read the guideline. 

According to NEP 2020, the goal of assessment may be summed up as continuous and comprehensive evaluation together with a grading system based on standards. 

Instead of using a single vertical assessment mode, continuous global assessment adopts a horizontal assessment method that may be used to access the student’s complete growth, including their critical thinking, problem-solving, knowledge application, and ethical adherence. 

A standard-based grading system assesses student performance in relation to the learning objective of the course. The traits or features that will be evaluated are defined by criteria. Scores can be created to measure the level of performance for each criterion and are derived from learning outcomes, making assessments more relevant. 

In order to ensure that student learning really occurs, curriculum, instruction, and evaluation should be planned according to the principles of outcome-based education (OBE). 

This online learning programme serves two purposes: online learning and assessment. It first strives to offer accessible educational alternatives for all ages, from preschool to higher education. It also attempts to assist students and working professionals in balancing academic and professional advancement. 

 (Source: News 18

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