The course-content of our Faculty puts more emphasis on adapted physical education, both theory and practicum. The curriculum also stresses the importance of value education, computers and communication skill in English.

The Faculty has the distinction of creating a seamless integration of BPEd, BSc (Physical Education) and CPEd courses under an innovative 4 years Credit Accumulation System. This innovation has not only made the academic curriculum very flexible and student-friendly, but has also improved the quality of academic programs. This has been possible because we could introduce advanced contents in to our syllabus by replacing existing overlaps between BPEd and CPEd under the traditional teacher training model.

Although the credit accumulation has been introduced since March 2009, the concept was mooted at the very inception of the FGAPEdY in 2006 itself. The 4-year Credit Accumulation System is a significant step towards resolving many difficulties faced by the diploma graduates when they desired upward academic mobility. This idea has been elaborated below:

Under the existing pattern of physical education in our country, a CPEd graduate gathers more professional credits than a BPEd graduate because the former studies the professional course for two years duration as compared to the one-year duration of the latter. For all practical purposes, even a student who has completed his HPEd of one-year duration, gathers as many professional credits as does a BPEd graduate. But the irony is that a CPEd/HPEd graduate, if and when he feels the necessity of upward academic mobility, loses all his professional credits due to missing inter-connectivity between CPEd and BPEd courses under the conventional scheme. Besides, he does not get any credit for the teaching experience he might have had till then. Because, in the existing system of teacher education, the next upward qualification is the BPEd that relates only to the plus-two and a UG qualification, and is mute w.r.t. other additional academic credits such as the CPEd/HPEd. The result is that the CPEd/HPEd graduate has to revert back to his plus-two datum, complete a bachelors degree, and then seek admission to the BPEd course! It means that not only does the diploma graduate spend 18 successful academic years [{CPEd/HPEd (12+2)} + UG (3) + BPEd (1)], thereby putting in extra 2 yrs as compared to students from the regular streams, but he is also forced to re-do his professional credits that he had already gained in his CPEd/HPEd courses.

We were also keenly aware that the CPEd/HPEd course is mainly sought by rural and economically weak students who are in need of securing immediate employment. It is natural that, once such financial constraints have been overcome after some years of service by virtue of their CPEd/HPEd degree, the students feel the need to upgrade their academic qualification for a better future. Hence the move was taken seriously by the University because it empowered economically less privileged sections of our society.

Flexibility of the seamless integration of BPEd, BSc (Physical Education) and CPEd courses:
A: Flexibility to exit at pre-designated levels:
Under the 4-year seamless integration of academic credits, integrating in a rational and professional manner, the diploma (CPEd), UG (BSc Phy Edu) and BPEd credits, the following flexibility is possible for students seeking admission to our Faculty:
Any plus-two graduate of the 4-year credit accumulation program will automatically be deemed to be a CPEd graduate after two successful academic years if he decides to discontinue and seek employment.

Otherwise, he can continue his studies for one more year (i.e. 3rd academic year after plus-two) and, on successful completion, be deemed a graduate in BSc Physical Education {BSc (Phy. Edu.)}.

Or, again, he can continue his studies for one more year (i.e. 4th academic year after plus-two) and, on successful completion, be deemed a graduate in Physical Education, BPEd.

B: Flexibility to enter at pre-designated levels:
More than the multi-exist options available under the credit accumulation scheme, the system enables retention of accumulated credits by making it possible to re-enter the 4-year package at suitable points depending on the quantum of accumulated credits on a case-to-case basis as elaborated below:

Any CPEd graduate can enter the third year of the 4-year package by virtue of his having already secured two years of professional credits.

Any UG graduate can enter the 4-year package and accumulate one year of professional credit needed for a BPEd degree. Though this option is available also in the conventional system of education, it is different because the student seeking one year of professional credit will be accumulating these along with the CPEd students.

Any CPEd/HPEd graduate who has also, in the interim period, accumulated UG credits through various options available to him through a open university, distance mode of education, etc., will be eligible to appear for the BPEd degree examination of our university because he has practically accumulated sufficient credits to be declared a BPEd graduate. But, in order to maintain the standard of our BPEd under this option, we have kept a provision for remedial classes and examinations, both practical and theory.

C: Scope for further innovation:
Since the concept is quite radical for our country, especially in the teacher training field, the credit accumulation has been put to use in IITs in our country and is an accepted system of education in many other countries. The following innovations can be introduced in to the credit accumulation system in the coming years:

Scope for faster accumulation of credits: Only under the credit accumulation system is it possible to give maximum credits possible in an academic year to exceptional cases such as, a genius, or an exceptionally talented or hard working student. Depending on the milestones fixed at different points in an academic year, such student can be helped to complete their 4-year credit package in a shorter duration.

Boost to inter-disciplinary education and research: We know that no area of study stands in isolation. For example, physical education has a lot of elements common with physiotherapy, sports injuries, event-management, adapted physical education, etc. The credit accumulation system is best suited for acquiring multiple degrees in diverse but related fields of knowledge. This will go a long way in infusing life into inter-disciplinary researches in every field of education.

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Last Updated: 14-nov-09