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Background <p>The National Education Policy (NEP) 2020 calls for a multidisciplinary, flexible and outcome-oriented approach to education in India. Responding to this pivotal policy framework, the Rehabilitation Council of India (RCI) has come up with a revised syllabus (2024) for Audiology and Speech- Language Pathology courses. This investigation was a systematic mapping of the newly propagated undergraduate and postgraduate syllabi of B. ASLP, MSc (SLP), and MSc (Aud) against the central directions of the NEP 2020 namely, goals of holistic integration, structural flexibility and digital pedagogy.</p> Method <p>A qualitative structure of document analysis was used as set out by Bowen, in the analysis of the three syllabi for RCI 2024. Through a deductive strategy, the contents were coded into three domains: philosophical orientation, structural features and pedagogical strategies.</p> <p>Alignment in each domain was evaluated through the Theory of Change (ToC) framework to examine how elements of the curriculum could lead to long term transformations in professional training.</p> Results <p>The analysis showed strengths especially in the structural dimensions such as the introduction of a modular credit system and the explicit articulation of competencies. However, there remain major gaps in terms of explicit pedagogic strategies, multilingual provision and interdisciplinary linkages. Although the structural framework is consistent with national policy objectives, the operational pathways of digital integration and learner autonomy are not adequately outlined.</p> Conclusion <p>The RCI syllabi exhibit promising structural congruence with the NEP 2020. However, pedagogical innovation and incorporating philosophical foundations are limited.</p> <p>Recommendations include incorporating graduate attributes into learning outcomes, operationalising the Academic Bank of Credit (ABC) and formalising digital teaching strategies.</p> <p>This study represents a first step in the reflexive process of the translation of education policy into clinical curriculum practice.</p>

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Mapping the Audiology and Speech Language Pathology (ASLP) curricula to NEP 2020: a document analysis of the RCI revised syllabus (2024)

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  • 发表日期：

    2026年6月15日

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  • Krupa Venkatraman,
  • Prakash Boominathan,
  • Radhakrishnan Chella Perumal

摘要

Background

The National Education Policy (NEP) 2020 calls for a multidisciplinary, flexible and outcome-oriented approach to education in India. Responding to this pivotal policy framework, the Rehabilitation Council of India (RCI) has come up with a revised syllabus (2024) for Audiology and Speech- Language Pathology courses. This investigation was a systematic mapping of the newly propagated undergraduate and postgraduate syllabi of B. ASLP, MSc (SLP), and MSc (Aud) against the central directions of the NEP 2020 namely, goals of holistic integration, structural flexibility and digital pedagogy.

Method

A qualitative structure of document analysis was used as set out by Bowen, in the analysis of the three syllabi for RCI 2024. Through a deductive strategy, the contents were coded into three domains: philosophical orientation, structural features and pedagogical strategies.

Alignment in each domain was evaluated through the Theory of Change (ToC) framework to examine how elements of the curriculum could lead to long term transformations in professional training.

Results

The analysis showed strengths especially in the structural dimensions such as the introduction of a modular credit system and the explicit articulation of competencies. However, there remain major gaps in terms of explicit pedagogic strategies, multilingual provision and interdisciplinary linkages. Although the structural framework is consistent with national policy objectives, the operational pathways of digital integration and learner autonomy are not adequately outlined.

Conclusion

The RCI syllabi exhibit promising structural congruence with the NEP 2020. However, pedagogical innovation and incorporating philosophical foundations are limited.

Recommendations include incorporating graduate attributes into learning outcomes, operationalising the Academic Bank of Credit (ABC) and formalising digital teaching strategies.

This study represents a first step in the reflexive process of the translation of education policy into clinical curriculum practice.