The recent conflict between the University Grants Commission (UGC) and the state governments of Maharashtra and Delhi has sparked a significant debate over the conduct of university examinations amidst the Covid-19 pandemic. The bone of contention lies in the cancellation of these examinations by certain states, utilising the Disaster Management Act, 2005, as a rationale to safeguard students during the current global health crisis. This move has been strongly contested by UGC, citing its potential implications on the future landscape of higher education in India.
The UGC’s Standpoint
In response to these cancellations, the UGC has released revised guidelines to universities across the nation. It has mandated that final year examinations be conducted by the end of September, either online or offline. Additionally, it has introduced the concept of a “blended” examination mode allowing students to alternate between online and physical modes of writing their exams.
This move is backed by the authority derived from the University Grants Commission Act, 1956. As per this Act, the commission holds exclusive power to determine and maintain the standards of teaching, examination, and research within universities. Furthermore, with the transition of education to the concurrent list through the 42nd amendment Act, 1976, both central and state governments are duty-bound to enforce the guidelines laid down by UGC and AICTE (All India Council for Technical Education).
The Case Against Examinations
Despite the legal backing, several states like Delhi, Maharashtra, and Punjab have defied the directives, choosing to cancel the exams. They argue that the outbreak of Covid-19 has significantly disrupted the learning-teaching process, nullifying traditional methods of assessing student learning.
Further, not all universities possess the technical capabilities to conduct online examinations. The existing model of written, subjective-type exams for evaluating students is antiquated and has been replaced by many reputed institutions globally including the likes of Oxford, Indian Institute of Technology (IIT), and National Law Universities.
Moreover, the pressure of examinations may further add to the existing stress induced by the health and economic crisis, negatively affecting students’ overall well-being. The disparity in internet access among students, limited availability of online study material, and specific challenges faced by students with disabilities also pose significant hurdles.
Charting the Way Forward
In order to address these issues, a collaborative approach between the central and state governments is required to devise rules and regulations that ensure the delivery of quality education. The educational system should not confine itself to numerical academic success but should foster critical thinking, comparative and analytical instruction methods, along with engaging classroom discussions and participation.
The existing situation has also highlighted the paramount importance of bridging the digital divide in India for the effective delivery of education. Initiatives like the Digital India campaign can play a crucial role in resolving the issue of unequal internet access amongst the population.