SWAYAM courses suffer high attrition and low completion rates

SWAYAM courses suffer high attrition and low completion rates

 Lack of investments in digital infrastructure, tough exit exams and long classroom sessions with no guaranteed immediate benefit to the learner could be the key reasons 

Rajlakshmi.Ghosh@timesofindia.com 17.02.2025

Less than 4% of students enrolled for SWAYAM courses have completed the programme since 2017, revealed a parliamentary panel committee report released recently. With complaints including outdated content, inflexible teaching, and poor infrastructure being cited as key reasons, questions are being raised about the efficacy of the courses to upskill learners from class IX to the postgraduate level. Experts claim that the large number of dropouts and the low completion rates are due to the lack of investments in digital infrastructure, tough exit exams and boring classroom sessions that make tech intervention a dire necessity. What the courses entail All the courses are interactive and available free of cost, though general citizens wanting a SWAYAM certificate must register for the final proctored exams for a fee and attend in person at designated centres on specified dates. 

Eligibility for the certificate is announced on the course page, and learners will get certificates only if their criteria match. “However, post the UGC’s new framework for SWAYAM courses in August last year enabling universities to conduct exams for SWAYAM courses, students will now take exams at their universities without any cost. Once the students clear the exam, the credits of the courses can be used in their university programme. Should the students fail, a supplementary exam will be conducted by the university at no cost to the learners,” BJ Rao, vice-chancellor, University of Hyderabad, says. 

With the two key deterrents of certificate fee payment and absence of supplementary ex ams being ironed out, students are more likely to complete the courses, reaping the benefits of a flexible learning system. But then, not every academic is convinced. “Unlike in the IITs where the barrier is a tough entrance exam (JEE Advanced), in SWAYAM courses–90% of which are developed by IIT faculty–the challenge lies at the exit level where learners’ ability to grasp topics is tested through proctored exams which act as quality filters. Even though tens of thousands of learners may enrol for these courses, not many want to complete it, simply because they aim to gain knowledge and not necessarily to collect certificates, which is often the case with working professionals,” says V Ram Gopal Rao, vicechancellor, BITS Pilani Group and former director, IIT Delhi. 

According to the parliamentary committee report, teachers who are engaged in imparting lessons report inadequate training, low compensation, and technical issues while recording Swayam lectures. There is an urgent need to make the classes more interesting and prevent high dropout rates, adds Rao. “Leaners constantly complain about monotonous classes where PowerPoint presentations by professors may not help retain students’ interest. This makes the need for tech interventions involving 3D animations, AR/VR platforms all the more relevant, to clarify concepts and improve content delivery,” he says. Mapping recruiters with students The parliamentary commit tee further observed that digital initiatives in education would only provide a lukewarm response in terms of engagement unless the Union education ministry proactively helped learners with placement opportunities wherever possible or set up a platform associated with SWAYAM for connecting recruiters to students. 

With rapid development in technology and AI tools to prepare students for mock interviews and personality training, the idea of a platform to map recruiters with students can be achieved, says Rao. Dealing with the divide Linking the courses with job prospects is not a suitable idea as every course cannot be mapped to a job since pla cement is an integrated outcome of the learning and skilling of the student, says BJ Rao. Increasing internet penetration in the country will ensure better inclusivity and continuity of learning in the rural belt, he adds. PV Navaneethakrishnan, former professor and director of Entrance Exams and Admission, Anna University, Chennai, counters, “The low percentages of SC/ST (4%) and OBC (7%) students having internet-enabled computers according to Oxfam India 2022, and as pointed out by the parliamentary panel, is indicative that the digital divide still exists. Along with this, the urbanrural divide also contributes to the attrition among SWAYAM learners. Since the online

scheme is not familiar or easily accessible to the underprivileged, the system should include periodical offline classes and tutorials with subject experts at convenient locations. This will inculcate in them a sense of belonging and induce confidence in the usefulness of the pursuit. Admissions based on a formal aptitude test will also help reduce the dropout rate.” It is important to reconcile with the fact that not all registrants are serious about completing the courses, particularly since the programmes are free, cost nothing on dropping out, often long and with no guaranteed immediate benefit. “For many, the initial enthusiasm may wear out with the increasing stress of studies as the course progresses. This is an inherent drawback of many online courses, and not just SWAYAM,” Navaneethakrishnan adds