New undergraduate curriculum on mathematics is neither up to date with advances in the subject nor does it do justice to the serious mathematics of ancient India
The undergraduate curriculum of Indian universities is going through a significant overhaul, in which a battered system is sought to be replaced by one whose packaging is colourful and glossy. The outer box is covered with slogans in bold: “learning outcome based”, “goal-oriented”, “application-based learning”, “interdisciplinary relevance”, “designed to empower students”.
Students who study this curriculum for four years are promised to be fit for careers in education, research, software, banking, insurance, policy or anything else that takes their fancy. It is implicit in these declarations that earlier systems have not delivered on these fronts.
Students who study this curriculum for four years are promised to be fit for careers in education, research, software, banking, insurance, policy or anything else that takes their fancy. It is implicit in these declarations that earlier systems have not delivered on these fronts.