04/06/2021
Join Mass Campaign to UGC, against UGC's blended mode of education.
JNUSU opposes UGC’s ‘Blended mode of teaching and learning’ that introduces 40% Teaching Via Online Mode.
The University Grants Commission on 20.05.2020 has put forth a blended mode of teaching and learning, referred to as the ‘online driver model’, that states that Higher Education Institutions should be allowed to teach 40% of the syllabus of each course except SWAYAM through online mode and the remaining 60% in offline mode. This draft is reflective of the National Education Policy 2020 that had given legitimacy to modes of learning including face-to-face, online learning, and distance mode. It is important to note that the National Educational Policy has been vehemently opposed by students due to its commercial, communal, and centralizing tendencies which undermine the basic tenets of independent research and the right to dissent in campus spaces. This character of NEP on curbing dissent has been repeated for this draft as well because the period for suggestions of stakeholders that have been asked to be sent, has been strategically reduced to mere 20 days from the date of its release, that is till June 6.
Claimed to be a student-centric and flexible mode that moulds the citizen to be a 'virtual-citizen', this mode would ultimately widen the existing structural differences, reduce the objective of educational institutions to profit-making, and implements a bureaucratic surveillance network that would help the government curb opposing voices of Higher Educational Institutions. Without any evidence to vouch for the effectiveness of online classes, continuing in this mode affects the quality of academia as it cannot substitute the learning that takes place in classrooms. Moreover, any advantage that might arise from the blended mode comes at a greater cost of exclusion of students from marginalized communities from getting higher education. No matter how planned and prepared the draft may be, it renders the socio-economically marginalized students unaddressed and further disadvantaged. Past year’s experience with Covid-19 and the consequent lockdowns followed to curtail it, has revealed the structural inadequacy and unpreparedness for online education in our country, given the extent of the digital divide and digital learning.
Though UGC has claimed that the necessary resources such as high-speed internet, hardware, and other infrastructure shall be made readily available for the ease of students, how to implement the same in a nation plagued with the digital divide is not mentioned. The claim that these issues can be solved readily with a budgetary allocation of 3-3.5% is nothing but an assumption of the government that is devoid of any considerations to social and material reality.
JNUSU therefore strongly opposes the UGC panel's proposal on the blended mode of teaching and learning and see this as an attempt to make higher education exclusive for the socio-economically advantaged as well as to deteriorate the quality of the higher education sector.
JNUSU