New Education Policy Presentation at VIT

NEP

1. Implementation of National Education Policy – 2020 “ Adoption of Guidelines on NHEQF and curriculum Framework and Credit System for four year Undergraduate Programme (FYUP)” 1 Dr. ANIL SAHU Dean Ph.D ., NBA Margdarshak , AICTE G H Raisoni College of Engineering and Management, Pune a [email protected] Contact: 9423889616 Bansilal Ramnath Agarwal Charitable Trust’s Vishwakarma Institute of Technology, Pune (An Autonomous Institute affiliated to Savitribai Phule Pune University Faculty Development Program On “ IoT based Predictive Analytics using Artificial Intelligence ” 22.02.2023

2. 2 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) T.S.R. Subramaniam Committee Report (27 May, 2016) Dr. K. Kasturirangan Committee Report (31 May, 2019 ) Evolution of Education Policy

3. 3 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 E ducation 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 : Consultation Process

4. 4 Dr. K. Kasturirangan Committee Report (31 May, 2019) Approved by the Union Cabinet of India on 29th July,2020 Evolution of Education Policy

5. 50 % Gross Enrolment Ratio by 2035 in HEI 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 (in or near every District ) 5 Reforms & Expectations: Higher Education

6. Graded Autonomy : Academic, Administrative & Financial Phasing out Affiliation System in 15 years Single Regulator for Higher Education (excluding Legal and Medical) On-line Self Disclosure based Transparent System for Approvals in place of ‘Inspections’ Common Norms for Public and Private HEIs Private Philanthropic Partnership Fee fixation within Broad Regulatory Framework Public Investment in Education Sector to reach 6% of GDP at the earliest 6 Reforms & Expectations: Higher Education

7. Internationalisation of Education Integration of Vocational, Teacher and Professional Education Setting up of New Quality HEIs has been made Easier 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 7 Institutional Restructuring & Consolidation

8. Focus on Literature & Scientific Vocabulary of Indian Languages Language Faculty Research on Languages Strengthening National Institutes for promotion of Classical Languages & Literature I ndian I nstitute of T ranslation and I nterpretation (IITI) Cultural Awareness of our Indian Knowledge Systems Promoting Traditional Arts / Lok Vidya HEI / School or School Complex to have Artist(s)-in-Residence 8 Indian Knowledge Systems, Languages, Culture and Values

9. 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 9 Use of Technology

10. Research-intensive Universities : spectrum of institutions that range from those that place equal emphasis on teaching and research Teaching-intensive Universities : those that place greater emphasis on teaching but still conduct significant research Autonomous degree-granting College (AC): will refer to a large multidisciplinary institution of higher learning that grants undergraduate degrees and is primarily focused on undergraduate teaching 10 Institutional Restructuring and Consolidation

11. 11 Institutional Restructuring and Consolidation

12. HIGHER EDUCATION COMMISSION OF INDIA (HECI). Setup Higher Education Commission of India (HECI) The first vertical of HECI will be the National Higher Education Regulatory Council (NHERC). It will function as the common, single point regulator for the higher education sector including teacher education and excluding medical and legal education. The second vertical of HECI will, be a ‘meta-accrediting body’, called the National Accreditation Council (NAC). Accreditation of institutions will be based primarily on basic norms, public self-disclosure, good governance, and outcomes, and it will be carried out by an independent ecosystem of accrediting institutions supervised and overseen by NAC . 12

13. The third vertical of HECI will be the Higher Education Grants Council (HEGC) , which will carry out funding and financing of higher education based on transparent criteria. The fourth vertical of HECI will be the General Education Council (GEC), which will frame expected learning outcomes for higher education programmes, also referred to as ‘graduate attributes’. A National Higher Education Qualification Framework (NHEQF) will be formulated by the GEC . 13 HIGHER EDUCATION COMMISSION OF INDIA (HECI).

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16. 16 Implementation of NEP 2020 in HEI

17. Multidisciplinary Education Adoption of Academic Bank Credit (ABC) Adoption of Multilevel Entry and Exit Adoption of Guidelines on NHEQF and curriculum Framework and Credit System for four year Undergraduate Programme (FYUP) SWAYAM MOOC ODL and Online Program Internship embedded program Office of International affair 17 SPPU identified 16 key area to implement NEP2020

18. Alumni Connect Academic Collaboration with foreign HEI R & D Cell Adoption of Guidelines of UGC on IDP Accreditation Offering Technical and Professional course in regional language Embedding IKS in the curriculum Industry –Institute linkage 18 SPPU identified 16 key area to implement NEP2020

19. 19 HOW?

20. The National Credit Framework ( NCrF ) is a comprehensive framework encompassing elementary, school, higher, and vocational education . Training , integrating the learning on three-axis i.e. academics, vocational skills and Experiential learning including relevant experience and professional levels acquired. jointly developed by UGC, AICTE, NCVET, NIOS, CBSE, NCERT, Ministry of Education, DGT, and Ministry of Skill Development. 20 National Credit Framework ( NCrF )

21. 21 National Credit Framework ( NCrF )

22. 22 National Credit Framework ( NCrF ) The total Notional Learning Hours for assignment of credits across school education, higher education and vocational education /skilling have been agreed to be 1200 Hrs per year for which the students/ learners shall be awarded 40 Credits

23. The National Education Policy 2020, lays emphasis on the integration of the general (academic) education and vocational education & training/skilling with provision for seamless horizontal and vertical mobility between the two for lifelong learning . To fulfill the vision of National Education Policy 2020 it becomes imperative to establish and formalize a national credit accumulation and transfer system which will integrate both general & vocational education while ensuring mobility of candidates between the two systems 23 NEED FOR A NATIONAL CREDIT FRAMEWORK

24. Removal of Hard Separation Between General and Vocational education Establishing Equivalence Between General and Vocational education and training/ skilling Mobility Between and Within General and Vocational education and training/ skilling Enabling Provisions for Lifelong Learning Through Multiple Entry and Exit Options Integration and Mixing of Education, Skilling and Work Experience 24 BENEFITS AND ADVANTAGES of NATIONAL CREDIT FRAMEWORK

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26. Type of learning outcomes Learning outcomes that are specific to disciplinary/ interdisciplinary areas of learning Generic learning outcomes Complex problem-solving Critical thinking: Creativity : Communication Skills: Analytical reasoning/thinking NHEQF 26 National Higher Education Qualifications Framework (NHEQF) Research-related skills : Coordinating/collaborating with others Leadership readiness/qualities Digital literacy and skills Environmental awareness and action

27. Maharashtra government adoption from NHEQF 27

28. Details of qualifications, minimum credit requirements, exit credit courses, year and semester are as under 28 Qualification Type and Credit Requirements of Four Years Multidisciplinary Degree Programme with Multiple Entry and Exit Options

29. National Higher Education Qualification Framework (NHEQF), An exit 10-credit bridge course(s) lasting two months , including at least 6-credit job specific internship/apprenticeship that will help the graduates acquire job-ready competencies required to enter the workforce will be an additional requirement for the award of the undergraduate Certificate/ Diploma/ three year Bachelor’s Degree. Besides defining titles for common fees for the programme , the fee structure needs to be defined for individual courses which will enable the mechanism for working out the overall fee structure based on the combinations of courses selected by the students for the particular programme . 29 National Higher Education Qualification Framework (NHEQF)

30. National Higher Education Qualification Framework (NHEQF), On exit, the students will have the option to re-enter the programme from where they had left off, at the same or in a different higher education institution. Re-entry at various levels for lateral entrants in academic programmes should be based on the earned and valid credits as deposited and accumulated in the Academic Bank of Credits (ABC) through Registered Higher Education Institutions (RHEI) and proficiency test records . PG curriculum, also offers flexibility in the design and duration of One-year Post-Graduate Diploma (PGD), One/ Two year Post-graduate Programme and 5 Years Integrated Multidisciplinary Master’s degree programmes with multiple Entry and Exit options at different levels 30 National Higher Education Qualification Framework (NHEQF)

31. National Higher Education Qualification Framework (NHEQF), (a) Post-Graduate Diploma (PGD): Programme duration- One year (2 semesters) after any bachelor’s degree, min. 40 credits ( i) UGC: 1-Year (2 semesters) Post-Graduate Diploma (PGD) after 3-years Bachelor’s degree: Level 6.0 ( ii) UGC: 1-Year (2 semesters) PGD after 4 years Bachelor’s degree (Honors / Research): Level 6.5 ( iii) AICTE: 1-Year (2 semesters) PGD after 4 years Bachelor’s degree ( Engg .): Level 6.5 31 National Higher Education Qualification Framework (NHEQF)

32. National Higher Education Qualification Framework (NHEQF), (b) Master’s Degree: ( i) UGC: 2-Years (four semesters) Master’s Degree after obtaining a 3-years Bachelor’s degree , Minimum 40 credits/year, second year devoted entirely to research , PG – 2nd year: Level 6.5 OR 1-Year (two semesters) Master’s Degree after obtaining a 4-year Bachelor’s degree ( Honours /Research): Minimum 40 credits: Level 6.5 (ii ) AICTE: 2-Years (four semesters) Master’s Degree ME/ M. Tech. after obtaining a 4 years Bachelor’s degree in Engg . and Tech.), Minimum 40 credits / year PG 1st year (Engineering.): Level 6.5; PG- 2nd (Engineering.): Level 7.0 32 National Higher Education Qualification Framework (NHEQF)

33. National Higher Education Qualification Framework (NHEQF), The credit points earned and accumulated shall be used to determine the eligibility for taking admission to various programs at multiple levels, subject to fulfillment of the broad principles laid down under NCrF . a) successfully completed the first year/second year/third year of the particular four years multidisciplinary degree programme in any ABC registered HEI with valid credits in ABC and re-entering into the second year/third year/fourth year, respectively of the same four years degree programme of any ABC registered HEI, within stipulated/ permissible period of years as decided by Statutory Councils of that HEI OR 33 Lateral Entry/ Re-entry at higher Levels after exit from lower levels of four years multidisciplinary UG degree programme :

34. National Higher Education Qualification Framework (NHEQF), (b) already successfully completed a multidisciplinary four-year first-degree programme and is desirous of and academically capable of pursuing another multidisciplinary four years first-degree programme in an allied subject . In case the lateral entrant is desirous of joining four years degree programme different from his/her earlier Programme (i.e. with different combinations of Major and Minor), then the Board of Studies of that Higher Educational Institution shall decide the requirements of bridge courses, prerequisite courses and additional credit. 34 Lateral Entry/ Re-entry at higher Levels after exit from lower levels of four years multidisciplinary UG degree programme :

35. 35 In general, for the four years multidisciplinary bachelor’s degree programme , the distribution of credits will be as follows a Disciplinary/interdisciplinary Major/ Core Subject , Mandatory and Elective Courses minimum of 40-56 credits b Disciplinary/interdisciplinary Minor Subject maximum of 20-28 credits c Skill based/Vocational studies corresponding to the Major/ Core Subject 12-18 credits d Field Projects /internship /apprenticeship / community engagement and service corresponding to the Major/ Core Subject 24- 32 credits) with a maximum of six credits per Semester e Generic/ Open Electives through Baskets of Elective Courses 8-12 credits

36. National Higher Education Qualification Framework (NHEQF), 36 In general, for the four years multidisciplinary bachelor’s degree programme , the distribution of credits will be as follows f Ability Enhancement Courses including Languages, Literature and Environmental Studies 12-14 credits g In-built modules on the Indian Knowledge System (IKS) in Major/ Core Subject at Level 4.5 h Value-based Education, Life Skills and Professional Ethics 4-6 credits i Co-curricular Courses such as Sports and Culture, NSS/NCC and Fine/ Applied/ Visual Arts 2-6 credits

37. National Higher Education Qualification Framework (NHEQF), University Grants Commission (Credit Framework For Online Learning Courses through Study Webs of Active-Learning for Young Aspiring Minds) Regulations, 2021, permits up to 40 per cent of the total courses being offered in a particular programme in a semester through the Online Learning Courses offered through the Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM) platform. 37 Credit Framework For Online Learning Courses

38. For the smooth success of four-year multidisciplinary degree programme with multiple entry and exit systems, the examination mode should be based on the combination of innovative trends in formative (informal and formal tests administered during the learning process) and summative (evaluation of students learning at the end of an instructional unit) examination modes in line with the UGC Report on ‘ Evaluation Reforms in Higher Educational Institutions (2019) 38 Examination and Assessment Process:

39. Declaration of result is based on the Semester Grade Point Average (SGPA) earned towards the end of each semester or the Cumulative Grade Point Average (CGPA ) earned at the completion of all eight semesters of the programme and the corresponding overall alpha-sign or letter grades as given in Table 2 . 39 Declaration of Results:

40. A student pursuing four-year multidisciplinary UG programme shall be awarded an appropriate Honours / Research degree in Major/ Core Subject on completion of VIII Semester with the minimum of 160 credits if he secures in that Subject at least 50% of the total credits for that programme . He shall thus study the specific number of Mandatory Core Courses, Core Electives, Vocational and Skill Courses and Field projects/ Internships connected to Core Subjects in eight semesters so as to cover at least 50% of the total credits 40 Award of Major Degree

41. A student is eligible for the award of Minor Degree on successful completion of four years Multidisciplinary Degree Programme with the minimum of 160 credits if he earns 20-28 credits in that Minor Subject. The award of Minor Degree is independent of the award of the Major Degree. 41 Award of Minor Degree

42. Who is going to develop Curriculum? How we are going to develop Curriculum as per NEP2020? 42 Curriculum Development

43. Recognizing, identifying, and fostering the unique capabilities of each student to promote her/his holistic development; Flexibility , so that learners have the ability to choose their learning trajectories and programmes , and thereby choose their own paths in life according to their talents and interests; No hard separations between ‘arts’ and ‘sciences’, between ‘curricular’ and ‘extra- curricular’ activities, between ‘vocational’ and ‘academic streams’, etc. Multidisciplinarity and a holistic education across the sciences, social sciences, arts, humanities, and sports for a multidisciplinary world; 43 NEP principles that have a bearing on the curricular thrusts at different stages of higher education

44. Emphasis on conceptual understanding rather than rote learning Extensive use of technology in teaching and learning Respect for diversity and respect for the local context in all curricula, pedagogy, and policy A rootedness and pride in India, and its rich, diverse, ancient, and modern culture and knowledge systems and traditions 44 NEP principles that have a bearing on the curricular thrusts at different stages of higher education

45. 45 Programme /curricular components curriculum-framework-credit- struture -FYUGP

46. Definition of Credit Total Credit for 4 yr. BE/ B.Tech .= 163 Total Hrs 1200 46 AICTE Model curriculum GENERAL COURSE STRUCTURE & THEME Artificial Intelligence & Data Science (AI&DS )

47. C. Structure of UG Program 47 AICTE Model curriculum S. No. Category Breakup of Credits 1. Humanities & Social Science Courses 16 2. Basic Science Courses 23 3. Engineering Science Courses including workshop, drawing , basic of electric/Mechanical/Computer 29 4. Program Core Courses (Branch specific) 59 5. Professional Elective Courses (Branch specific) 12 6. Open Elective Courses (Cross Discipline Subjects) 9 7. Project work, Seminar and Internship in Industry or elsewhere 15 8. Audit Courses [Environmental Sciences, Indian Constitution] Non Credit Total 163

48. D . Course code and definition: 48 AICTE Model curriculum

49. 49 HUMANITIES & SOCIAL SCIENCES COURSES [HS]

50. 50 BASIC SCIENCE COURSES [BS]

51. 51 ENGINEERING SCIENCE COURSES [ES]

52. 52 AUDIT COURSES [AU] Note: These are mandatory non-credit courses.

53. 53 PROJECT WORK, SEMINAR AND INTERNSHIP IN INDUSTRY OR ELSEWHERE [EEC]

54. 54 PROGRAM CORE COURSES [PC]

55. 55 Challenges that will determine Opportunities of NEP 2020 The NEP 2020 advocates three key thematic developments: a move from content-driven pedagogy that inspired rote learning to conceptual testing a 360-degree assessment covering educational, mental, and physical well-being of the students, and an experiential approach through vocational skills, mathematical and computational thinking , and new-age skills such as coding and data science.

56. 56 Opportunities: Academic freedom- Start new academic programs, skill based courses, Financial freedom Administrative freedom Opportunity to attract students from other institutions (ABC) More Employment opportunities for students at different level Clustering of institute Virtual courses (MOOC) To translate a books in regional language Develop MOOC course

57. 57 Problems in Implementing Student migration to other institute Can student register for simultaneously at two institute Will any NOC required from parent institute ? If parent institute does not given NOC How many students allow to exit and entry When to teach 10 credit bridge course to student who want to exit What is the fees structure ? Does institute allow to decide the course fees? Scholarship of student is deposit to which institute parent institute or Migrated institute

58. 58 Problems in Implementing Who is going to award degree to student Transfer of student from autonomous to non autonomous Whether inter state transfer is allowed Who is decided the number of credit and title of for bridge course Branch change Fee regulatory Are management people aware about the changes NEP brought in?

59. 59 Challenges for Implementation of NEP: Clustering of institute for multidisciplinary study Reliability of Academic Bank Credits Integration of regulatory bodies Number of course to offer Implementation of Dual Degree Uniformity to design bridge course Uniform Academic calendar in all university and institute Framing of Mark sheet Hacking of ABC Monitoring of course Quality in other institute as parent institute awarding the degree. Availability of Technical books in regional language (Marathi and in Hindi or in regional languages )

60. 60 Challenges for Implementation of NEP: Opening Universities every Week is a Herculean Task: India today has around 1,000 universities across the country . Doubling(26% to 50%) the GERG in HE by 2035 which is one of the stated goals of the policy we need to open one new university every week, for the next 15 years.

61. આભાર شکریہ ধন্যবাদ ਤੁਹਾਡਾ ਧੰਨਵਾਦ நன்றி ధన్యవాదాలు ಧನ್ಯವಾದ നന്ദി धन्यवाद આભાર شکریہ ধন্যবাদ ਤੁਹਾਡਾ ਧੰਨਵਾਦ நன்றி ధన్యవాదాలు ಧನ್ಯವಾದ നന്ദി આભાર شکریہ ধন্যবাদ ਤੁਹਾਡਾ ਧੰਨਵਾਦ நன்றி ధన్యవాదాలు धन्यवाद ಧನ್ಯವಾದ നന്ദി આભાર شکریہ ধন্যবাদ ਤੁਹਾਡਾ ਧੰਨਵਾਦ நன்றி ధన్యవాదాలు ಧನ್ಯವಾದ നന്ദി આભાર شکریہ धन्यवाद ধন্যবাদ ਤੁਹਾਡਾ ਧੰਨਵਾਦ धन्यवाद நன்றி ధన్యవాదాలు धन्यवाद ಧನ್ಯವಾದ നന്ദി આભાર شکریہ ধন্যবাদ ਤੁਹਾਡਾ ਧੰਨਵਾਦ நன்றி ధన్యవాదాలు ಧನ್ಯವಾದ നന്ദി धन्यवाद ಧನ್ಯವಾದ നന്ദി આભાર شکریہ ধন্যবাদ ਤੁਹਾਡਾ ਧੰਨਵਾਦ நன்றி ధన్యవాదాలు ಧನ್ಯವಾದ നന്ദി આભાર ধন্যবাদ ਤੁਹਾਡਾ ਧੰਨਵਾਦ நன்றி ధన్యవాదాలు ধন্যবাদ ਤੁਹਾਡਾ ਧੰਨਵਾਦ நன்றி ధన్యవాదాలు धन्यवाद Thank you

62. Depending upon the academic and physical facilities available, the State Universities/Autonomous Colleges (Higher Education Institutions or HEI) may earmark specific seats / intake for lateral entry into the second year/ third year/ fourth year of a four years multidisciplinary UG degree programme Universities to frame Statutes/Ordinances/Regulations: All Universities in the State of Maharashtra including Self-Financed Universities and Open University shall frame Statutes/Ordinances/Regulations in this regard in accordance with the provisions of the respective University Acts and implement the same from the academic year 2023-24 for all programs