The document discusses India's academic credit system for higher education. It explains that the University Grants Commission has asked universities to adopt credit systems to measure student work through internal evaluations and fewer exams. However, credit systems vary between institutions. Generally, credits correspond to study time, and students need a set number to graduate. The document outlines the characteristics and structure of credit-based courses, including defining credits based on lecture, tutorial, and practical hours. It also discusses the advantages of credit systems in promoting flexibility, student-centered learning, and transferability between institutions. However, challenges include difficulty estimating marks and needing good infrastructure.

1. Credit System
By: Ms. Kiran Malik

2. Introduction
An academic credit system is a standard
used by universities to measure and assess
students’ work and effort during
their Bachelor's, Master's or PhD
programme.
For each course students will take during
their degree studies, they will earn a number
of credits.

3. Introduction

The University Grants Commission (UGC) has asked
universities and colleges to carry out academic reforms,
including introduction of the semester system and credit-
system, “with a switchover to continuous internal evaluation
and reducing the written examination component, credit
transfer, and credit accumulation,” says a UGC report on
‘Higher education in India - Strategies and schemes during
eleventh plan period (2007-2012) for universities and
colleges’.

4. Introduction
However, there is no uniformity in the credit
systems currently followed by some
institutions in India.
Whatever the variations may be, basically a
credit corresponds to a particular amount of
study or learning time. A student needs to
earn a set number of credits to receive his/her
certificate, diploma or degree.

5. Meaning
A course credit is a unit that gives weight to
the value, level or time requirements of an
academic course taken at a school or other
educational institution.

6. Characteristics
It is student centric
Student have freedom to study the subjects of their
interest.
Students can learn on their own pace.
They can earn extra credits.
They can opt for an interdisciplinary approach to
learning.
They can opt additional course.

7. Characteristics
It caters individual differences.
It provides need based learning.
Students can change college/university with the
tranfer of credits.

8. Need and objectives to adopt credit system
To replace teacher-centred education system.
To replace subject-centred education system.
To eliminate information giving and rote learning
dominance in the entire system of evaluation-cum-
academic system of higher education.
To provide a variety of choices to students to opt for
their learning at their own will and interests.

9. Measuring a credit
Every one hour of lecture/week amounts to one
credit.
It is based on different parameters like student
workload, learning outcomes and contact hours.
Total credits earned by a student at the end of
semester after successfully completing the course is
L+T+P

10. Structure of a course in credit
system
The structure and credits associated with each
course are defined by the (L-T-P) structure
which indicates the number of lecture hours
/week, number of tutorial hours/week and
number of practical hours /week to be devoted
for the course.

11. Structure of a course in credit
system
Courses may be constructed to combine all three LTP
elements, so a four-credit course, for example, might
involve 2 one-hour lectures per week (two credits), 1
two-hour tutorial (one credit), and one practicum (one
credit). A more interactive course might be structured
with no lecture, two 2-hour tutorials (two credits), and
two labs (two credits) per week. The specific credit
make-up of a course will vary from subject to subject
and from institution to institution based on curriculum
design and desired learning outcomes.

12. Format of a course in credit
system
The credit pattern of a course is indicated as L:T:P
format.
For a four credit course format could be:
4:0:0 1:2:1 1:1:2 1:0:3
2:1:1 2:2:0 2:0:2 3:1:0

13. Different types of papers in credit
based system
Programs are to be constructed with ‘core
compulsory’ courses, elective core classes chosen
from a pool of courses relevant to the major and
open elective courses that are not necessarily
related to the program of study. There are also
options for coursework and self-study projects, if
desired and allowed by the department or
institution.

14. Different types of papers in credit
based system
Common papers: compulsory for all
students.
Core papers: compulsory for all students of
an academic area.
Elective papers: choose by students
according to their interest.
Project papers

15. Advantages
Shift in focus from the teacher-centric to student-
centric education.
Student may undertake as many credits as they can
cope with.
It allows students to choose inter-disciplinary, intra-
disciplinary courses, skill oriented papers (even from
other disciplines according to their learning needs,
interests and aptitude).

16. Advantages
It allows for flexibility for students.
It enhances quality of education system.
It makes education broad-based and at par with
global standards. One can take credits by
combining unique combinations. For example,
Physics with Economics, Microbiology with
Chemistry or Environment Science etc.

17. Advantages
Credits earned at one institution can be
transferred.
Students can study at different times and
at different institutions to complete one
course.

18. Disadvantages
Difficult to estimate the exact marks.
Workload of teachers may fluctuate.
Demand good infrastructure for
dissemination of education.

19. Disadvantages
It is at experimental stage in India.
Very expensive.
Lack of trained teachers.

20. Thank you