NEP2020:-Restructuring of UG and PG Education

1. NEP2020:-Restructuring of UG and PG
Education
Dr. Pradeep B. Mane (Principal)
AISSMS Institute of Information Technology
Pune, India
principal@aissmsioit.org

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•University Education Commission (1948-49)
•Secondary Education Commission (1952-53)
•Education Commission (1964-66) under Dr. D.S. Kothari
•National Policy on Education, 1968
•42nd Constitutional Amendment,1976-Education in Concurrent List
•National Policy on Education (NPE), 1986
•NPE 1986 Modified in 1992 (Program of Action, 1992)
NEP2020:
• T.S.R. Subramaniam Committee Report (27 May, 2016)
• Dr. K. Kasturirangan Committee Report (31 May, 2019)
Evolution of Education Policy

3. 3
Dr K Kasturirangan Committee Members :
S.No Name of the Member
1 Dr. K. Kasturirangan (Chairman)
2 Dr. Vasudha Kamat
3 Dr. Manjul Bhargava
4 Dr. Ram Shankar Kureel
5 Prof. T.V. Kattimani
6 Shri Krishna Mohan Tripathy
7 Dr. Mazhar Asif
8 Dr. M.K. Sridhar
9 Shri Rajendra Pratap Gupta

4. 4
• Online : www.MyGov.in (26.01.2015 – 31.10.2015)
• Nearly 2.5 lakhs Gram Panchayats, 6600 Blocks, 6000 ULBs, 676 Districts (May- Oct.
2015)
• Draft NEP, 2019 Summary in 22 languages/Audio Book
• Education Dialogue with MPs (AP, Kerala, Telangana, TN, Puducherry, Karnataka &
Odisha)
• Special Meeting of CABE (21.09.2019)
• Parliamentary Standing Committee on HRD on 07.11.2019
NEP 2020 : Draft Preparation Process

5. The vision of the Policy is to instill among the learners a deep-rooted pride in being
Indian, not only in thought, but also in spirit, intellect, and deeds, as well as to
develop knowledge, skills, values, and dispositions that support responsible
commitment to human rights, sustainable development and living, and global well-
being, thereby reflecting a truly global citizen.
The Vision of NEP 2020

6. 6
• 5+3+3+4 Curricular and Pedagogical Structure
• National Mission on Foundational Literacy and Numeracy
• Medium of Instruction till at least Grade 5, and preferably till Grade 8 and
beyond in Home Language / Mother tongue/ Regional Language
• Universalization of Early Childhood Care Education (ECCE)
• Curriculum to integrate 21st Century Skills, Mathematical Thinking and
Scientific temper
• No Rigid Separation between Arts & Sciences, between Curricular and
extra-Curricular activities, between Vocational and Academic streams.
• Board Examination will be Low Stakes, Based on Knowledge Application
Major Reforms: School Education

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• Reduction in Curriculum to Core Concepts
• Vocational integration from class 6 onwards
• 360 degree Holistic Progress Card of Child
• Tracking Student Progress for Achieving Learning Outcomes
• National Assessment Centre - PARAKH
• NTA to offer Common Entrance Exam for Admission to HEIs
• National Professional Standards for Teachers (NPST)
• New National Curriculum Framework for ECE, School, Teachers and Adult
Education
• Transparent online self disclosure for public oversight and accountability
• School Accreditation
Major Reforms: School Education

8. • Holistic and Multidisciplinary Education -Flexibility of Subjects
• Multiple Entry / Exit
• UG Program - 3 or 4 year
• PG Program – 1 or 2 year
• Integrated 5 year Bachelor’s / Master’s
• M Phil to be discontinued
• Credit Transfer and Academic Bank of Credits
• HEIs : Research Intensive, Teaching Intensive Universities and Autonomous Degree
Granting Colleges
• Model Multidisciplinary Education and Research University (MERU)
(in or near every District)
• Graded Autonomy : Academic, Administrative & Financial
• Phasing out Affiliation System in 15 years
• Single Regulator for Higher Education (excluding Legal and Medical) 8
Major Reforms : Higher Education

9. • National Research Foundation (NRF)
• Internationalisation of Education
• Integration of Vocational, Teacher and Professional Education
• Standalone HEIs and Professional Education Institutions will evolve into
Multidisciplinary
• Special Education Zone for Disadvantaged Regions
• National Institute for Pali, Persian and Prakrit
• National Educational Technology Forum (NETF)
• MHRD to be renamed as M/o Education
9
Major Reforms : Higher Education

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• Use of Technology in
• Education Planning
• Teaching, Learning & Assessment
• Administration & Management
• Regulation - Self Disclosure & Minimum Human Interface
• Increasing Access for Disadvantaged Groups
• Divyang Friendly Education Software
• e-Content in Regional Languages
• Virtual Labs
• National Educational Technology Forum (NETF)
• Digitally Equipping Schools, Teachers and Students
Use of Technology

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• Multidisciplinary Education and institutes.
• Academic Bank of Credit (ABC),
• Internationalization of HEIs.
• Implementation of the Common university Entrance Test (CUET).
• New Regulations for PhD program.
• Emphasize Regional Language in education including Technical education.
• UGC curriculum framework for ¾ year, UG Program.
• National Higher Education Qualifications Framework (NHEQF).
• National Skills Qualifications Framework (NSQF)
• National Credit Framework (NCrF): developed Jointly by UGC,AICTE NCVET, NCERT,
CBSE and NIOS along with DoSEL, DoHE, MoE, &MSDE.
Education in 2022: Walking through major
developments in India’s academic policy

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• INDIA’S SDG JOURNEY:Accelerating Progress and the Path Ahead Global Compact Network, India
(GCNI) - Accenture India CEO study 2022.
• India's CO2 emissions pathways to 2050: Energy system, economic and fossil fuel impacts with and
without carbon permit trading, Energy
• Science and Technology by India Brand Equity Foundation.
• Multidisciplinary Education and Research Improvement In Technical Education (MERITE) Equity
Action Plan / Indigenous People Plan (EAP/IPP)
• Harnessing Green Hydrogen Opportunities for Deep Decarburization in India
• Ocean Services, Modelling, Applications, Resources and Technology (O-SMART) scheme of the
Ministry of Earth Sciences- Blue Economy.
Other Documents for Engineering Education

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• NCrF Credit levels to be assigned across school/ higher/ vocational education/ skilling,(independent streams,
subjects etc.) and will be based on the cumulative numbers of years of learning with assess.
• Primary & Middle School Levels: 5th class - Credit Level 1, 8th class - Credit Level 2.
• The Credit levels increase by 0.5 for every year of learning (1200 hrs) after Class 8th.
• Secondary & Senior Secondary School Levels: 9th (level 2.5), 10th (Level-3), 11th (level 3.5), 12th (Level-4)
• Under Graduate (Level - 4.5, 5.0, 5.5, 6.0), Post Graduate (Level - 6.0, 6.5, 7.0), PhD (Level - 8).
• Total Notional Learning Hours in a year: 1200 H s per year for assignment of credits across school education,
higher education, vocational education, training/ skill education and experiential learning.
• The credits for 1200 Hrs of Learning per year : 40 Credits; May have 40-44 Credits per year.
For NCrF calculations: Total notional learning hours/ credit : 30 Hrs/ Credit.
• Additional programs/ subjects/ Projects undertaken (over and above the scheme of study) shall additional
credits beyond 40 credits. (UGC/ NCET allow two courses in parallel).
Assignment of Credits and Credit levels to help Operationalization
Academic Bank of Credits (ABC) and Equivalence

14. WORKFLOW- Credit Transfer (ABC
ref)
Ref.: https://www.abc.gov.in/

15. Ref.: https://www.abc.gov.in/

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The structure and duration of Multidisciplinary UG
and PG program under the NEP 2020:Qualification
Type and Credit Requirements
Multiple Entry and Exit Options

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Multi-disciplinary Education Interdisciplinary Education
Unique educational approach that allows students to learn and
explore distinct or curricula from various disciplines.
Combination of two or more academic disciplines into one.
Curriculum would enable students to develop an
understanding of the subject similarities and differences
between them.
Interdisciplinary understanding brings the ability and
confidence to navigate between disciplines to make inter
linkages for developing new perspectives having a holistic
appreciation of knowledge.
Academic disciplines in the curriculum and to nurture the
ability to critically think & solutions to problems that are
found from everyday experience.
Disciplinary understanding provides the basis to create a
rigorous interdisciplinary approach.
Multi-/ Inter-/ Trans-disciplinary Education

18. Critical thinking
apply analytic thought to a body of
knowledge, including the analysis and
evaluation of policies, and practices,
as well as evidence, arguments,
claims, beliefs, and the reliability and
relevance of evidence,
identify relevant assumptions or
implications; and formulate coherent
arguments, identify logical flaws and
holes in the arguments of others,
analyze and synthesize data from a
variety of sources and draw valid
conclusions and support them with
evidence and examples.
Creativity or Creative Ability
• create, perform, or think in different and
diverse ways about the same objects or
scenarios,
• deal with problems and situations that
do not have simple solutions, innovate and
perform tasks in a better manner.
• view a problem or a situation from multiple
perspectives,
• think ‘out of the box’ and generate solutions
to complex problems in unfamiliar contexts,
• adopt innovative, imaginative, lateral thinking,
interpersonal skills and emotional intelligence.
Multi-/ Inter-/ Trans-disciplinary Education

19. Qualification title Credit required
UG Certificate, 1 year 40
UG Diploma, 2 years 80
3 years Bachelor Degree 120
3 Years Bachelor of Vocation (B.Voc.)/B. Sc. (Engg) Degree 120
4 years Bachelor’s Degree in Engg. & Tech 160
4 years Bachelor Degree (Honors/Research) 160
P.G. Diploma (exit after first year of the 2-year master’s program) 40
2 years PG Degree (after 3 years Bachelor degree) 80
1 year Master Degree [after obtaining a 4 years Bachelor Degree (Honors /Research)] 40
Integrated 5-year Bachelor’s and Master’s program 200
2 Year M. Tech./ M. E. -PG Degree in Engg. & Tech Doctoral Degree- Course work, and Published Work 240
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Credit Requirements

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• A 1-year PG Diploma program builds on a bachelor’s degree and requires 40 credits –
Level 6.0
• A two-year program with the second year devoted entirely to research for those who have
completed the three-year Bachelor’s program- Level 6.5;
• A one-year Master’s program for students who are completing a four-year Bachelor’s
program with Research- Level 6.5;
• 2 Year M. Tech./ M. E. -PG Degree in Engg. & Tech- Level 7.0 with exit option after first
year with M. Voc. or M. Sc. (Engg.) –Level 6.5
• An integrated five-year Bachelor’s and Master’s program with an option to exit at the end of
the third year with a Bachelor’s degree, with an entry to a Master’s program in another HEI.
Flexible PG Degree Options

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NCrF Levels for different academic grades
Ref.: The Hindu

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•Academic Equivalence/ Equivalence means that credits earned and accumulated in a scheme of e stream are considered
equivalent to another scheme of study in another stream for the purpose its for admissions, or award of certificate,
diploma or degree.
•1st year UG and 1st year BE/ B.Tech to be treated equivalent for seeking admission in the second year of program. (with/
without any bridge courses)
•ITI pass out (2 years after 10th) along with an additional language course from NIOS attains equivalence ass 12th
certificate along with ITI-NTC
•Learner accumulating 200 credits points through NSQ level 2 STT qualifications along with basic literacy courses or a
240 Hours of language/ other required course attains equivalence of class 8th certificate addition to National Council for
Vocational Education and Training (NCVET) Skill certificates.
• Equivalence is possible only within the same assessment band.
• Equivalence sets the base for establishing eligibility of students and/ or establishing multiple exit pathways.
• establishing equivalence for a level (including academic), the requirement of any additional learning.
• be prescribed by the concerned regulator/ autonomous institution.
•Equivalence may be applicable to various programs of study including those being implemented with old education,
Higher education (both general and technical) and vocational education .
EstablishingAcademic Equivalence Between General &
Vocational Streams under National Credit Framework (NCrF)

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• Students, opting exits at any level, are allowed to re-enter the degree programme within
three years and complete the degree programme within the stipulated maximum period of
seven years.
• Students exiting the First Year programme after securing 40 credits will be awarded UG
Certificate in the relevant Discipline /Subject provided he/she secure 4 credits in work
based vocational courses offered during summer term or internship / Apprenticeship in
addition to 6 credit from skill-base courses earned during first and second semester.
• Students exiting the Second Year Program after securing 80 credits will be awarded UG
Diploma in the relevant Discipline /Subject provided he/she secure additional 4 credit in
skill based vocational courses offered during first year or second year summer term.
• Students who want to undertake exit after 3-year UG programme will be awarded UG
Degree in the relevant Discipline /Subject upon securing 12 credits.
Multiple Entry and Exits

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• 0-99: Pre-requisite courses- pass or fail course with no credits, bridge courses.
• 100-199: Foundation or introductory courses.
• 200-299: Intermediate-level courses-subject-specific courses intended to meet the credit
requirements for minor or major areas of learning.
• 300-399: Higher-level courses- required for majoring in a disciplinary/interdisciplinary
area of study for the award of a 3 year degree
• 400-499: Advanced courses
• 500-599: Courses at first-year Master’s degree level for a 2-year Master’s degree program
• 600-699: Courses for second-year of 2-year Master’s or 1-year Master’s de programme
• 700 -799 & above: Courses limited to doctoral students.
Coding of Courses on the basis of learning outcomes,
level of difficulty, and academic rigor

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• The Programme curriculum design under CBCS should have flexibility for learners to move
from one institution to another to enable them to have a multi and/or interdisciplinary learning.
• Lateral entry into the programme of study leading to the UG Diploma/Three year UG Degree/
four year Bachelor’s Degree with Honors /Research will be based on the validation of prior
learning outcomes achieved.
• In case the lateral entrants is desirous of joining the four year degree program different from
his/her earlier Programme (i.e. with different combinations of Major and Minor), then the
BoS of that HEI should decide the requirements of bridge courses, prerequisite courses and
additional credit requirements for new combinations of Major and Minor which the lateral
entrant must fulfil for the purpose of joining a new Program.
Lateral Entry

26. Curricular Framework
Major/ Core, Minor, Open electives, AEC, VSC, Value education, Internship,
Research Project, Co curricular Courses
26

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• Major / Core- Focus of Degree 50% of Total Credits
• All Mandatory Core Courses -Th & Pr Core Electives, Vocational Courses and Ski based Education (VSC) (12-
14 Credits)
•Mandatory Internship/ Field Projects/ Apprenticeship/ Community Engagement Projects, Seminar, Research
Project (12 Credits)
• Minor- Bunch of Other Discipline courses Leading to Minor Degree :18-22 credits
• Other Curricular Components
• Generic/ Open Electives or Multidisciplinary Courses (09 Credits)
• Ability Enhancement Courses (AEC)- Modern Indian Language (MIL) & En language focused on language
and communication skills. (08 Credits)
• Value Education, ES, Professional Eth Life Skills courses (06-08 Credits)
• Modules on IKS under Major, Minor a Other Courses
• Co curricular Courses on Sports, Fine/ Applied/ VisualArts and CulturalAction
Various Combinations of Major, Minor and Other courses

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• The subject that represents the main focus of a degree, degree will be awarded in that
discipline.
• Students may be allowed to change major within the broad discipline at the end of the 2nd
semester by giving her/him sufficient time to explore interdisciplinary courses during the
first semester
• Credit Coverage of FY in case of Change Major in SY.
• The HEIs may create 10% additional credits over and above the sanctioned length to
accommodate the request or a change of major.
• Students should secure min. of 50% of total credits through core courses in the Major
discipline in all Three /Four Year the award of Major Degree.
• Single Major and Minor: Department/Subject/ Discipline Specifc Computer Engineering
Core with Minor
Double Major, Faculty Specific
Multidisciplinary/ School Specific Minor
Interdisciplinary Core and Minor
Choice of major

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• Chosen to gain in-depth multi-/ inter-disciplinary understanding through theoretical and
practical experiences, as well as an adequate knowledge base.
• Students who take a sufficient number of courses in a discipline or an interdisciplinary area
of study other than the chosen Major/ Core will qualify for a Minor Degree in that discipline
or in the chosen interdisciplinary area of study.
• A student may declare the choice of the minor and vocational stream at the end of the second
semester, after exploring various courses.
• Offered in II, III and IV Year: 18-22 Credits
Choice of Minor

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• Award of Major and Minor Degree
• UG Degree Programs with Single Interdisciplinary/Multidisciplinary Major: 50%
credits from the Major discipline
• UG Degree Programmes with Double Major: 40% credits from the second major
discipline
• 4-year UG Degree (Honours): Advanced Courses in Major in 4th Year
• 4-year UG Degree in Engineering and Technology
Multidisciplinary FYUP-Features

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• Research Methodology at VII Sem.
• to undertake research in Major at the final year UG level-12 credits
• Min. eligibility for students: CGPA -7.5 or 75% at three year degree Eligible for admission
to Ph D research with CGPA -7.5 or 75% at 4 Year
• Eligibility for college/ Departments: already recognized for conducting the Ph.D. program
by the affiliating University or fulfilment of necessary compliances- at least two permanent
faculty members who are recognized as Ph.D. supervisors
4-year UG Degree (Honours with Research)

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• Besides regular B. Tech. wherein students specialize in single stream, Tech. with Honors
enables students to take up five-six extra courses up to 20 credits in the same specialization
in addition to 160 Credits.
• B. Tech Major Discipline with Minors- students would take up five- additional courses (18
to 20 credits) in another specialization offered addition to 160 Credits in Major.
• Seven Minor Degrees in Emerging Areas: AI and Machine Learning, Blockchain, Cyber
Security, Data Science, IoT, Robotics, Virtual and Augmented Reality
Honors and Minor Degree Programs in Engg. &Tech.
(Pre-NEP, 2020-21,AICTE)

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• Generic (GE) or open electives (OE) : pool/ basket of courses which is meant to provide
multidisciplinary or interdisciplinary education to students
• Offered in First Year- Two Semesters: With exposure to basic courses, a student can
decide to continue the chosen major or change the major and minor areas of interest at the
end of the second semester.
• Any Three Courses with three credits
• Natural and Physical Sciences, Engineering sciences,
• Mathematics, Statistics, and Computer Applications
• Library, Information, and Journalism, mass media Sciences.
• Business management, accountancy, finance, financial institutions
• Anthropology, Economics, History, Linguistics, Political Science, Psychology, Social
• Work, Sociology, Philosophy, International Relations, Political Economy and Development,
• Archaeology, History, Comparative Literature, Arts & Creative expressions,
•Cognitive Science, Environmental Science, Gender Studies, Global Environment & Health,
Sustainable Development, Women’s and Gender Studies
Multidisciplinary /Open Electives (OE) (9 Credits)

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• In case a student opts for DSEs beyond his/her subject/ discipline/ faculty (or
school) specific course(s) of study, such DSEs shall be treated as GEs for that student.
• Will be offered in second year as well to advance Multi/ Interdisciplinary
Understanding.
• Specific Career Choice: a student who desires to make Entrepreneurship apart of his
career, can pick the a appropriate combination of courses Generic
Electives,Skill and Vocational Courses,Value Education Courses and Internship
/Apprenticeship.
• As per the AICTE’s Approval Process Handbook-2020-21, all Engg. and Tech
programmes shall offer Elective courses in the Emerging Areas viz Artificial
Intelligence (AI), Internet of Things (IoT), Block chain, Robotics Quantum
Computing, Data Sciences, Cyber Security, 3D Printing an Design, Augmented
Reality/ Virtual Reality (AR/VR).
Multidisciplinary /Open Electives (OE) (9 Credits)

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• Occupational skills connected to major and Minor.
•Cognitive skills-foundational and higher order hands on Training, OJT agility in
adoption and adaptability to changing technology-skill readiness for future.
• National Skills Qualifications Framework (NSQF).
• Various Sector Skill Councils (SSC)
• Qualification Packs (QPs),
• National Occupational Standard (NOSs)
• Assessment mechanisms in the respective domains, in alignment with the needs of the
industry.
Vocational Courses and Skills facilitation - Promotion of
Employability

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•Retail Management advertising,
communicative English
•Procedure and Practice,
•tourism and Travel Management,
hospitality
•Banking, Financial Services and Insurance,
logistics
•Web design and animation,
•Media and Entertainment
•Insurance, Capital market, Mutual Funds ,Mining
•Beauty & Wellness jewellery
designing
• Electronic Equipment Maintenance,
• Mobile, TV and Computer Maintenance,
• Analytical Instrumentation Operations, R
• Repair and maintenance of optical Glass blowing
• Solar System Maintenance,
Organic Farming, Protected Cultivation,
Production of Horticulture Crops, Green House
Technology
• Bakery Products, Dairy Technology, Food
Processing
• Soaps and Detergents, Cosmetic Formula
• Home, Institute and Industry Care Produce
• Robotics
• Data Science and Machine Learning using Python
Vocational Subjects/ Exit Skill Modules

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• NSQF level descriptors: Professional theoretical knowledge professional and
technical skills/ expertise, employment readiness & entrepreneurship skills &
mind-set, broad learning outcomes.
• The Skill component of the course will be generally assessed by the respective
Sector Skill Councils (SSC).
• In case, there is no SSC for a specific trade, the assessment may be done by an
allied Sector Council or the Industry partner or recognized Skill University.
• Skill assessment board by “certified assessors” as per the provisions enumerated in
more Skill Assessment Matrix of VocationalAdvancement of Youth (SAMVAY).
Assessment of Skill Component

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•UGC Guidelines for HEIs to offer Apprenticeship/Internship embedded Degree
program.
•All four year UG students must complete a 2-6 credit requirement of Internship project
in each year where they are engaged in 4-6 weeks of structured summer internship in
research institutions/ industries.
•AICTE portal : https://internship.aicte-i dia.org to support students to find internships
as well as to help organizations to find the best Interns on PAN India.
•Apprenticeship/internship can also be done within the ambit of National
apprenticeship Training Scheme (NATS) operated by Bureau of Apprenticeship training
(BOAT) under Ministry of Education.
•MoU with The industry associations like FICCI, CII, NASSCOM, Commercial
organizations or enterprises, Banks and Industries to design, provide and assess the
Apprenticeship/internship Programme.
Internship andApprenticeship

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• The field-based learning/project should attempt to provide opportunities for students to
understand the different socio-economic contexts.
• It should aim at giving students exposure to development-related issues in rural and
urban settings.
• UGC andAICTE guidelines on ‘Regional Case Study Course or Social
Entrepreneurship Courses, with 02 Credits.
Community Engagement and field Projects

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• Either offered under VAC or Major/ Minor Courses as Modules.
• Philosophy, architecture, grammar, mathematics, astronomy, metrics sociology,
economy and politics, ethics, geography, logic, military science, weaponry,
agriculture, mining, trade and commerce metallurgy, mining, ship building,
medicine, poetics, biology an veterinary science.
• When the student selects Chemistry/ Material Science/ Metallurgical Engineering as
Discipline Core(DSC) then the courses of these subjects in first/ second year could
include modules/ units on Rasa Ratn Samuccaya by Vāgbhaṭa that details the
complex Metallurgy, steel making and zinc-smelting.
Indian Knowledge System

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• As per section 22.4. of NEP 2020, language is inextricably linked to art and culture.
• Modern Indian Language (MIL) & Eng lish language focused on communication skills.
• To acquire and demonstrate the core linguistic skills, including critical reading and
expository and academic writing skills, that help students articulate the arguments and
present their thinking clearly and coherently and recognize the importance of language as
a mediator of knowledge and identity.
• To enable students to acquaint themselves with the cultural and intellectual heritage of
the chosen MIL and English language, as well as to provide a reflective understanding of
the structure and complexity of the language/literature related to both the MIL and English
language.
• Offered in First Two Years- four Semesters
Ability Enhancement Courses (AEC) (08 credits)

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• Understanding India: knowledge and understanding of contemporary India with its
historical perspective, the basic framework of the goal and policies of national
development, and the constitutional obligations withspecial emphasis on constitutional
values and fundamental rights and duties.
• The course would also focuson developing an understanding of IKS.
• Environmental science/education
• Digital and technological solutions: Courses in cutting-edge areas suc as AI, 3-D
machining, big data analysis, machine learning, drone technologies, and Deep learning.
• Health & Wellness, Yoga education, sports, and fitness
Value-Added Courses (VAC) Common to All UG Students
(6-8 credits)

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• The HEIs may introduce other innovative value-added courses relevant to the
discipline or common to all UG programmes.
• Universal human values (UHV) courses.
• Global Citizenship Education and Education for sustainable development.
• Courses on Life skills.
• Combination of courses on Constitution, Gender, Diversity, and Inclusion, Ethics and
Values and Soft Skills offered in First Year- two Semesters
Value-Added Courses (VAC) Common to All UG Students
(6-8 credits)

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• Physical Education, NCC, NSS.
• Activities related to Yoga/ Sports and Games.
• Involvement in popularization programs such as scientific temper.
• Innovative compositions and creations in dance/music/theatre and visual arts.
• A Small project work concerning the achievements of India in different fields.
• Involvement in campus publication/other publications.
• Community work such as promotion of values of National Integration, Environment,
Human rights and duties, Peace, Civic sense etc.
• Study groups/seminar circles on Indian thoughts and ideas.
Co curricular Courses

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• The University Grants Commission (Credit Framework for Online Learning Courses
through SWAYAM) Regulations, 2021- MOOC.
• Up to 40 percent of the total courses being offered in a particular programme in a
semester through the online learning courses offered through the SWAYAM platform-
https://swayam.gov.in/
• 4 Quadrants – (1) video lecture, (2) specially prepared reading material that can be
downloaded/printed (3) self-assessment tests through tests and quizzes and (4) an online
discussion forum for clearing the doubts.
• National Programme on Technology Enhanced Learning (NPTEL)-
https://onlinecourses.nptel.ac.in/
• The Academic Council may allow the concerned Faculty Dean to approve the online
credit courses of SWAYA platform for credit transfer on the recommendation of the Head
of the department and Chairman, BoS.
Massive Open Online Course (MOOC) platform

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• The schedule of the SWAYAM base online credit courses shall be aligned with the
conventional education semester.
• Coordinator for monitoring the process of transfer of credit earned by the student at
their parent institution.
• The final evaluation of a course shall be based on internal assessment and semester end
examination and the internal assessment (with a maximum of 30% marks) based on
instruments such as discussion forums, quizzes, assignments, sessional examinations.
• The term end proctored examination for all the SWAYAM based credit courses shall
be conducted either by the SWAYAM Board
Online learning courses-monitoring and Assessment

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Broad Category of Course Minimum Credit Requirement
3-year UG 4-Year UG
Major (Core) 60 80
Minor Stream (including Vocational) 24 32
Multidisciplinary/ OE 09 09
Ability Enhancement Courses (AEC) 08 08
Skill Enhancement Courses (SEC) 09 09
Value Added Courses common for all UG 06-08 06-08
Summer Internship 02 - 04 02 - 04
For Honors Degree 3 Specialisation courses for 12 credits
For Honors with Research Degree 12 Credits Research Project
Dissertation
Credit Requirements toAward Degree under Each
Category

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Proposed Structure and credit distribution for four year
Multidisciplinary Bachelor of Engineering program
Program Core Departme
nt
Specific
Core
Departme
nt
Specific
Elective
Open
Electives
Ability
Enhance
ment
Courses
Skill
Enhance
m
ent
Courses
Project
based
learning
Value
addition
Course
Basic
Sciences
courses
Engg.
Science
Course
9 8 - - - - 1 - 2
9 7 - - - 3 1 - -
4 - 15 - - - 2 2 -
4 - 15 - - - 2 2 -
- - 12 3 - 3 - 2 -
- - 12 6 - - 2 2 -
- - 8 7 3 - - 3 -
- - 4 7 3 - - 6 -
26 15 66 23 6 6 8 17 2
Program
credits
169
Honors/min
ors
18
Total credits 187
Internship policy
Semester credits Remark
4 2 Internship
(In house/
Outhouse)
during
semester
and/or
during
semester
breaks.
5 2
6 2
7 2
Total 8

49. • India should be promoted as a global study destination providing premium education at
affordable costs thereby helping to restore its role as a Vishwa Guru.
• Sharing of best academic and research practices through interactions between diverse
education systems, and Developing global citizens through mobility of students and
scholars.
• Collaboration/ linkages between foreign universities and Indian universities
/institutions for prom ting exchange of faculties for teaching and student exchanges.
• Establishing international partnerships for research and the feasibility of carrying credits
across institutions in multiple countries.
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Internationalization of Higher education and Global Citizenship Education(GCE)

50. Global Citizenship Education (GCE) will be provided to empower learners-
•to become aware of and understand global issues;
•to become active promoters of more peaceful, tolerant, inclusive, secure, and sustainable
societies
•GCE is a response to increasing interconnectedness and contemporary global challenges.
(11.8 NEP 2020).
• The concept of global citizenship is embedded in the Sustainable Development Goals
through SDG.
• Insuring Inclusive and Quality Education for All and Promote Life Long Learning, which
includes global citizenship as one of its targets; 62
Internationalizationof Higher educationand Global Citizenship Education(GCE)

51. •Curriculum to be designed jointly by both the Indian HEI and foreign HEI in the
same disciplines or subject areas and at the same level.
•The degrees for such programmes shall be conferred by the Indian and Foreign
HEIs, separately and simultaneously, upon completion of degree requirements of
both the institutions.
•The students must earn at least 30 per cent of the total credits from each of the
Indian and Foreign HEIs.
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Dual Degree Programme with foreign HEIs

52. • Curriculum to be designed jointly by the collaborating Indian and Foreign
HEIs.
• The students must earn at least 30 per cent of the total credits from each of the
Indian and Foreign HEIs.
• The Degree is awarded by the Indian HEI and the collaborating Foreign
HEI with a single Certificate.
• Each HEI shall issue a transcript for their respective courses, with a remark
indicating that the student has taken certain modules at the partner institution.
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Joint Degree Program with foreign HEIs

53. • Collaborative arrangement where students enrolled with an Indian HEI may undertake
their programme of study partly in India, complying with relevant UGC Regulations,
and partly in the Foreign HEI.
• The degree under Twinning arrangement shall be given solely by the Indian HEI.
• Each institution shall issue a transcript for their respective courses, with a remark
indicating that the student has taken certain modules at the partner institution, wherever
applicable.
• The idea behind Twinning program is holistic development of the learners with the help
of cultural exchanges and social cohesion.
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Twinning Degree Programme

54. • Faculty Recruitment based on academic expertise, teaching capacities, dispositions
for public service, Adequate faculty in every institution.
• Revised HR policies :career progression, compensation management, Differential
Reward system for innovation
• Establish training centre Continuous Professional faculty Development plan for all
[Maharashtra State Faculty Development Academy (MSFDA)]
• Identify Individual Training Requirement (Vocational, soft Skills, IKS)
• Pedagogical Training for teaching of courses to non-core students Annual Refresher
Programme in Teaching (ARPIT) for capacity-building
• Establish programme on Education Technology
• Faculty empowered : choices for their courses; pursue research with academic
freedom
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Faculty at the Heart of Transformation (Institutional strategy )

55. Adhyapak (information provider),
Upadhyaya (imparter of knowledge along with information)
Acharya (developer of skills),
Pandit (provider of deep insight into a subject),
Dhrishta (imparter of visionary views on a subject and
making the learners think in that manner),
Guru (awakener of the wisdom, leading from darkness to light).
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Re-imagine our roles as Teacher

56.  The new education policy 2020 replaces the one formulated in 1986.
 Key features of the policy are:
1. Public spending on education by States, Centre to be raised to 6% of GDP.
2. A new curricular framework including the pre-school and anganwadi.
3. Mother tongue as medium of instruction till class 5 wherever possible.
4. Mission to ensure literacy and numeracy skills by 2025.
5. New curriculum to include skills like coding and vocational integration from class 6.
6. Class 10 and 12 board examinations to be made easier, redesigned.
7. A new accreditation framework and an independent authority to regulate public and
private schools.
8. National Educational Technology Forum (NETF) and a separate technology unit to
enhance digital learning.
9. Undergraduate education to become more holistic and multi-disciplinary.
10. MPhil courses will be discontinued.
11. New umbrella regulator for all higher education except medical, legal courses.
12. College affiliation system to be phased out in 15 years.
13. Ministry of Human Resource Development to be renamed Ministry of Education.
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NEP2020 Summary

57. Thank You…!
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