Programmes

The diploma and degree programmes that MLCU offer are livelihood, career, and entrepreneurial centred. They are oriented to the development needs of the state,region, and country. The curriculum is experiential, not didactic, dynamic, not static, and competency-based rather than theoretical. The University has implemented key provisions of the National Education Policy (NEP) 2020 such as the 4-year UG programme, multiple entry and exit, blended learning, online education and the Academic Bank of Credits. The University follows the student assessment system of Continuous Formative Evaluation.

Foundation programme

Lifespan development examines patterns of growth, change and stability in behaviour that occur throughout an individual’s lifespan. It uses a scientific approach to understanding human growth and change throughout life and encompasses physical, cognitive, social, and personality development. Culture and ethnicity also play an important role in development. The period of young adulthood is characterized by:

1. Potential for high performance, more than at any other stage of life. It also highlights the role and importance of cultural learning as an example of lifelong development.
2. Physical development of puberty that is completed during this phase. Health and fitness are often a concern, including attention to proper nutrition, junk foods, and being overweight.
3. Experimentation with and usage of drugs and drinking are often a feature of new-found independence. Efforts to enhance mental and psychological well-being are important to reduce inherent stresses of this phase of life.
4. The expansion of the networks of friendships as new social relationships are made away from home. These friendships sometimes become more important than family in the maintenance of sound mental health. Shared altruism and idealism may lead to group volunteerism, strengthening social integration.
5. Moral reasoning and ethical codes that reach the highest stage of development.
6. Ethnicity, identity and growing awareness of one’s cultural roots that result in a healthy balance of cultural self-confidence, respect for diversity, and a complete sense of self.
7. Sexual relationships: in MLCU, a study has shown that more than half of students are in a relationship. There are prejudices or openness about issues such as pornography, premarital sex, abortion, rape, and alternative sexual orientations, depending on upbringing and the influences of religion, peers, and media. Concerns arise about contraception, sexually-transmitted diseases, and sexual harassment.
8. Career decision-making including the need to select disciplines of study and specialisations. Cultural, social and gender beliefs influence the choice of careers, as does peer influences. Goals in life need to be formulated so that study choices are aligned accordingly. 

The Foundation Programme will provide awareness and engagement with all these issues that young adults face and will provide academic, social, and psychological support during this important phase of life and university education.

Experiential learning

Knowledge is effectively created through experience. Knowledge results from the
combination of grasping and transforming experience. It is distinct from rote or
didactic learning, in which the learner plays a comparatively passive role. The
University Grants Commission encourages the use of experiential learning stating
that, “Learners must have ample scope to formulate their own queries and have
multiple interpretations of knowledge through self-search and experiential learning.”
To emphasize the importance of experiential learning, MLCU encourages the
broad use of experiential strategies and tools, recommending that at least half of
the learning time be spent in experiential learning.

Self-directed learning

The UGC Guidelines for master’s degrees have the following provision: “The students shall be encouraged to study some part of the syllabus themselves and shall be given assignments, so as to make use of the library, laboratory, internet and such other faculty.” Self-learning is any study form in which individuals have primary responsibility for planning, implementing, and even evaluating the effort. Most people prefer self-learning to teacher-directed learning. In self-directed learning: Individual learners become empowered to take more responsibility for decisions associated with learning
1. Self-direction creates a continuum of learning
2. Self-learning can take place in collaboration with others
3. Self-directed learners are able to transfer learning from one situation to another
4. Self-directed learning can effectively be conducted through various activities:
self-guided reading, participation in study groups, internships, electronic dialogues, and reflective writing
5. Effective roles for teachers are possible: dialogue with learners, helping with sources and resources, promoting critical thinking, and evaluating outcomes
6. Innovative programmes maybe created or conducted such as: individualized study options, non-traditional programme offerings, open learning programmes, computer-mediated instruction, and others
7. Most important of all, self-directed learning works!

Self-directed learning, in its broadest meaning, describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing learning strategies, and evaluating learning outcomes. In self-directed learning, learners themselves take the initiative to use resources rather than simply reacting to transmissions from resources, which helps them learn more and in a better way. Lifelong, self- directed learning (SDL), has been
identified as an important ability for graduates. It has been shown through many studies worldwide that the self-directed method is better than the teacher centred method of learning. Teacher-directed learning makes learners more dependent and the orientation to learning becomes subject-centred. If a teacher provides the learning material, the student is usually satisfied with the available material, whereas if a student is asked to work on one’s own, he or she invariably has to explore extensive resources on the subject.

Internships

As part of experiential learning, internships are mandatory. A transformative experience will best come about from an immersive internship which serves several purposes:
1. Experience in hands-on skills
2. Develop attributes of confidence, maturity, and agency
3. Demonstrate analytical, critical reflection, and decision-making skills
4. Develop interactive skills with other professionals in the field
5. Become more familiar with the world of work
6. Obtain cross-cultural experiences

Continuous formative evaluation

Continuous formative evaluation refers to any form of frequent assessment, such as tests, essays, projects, interviews, or presentations that are conducted during the programme with the goal of giving students early and continuous feedback on their performance, to help the student correct gaps and improve during the semester. In contrast, summative evaluation is a final evaluation about the quality of performance conducted at the end of the programme, such as a final examination. CFE issued at MLCU.

Research

MLCU aims to promote an indigenous/tribal approach to research that will contribute to the body of knowledge in academia and, alongside the community, develop programs that promote sustainable development and holistic well-being. Through community-based participatory approaches, the research questions, objectives and methodology are conceptualized. It is mindful of the balance between deductive (Etic) and inductive (Emic) principles of research analysis when developing theories on certain cultural phenomena thereby emphasising the qualitative approach to investigations. The policy on Intellectual Property rights recognises the Traditional Cultural Expressions such as paintings, songs, and
folklore among others that may be central to unveiling unique and meaningful schemas prevailing among specific indigenous/tribal groups. These approaches are all geared toward the revitalisation of indigenous knowledge to benefit and strengthen traditional, transitional and contemporary communities.
MLCU’s research core values include (1) community-based participatory approach, (2) research-based practice, (3) collaboration with individuals, community, governmental and non-governmental agencies, and institutions, (4) innovation (non-traditional format of thesis, practitioner research PhD), and (5) research ethics. Annually student’s research programme is organised to inculcate a spirit and culture of research among students and faculty as well as to recognise the efforts of the students across various departments in completing their research projects. The weeklong programme includes various research-related activities like data interpretation, quizzes on research, literature hunts, play acts, out-of-the-box
and poster presentations in which the undergraduate and postgraduate students participate. In all these activities, the students are evaluated and awarded prizes and certificates. The best research studies and poster presentations are awarded the “Excellence in Research Award” which comprises of cash awards and certificates.