About-NEP-2020

NEP 2020: Reforms in Education System
The National Education Policy (NEP) 2020, a landmark reform in India's educational
landscape, holds immense promise for engineering students across the country. This
policy aims to transform the education system to meet the needs of the 21st century and
beyond, ensuring holistic development and employability of students.
The NEP 2020 is founded on the five guiding pillars of Access, Equity, Quality, Affordability
and Accountability. It will prepare our youth to meet the diverse national and global
challenges of the present and the future. It aims to transform India into a vibrant
knowledge society by providing high-quality, inclusive, and equitable education to all
citizens. Rooted in Indian ethos, NEP 2020 envisions a curriculum that imparts both local
and global knowledge, preparing students for international competitiveness. It also
proposes the revision and revamping of all aspects of the education structure, including
the school regulation and governance, to create a new system which is aligned with the
aspirational goals of 21st century education along with India’s tradition, culture and value
system
Distinguished Features of NEP 2020:
1. Holistic and Multidisciplinary Learning:

 NEP 2020 emphasizes a multidisciplinary approach to education, allowing
engineering students to explore diverse subjects beyond their core discipline.
 This encourages holistic learning, fostering creativity, critical thinking, problem-
solving skills and digital literacy.
 Students can pursue degree with minors in fields such as humanities, social
sciences, and management, complementing their technical expertise and
enhancing their employability in a rapidly evolving job market.
 Students can also opt for degree with Research, Honors or dual degrees.
2. Multiple Entry and Multiple Exit option

 Students can enter and exit educational programs at different stages, allowing
them to tailor their education to personal needs, interests, and circumstances. This
promotes lifelong learning and the ability to return to education at different life
stages.
 Certification at Each Stage: Students receive certifications, diplomas, or degrees
corresponding to the level of education completed, such as a certificate after the
first year, a diploma after the second year, B. Voc. Degree after third year and the
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UG degree after completing the entire program. This ensures that their progress is
recognized even if they exit before completing a full degree.
 Credit Transfer: The Academic Bank of Credits (ABC) system facilitates the
accumulation and transfer of credits across institutions and programs. This ensures
that students can resume their education without losing their previously earned
credits, enhancing mobility within the education system.
 By allowing students to earn qualifications at various stages, the system enhances
employability. Students can enter the workforce at multiple points with relevant
credentials and return to education to upgrade their skills as needed.
 The system encourages interdisciplinary learning and provides opportunities for
students to pursue a broad-based education. This holistic approach aims to
develop well-rounded individuals with diverse skills and knowledge, aligning with
the broader goals of NEP 2020.
3. Education in Mother Tongue/Local Language:

 The policy emphasizes the importance of education in the mother tongue or local
language to enhance understanding, retention, and communication skills among
students
4. Flexibility and Choice-Based Credit System (CBCS):

 The policy promotes flexibility in curriculum design through the implementation of
a Choice-Based Credit System (CBCS).
 Engineering students can now customize their course load based on their interests,
career goals, and learning pace.
 This enables them to delve deeper into specialized areas, undertake
interdisciplinary studies, or pursue internships and research projects for practical
skill development.
 Such flexibility empowers students to take ownership of their learning journey,
making education more engaging and relevant.
5. Vocational Education and Skill Development:

 NEP 2020 emphasizes the integration of vocational education and skill
development into mainstream education, aligning it with industry needs.
 Engineering students will have access to skill-based courses, apprenticeships, and
industry collaborations, enabling them to acquire practical skills and hands-on
experience alongside theoretical knowledge.
 It ensures that graduates are not only academically proficient but also industry-
ready, ready to contribute effectively to the workforce from day one.
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6. Research and Innovation Ecosystem:
 The policy envisages fostering a vibrant research and innovation ecosystem within
engineering institutes.
 It encourages institutes to establish research parks, incubators, and technology
transfer offices to nurture entrepreneurship and innovation among students.
 Engineering students will have opportunities to engage in cutting-edge research
projects, collaborate with industry partners, and commercialize their innovations,
thereby fostering a culture of innovation and entrepreneurship from an early
stage.
7. Emphasis on Ethical and Sustainable Practices:

 NEP 2020 underscores the importance of ethical and sustainable practices in
engineering education.
 It integrates ethics, environmental studies, and social responsibility into the
curriculum, ensuring that students develop a strong ethical framework and a sense
of social responsibility.
 Engineering students will be equipped with the knowledge and skills to address
complex societal challenges, such as climate change, resource scarcity, and ethical
dilemmas in technology, contributing to a more sustainable and equitable future.
8. Global Exposure and Collaboration:

 The policy encourages internationalization of higher education, facilitating global
exposure and collaboration for engineering students.
 It promotes partnerships with foreign universities, exchange programs, and joint
research initiatives, enabling students to gain exposure to diverse cultures,
perspectives, and cutting-edge technologies.
 This international experience enhances students' global competence, cross-
cultural communication skills, and adaptability, making them competitive in the
global job market.
9. Gradual de-affiliation from Universities

 The policy advocates a phased de-affiliation of colleges from universities,
promoting autonomy and encouraging institutions to develop their academic
frameworks and standards
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Implementation of NEP 2020 in all Engineering Institutes in the State:
A flexible Credit Framework has been provided, vide, Govt. of Maharashtra GR dated 4th
July 2023 and 3rd August 2023, regarding implementation of NEP 2020 aligned Curriculum
for the Engineering/Technology courses. This is made mandatory for all the autonomous
engineering institutes from the A.Y. 2023-24 and for affiliating engineering institutes from
AY2024-25.
Distinguished Features of the GR dated 4th July 2023
1. Multiple Entry and Multiple Exit options:

 The Four-year Bachelor’s Multidisciplinary Engineering Degree Programme allows
the students to experience the full range of holistic and multidisciplinary education
in addition to a focus on the chosen major and minors as per their choices and the
feasibility of exploring learning in different institutions.
 Students receive certifications, diplomas, or degrees corresponding to the level of
education completed, such as a certificate after the first year, a diploma after the
second year, B. Voc. Degree after third year and the UG degree after completing
the entire program. This ensures that their progress is recognized even if they exit
before completing a full degree
2. Choice of Major and Minor Subjects

 Major (Core) Subject is the Engineering/ Technology discipline or subject of main
focus and the degree will be awarded in that discipline/ Subject. Students should
secure a minimum 50% of total credits through Core Courses.
 Students shall select a ‘Major (Core) Subject’ and a ‘Minor Subject’ from the lists
of various Subject Combinations and Options provided by the State Universities/
Autonomous Colleges.
 Minor subject is a compulsory Multidisciplinary Minor Subject with 14 Credits,
which includes for the award of the basic Bachelor’s Degree i.e. within 160-176
credits.
 In addition, for the award of Bachelor’s Degree- with Double Minor OR Honours,
students shall have to earn additional 18-20 credits by opting for courses of
Emerging Specialisations or the Same Discipline, respectively. For the award of
Bachelor’s Degree- Honours with Research, students shall have to earn additional
18-20 credits through Research Project or Dissertation.
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3. Courses on Indian Knowledge System (IKS)
 Indian Knowledge Systems (IKS) is an innovative cell under Ministry of Education
(MoE) at AICTE, New Delhi. It is established to promote interdisciplinary research
on all aspects of IKS, preserve and disseminate IKS for further research and societal
applications.
 IKS course has been included in the Curriculum Framework as a Generic IKS Course
and/or Subject-Specific IKS Courses.
4. The Academic Bank of Credits (ABC) system:

 This facilitates the accumulation and transfer of credits across institutions and
programs. This ensures that students can resume their education without losing
their previously earned credits, enhancing mobility within the education system All
State Universities/ Autonomous Institutes promote registering on ABC. The Credits
awarded to a student for one programmes from an institution may be
transferred/redeemed by another institution upon the student’s consent through
ABC.
5. Outcome Based Curriculum:

 The curriculum are to be designed in accordance with the international best
practices and the current recommendations of NHEQF and National Credit
Framework. Universities as well as the autonomous institutions shall adopt
Learning Outcomes-based approach to curriculum planning and development,
teaching, learning, and assessment methods.
6. Strengthening of Industry-Academic Linkages:

 The Universities are advised to strengthen the Industry-Institute Linkages for the
facilitation of involvement of Industries in the smooth conduct of
Internships/Apprenticeships programmes for all students.
7. Key Result Areas (KRA):

 Besides transformation as Multidisciplinary HEI, the State Universities and their
Affiliated Colleges are advised to undertake the execution of relevant Key Result
Areas (KRA) as a part of the successful implementation of NEP 2020.
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NEP 2020: Reforms in Education System

Distinguished Features of NEP 2020:

1. Holistic and Multidisciplinary Learning:

2. Multiple Entry and Multiple Exit option

3. Education in Mother Tongue/Local Language:

4. Flexibility and Choice-Based Credit System (CBCS):

5. Vocational Education and Skill Development:

7. Emphasis on Ethical and Sustainable Practices:

8. Global Exposure and Collaboration:

9. Gradual de-affiliation from Universities

Distinguished Features of the GR dated 4th July 2023

1. Multiple Entry and Multiple Exit options:

2. Choice of Major and Minor Subjects

4. The Academic Bank of Credits (ABC) system:

5. Outcome Based Curriculum:

6. Strengthening of Industry-Academic Linkages:

7. Key Result Areas (KRA):

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