TReE-Teaching, Research and Empowering
TReE (Training, Research and Empowering)?????????
Branches 9 and 10
Envision of Multidisciplinary Curriculum in NEP 2020
Dr B S Padmavathi
Professor and Head Education?
Centre for Educational and Social Studies
Bengaluru
I continue summarising various TReE (Faculty Development Program) sessions. This summary is about the session taken by Dr Padmavathi.
TReE is organised under the auspices of the Centre for Professional Development and Training, Ramaiah University of Applied Sciences. TReE is the first in the Faculty Development Programs series organised on 20-24th February 2023. The program focuses on Teaching, Research and Empowering the faculty to aid them in enhancing their performance. Experts and experienced faculty from reputed academic institutes and the RUAS have delivered talks in various sessions.
Dr Padmavathi holds Post Graduate Degree in Political Science, M. Phil. and Doctoral Degrees specialising in foreign Policies (of India and the USA) from the Department of Political Science, Bangalore University. She is currently the professor & Head at the Centre for Educational and Social Studies (CESS), Bengaluru. One domain of her research focus in recent times is curriculum development with a multidisciplinary perspective. She has coordinated and headed nearly 30 national and international survey-related projects. She has worked with the International Academy for Creative Teaching (iACT) as the Coordinator (PGDCT-KSOU) and as a Senior Faculty - Social Sciences. Has contributed to drafting Karnataka State Youth Policy as a Member of the Drafting Committee.
Dr Padmavathi served the Karnataka Knowledge Commission, Government of Karnataka, as Senior Research Associate.?
Dr Padmavathi took two sessions (eighth and ninth) in the series. A summary of the sessions written based on my notes is given below.
Dr Padmavathi started her talk by discussing Education for the future. The questions to be addressed are, how can we prepare students: for jobs that have not yet been created, tackle societal challenges that we cannot yet imagine, and use technologies that have not yet been invented? And how can we equip our young minds to thrive in an interconnected world where they need to understand and appreciate different perspectives and worldviews, interact respectfully with others, and take responsible action towards sustainability and collective well-being?
Education is vital in developing the knowledge, skills, attitudes and values that enable people to contribute to and benefit from an inclusive and sustainable future. Several countries initiated curriculum reforms to equip their students with 21C competencies-multidisciplinary, interdisciplinary and trans-disciplinary became the core curriculum. India developed National Education Policy 2020 to transform the education system, including its curriculum. Some of the salient features of the NEP are:
Dr Padmavathi focused her discussion on the multidisciplinarity of NEP 2020. She opined that integrating the humanities and arts with Science, Technology, Engineering and Mathematics (STEM) has consistently shown positive learning outcomes. It has increased creativity and innovation, critical thinking and higher-order thinking capacities, problem-solving abilities, teamwork, and communication skills. Learning and mastery of curricula across fields through a holistic and multidisciplinary approach increase social and moral awareness besides general engagement and enjoyment of learning. She discussed the ways of nurturing Multidisciplinary institutions and curricula. ?
While discussing the academic programs for the 21st Century, she emphasised the need for moving towards transdisciplinary. The barriers between the individual academic units are brought down in transdisciplinary work and explained with examples about Discipline, Intradisciplinary, Multidisciplinary, Crossdisciplinarity, interdisciplinary and transdisciplinary.
Then she moved on to discuss the Program/Graduate outcomes and graduate attributes. Equip the students with Critical thinking, Problem-solving, Self-directed life-long learning, and Global perspectives. A comprehensive knowledge and coherent understanding of the chosen disciplinary/capacity to extrapolate from what has been learnt and apply acquired competencies in new/unfamiliar contexts.
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She continued her discussion by talking about the curriculum framework. The curriculum principles envisaged in NEP like ensuring a Student-Centric approach in developing curricula, pedagogy and assessment. Common elements of curriculum frameworks include Educational goals/Content, Guidelines on pedagogy/andragogy, Guidelines on assessment and Content, and Assessment and Pedagogy.
She explained about critical components of 21C (Competencies) leading to Transformative Competencies and Social & emotional skills/ attitudes & values. She emphasised the need for the curriculum to connect with a larger ecosystem and go beyond the written curriculum.
While discussing the taxonomy of learning, she indicated that it involves different kinds of learning and referred to Bloom's Taxonomy of learning. It deals with factual, conceptual, procedural, and Metacognitive knowledge.
Education experts have noted that most 21st-century students are still taught by teachers using 20th-century pedagogical practices in 19th-century institutions. There is a neee for aligning with Industry 4.0. To end the fragmentation of higher Education, NEP proposes transforming HEIs into multidisciplinary institutions. She continued the discussion about the approaches towards the setting up of Multidisciplinary HEIs
There is a need for Orientating Students to familiarise with the new opportunities and ecosystem. Orient to multidisciplinary Education, multiple entry and exit, Academic Bank of Credits (ABC) and Credit mobility between institutions. ??
She described how the HEI ecosystem needs to change while implementing the NEP. Capacity-building for faculty to teach, train and take up research in multidisciplinary academic programmes and developing appropriate educational infrastructure. Academic collaboration is the way forward. The institutional collaboration lead to the award of dual-major degrees. ?
Dr Padmavathi's talk was informative, and she could connect with the participants by taking good examples. It was well appreciated and enhanced the perspective on the NEP, especially about the multidisciplinary and curriculum framework.
The articles posted on earlier sessions can be accessed at:
Session 1: Prof P N Razdan: (2) TReE - Teaching, Research and Empowering | LinkedIn
Session 2: Prof M Sai Baba: TReE-Teaching, Research and Empowering | LinkedIn ??????????????
Session 3: Dr Nayanjeet: TReE-Teaching, Research and Empowering | LinkedIn ?
Session 4: Major General JV Prasad: (1) TReE-Teaching, Research and Empowering | LinkedIn
Session 5: Prof MH Bala Subramanya: https://www.dhirubhai.net/pulse/tree-teaching-research-empowering-sai-baba-magapu-4c
Session 6: Dr Gangadharan: https://www.dhirubhai.net/pulse/tree-teaching-research-empowering-sai-baba-magapu-5c
Session 7: Dr Prathima Khandelwal: https://www.dhirubhai.net/pulse/tree-teaching-research-empowering-sai-baba-magapu-6c
Session 8: Dr Chetan Singhai: https://www.dhirubhai.net/pulse/tree-teaching-research-empowering-sai-baba-magapu-7c