A parliamentary panel has revealed that less than four percent of students enrolled in SWAYAM courses have completed the program since 2017. The committee cited complaints including outdated course content, inflexible teaching methodologies, and inadequate infrastructure. These factors acted as contributing factors to the alarmingly low completion rate.
The Standing Committee on Education, Women, Children, Youth and Sports, headed by Rajya Sabha MP Digvijaya Singh, presented its report in the Rajya Sabha on Tuesday. The report was titled “Review of Education Standards, Accreditation Process, Research, Examination Reforms and Academic Environment in Deemed, Private Universities and other Higher Education Institutions.” The report examined various aspects of higher education, including the efficacy of digital learning platforms.
SWAYAM, a government initiative, provides a platform for hosting courses from Class 9 to postgraduate level. The courses are accessible to anyone, anywhere, at any time. These interactive courses are offered free of cost to learners. Despite its accessibility and free nature, SWAYAM has struggled to retain and engage students.
The committee’s report highlights the stark contrast between the aspirations of the National Digital University (NDU) and the realities faced by SWAYAM, its foundational platform. “The committee observes that the NDU promises inclusive, flexible, and affordable education aligned with NEP (National Education Policy) goals. However, its foundation, SWAYAM, faces significant challenges. Since 2017, less than 4 percent of enrolled students have completed SWAYAM courses,” the report stated.
The panel further elaborated on the issues plaguing SWAYAM, noting, “Complaints include outdated content, inflexible teaching, and poor infrastructure. Teachers report inadequate training, low compensation, and technical hurdles, undermining their efficiency. The 1:15 teacher-student ratio is disregarded in the online model, leading to overcrowded virtual classrooms.”
The committee questioned the NDU’s claims of equity. Data from Oxfam India 2022 shows only 4 percent of Scheduled Caste and Schedule Tribe students, have internet-enabled computers. The data also mentions 7 percent of Other Backward Classes students in the same category. This disparity in access raises questions about the inclusivity of digital learning initiatives.
Furthermore, the committee recommended the establishment of a separate cell to ensure greater participation of students from underprivileged sections of society. This cell would be responsible for diligently monitoring the enrollment and progress of these students.
