TEACHERS PERCEPTION TOWARDS THE CBCS PROGRAM AT THE UNDERGRADUATE LEVEL

Under the 11th five-year plan, the Association of Indian Universities (AIU) and the University Grant Commission (UGC) suggested the Choice Based Credit System as a way to reform Indias higher education system (Chaubey, 2015). Teachers and academicians play an important role for the successful implementation of the CBCS. The main purpose of the study is to assess functionality of the CBCS curriculum through study the perception of the teachers (Gender and Discipline) towards it. The researchers randomly chose 314 teachers from undergraduate level (U.G.) colleges under four universities (Calcutta University, Kalyani University, Vidyasagar University and West Bengal State University) in West Bengal and collected data through a self-made standardized questionnaire Perception of Teachers on Choice Based Credit System (PTCBCS). Researchers found no discernible impact of teachers gender on their perceptions towards CBCS and a noteworthy distinction was found between science and arts teachers with regard to their perceptions on CBCS. in this study most of the teachers have shown low mean scores which implies awareness about the CBCS did not develop properly among them within short time of its implementation and poor infrastructural facilities etc. Hence, to develop proper understanding among the teachers about the CBCS and to increase the efficacy of this newly implemented curricular system, the present study suggests robust infrastructural upgradation of the institutions, more time requirement, sufficient human resources etc.