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Hans India
06-07-2025
- Science
- Hans India
Advantages NEP 2020 offers to B.Tech students
The introduction of the National Education Policy (NEP) 2020 has brought transformative changes in the Indian education system, especially benefiting students by making engineering education more flexible, multidisciplinary, and aligned with global standards. For aspirants and students, these reforms open up new academic and career opportunities while fostering a more holistic and industry-relevant learning environment. Flexibility in subject choice and multidisciplinary learning One of the most significant advantages of NEP 2020 for students is the removal of rigid subject prerequisites. Traditionally, admission to engineering programs required students to have studied Physics and Mathematics in their 12th standard. The NEP 2020 allows students to enter or B.E. programs with a broader range of subjects. They include Computer Science, Biotechnology, Agriculture, Business Studies, Entrepreneurship, and more, besides Physics and Mathematics. This flexibility encourages students from diverse academic backgrounds to pursue engineering, broadening the talent pool and fostering multidisciplinary education. Students can now combine engineering with humanities, management, or sciences, promoting innovative thinking and problem-solving skills essential for modern technological challenges. Introduction of bridge courses To support students who enter engineering without traditional subjects like Physics and Mathematics, NEP mandates the introduction of bridge courses in these foundational areas during the initial semesters. This ensures that all students, regardless of their prior academic background, develop a strong conceptual base necessary for engineering studies. These bridge courses help level the playing field and reduce dropout rates by providing tailored academic support, thereby enhancing students' confidence and competence in core engineering subjects. Emphasis on multidisciplinary and holistic education The NEP 2020 promotes a multidisciplinary approach, allowing engineering students to study a variety of subjects, including arts, humanities, and social sciences. This diverse educational experience fosters creativity, critical thinking, and adaptability—skills that are essential in the rapidly evolving technology industry. For example, a student specialising in Artificial Intelligence can also study psychology or cognitive science, enhancing their understanding of human cognition and improving AI algorithms. This holistic education prepares students not just as engineers but as innovators and leaders capable of addressing complex real-world problems. Academic Bank of Credits (ABC) NEP 2020 introduces the concept of an Academic Bank of Credits, allowing students to earn and accumulate credits from different institutions and programs. This system offers greater flexibility in course selection and pacing, enabling students to customise their learning paths and explore interdisciplinary subjects without losing academic progress. For students, this allows them to take courses from other universities or online platforms, thereby enriching their knowledge and skills while pursuing their degree. Focus on research and innovation NEP 2020 emphasises strengthening research culture at the undergraduate level. Engineering colleges are encouraged to integrate research and innovation into the curriculum, enabling students to engage in hands-on projects, internships, and industry collaborations early in their academic journey. This exposure equips students with practical skills and a problem-solving mindset, making them more industry-ready and competitive in the global job market. Inclusion of emerging technologies To keep pace with technological advancements, NEP 2020 mandates the inclusion of emerging and futuristic technologies such as Artificial Intelligence, Data Science, Robotics, and Cybersecurity in the engineering curriculum. This ensures that students are trained in cutting-edge fields, preparing them for future career opportunities and innovation-driven roles. Institutions are required to offer at least one course related to emerging technologies, fostering continuous learning and adaptability among students. Improved Quality and Accreditation The policy mandates uniform accreditation and quality standards for both public and private institutions, ensuring that engineering education adheres to high academic and industry standards nationwide. This helps students gain degrees that are recognised nationally and internationally, enhancing their employability and prospects for higher education abroad. Greater autonomy and flexibility for institutions The new policy provides higher education institutions with more autonomy to create curricula, implement new courses, and innovate teaching methods that align with industry needs and student interests.. This flexibility enables engineering colleges to stay updated with technological trends and tailor programs that better serve student aspirations. Integrated and accelerated degree programs The policy promotes integrated undergraduate and postgraduate programs, allowing students to complete their and degrees in a shorter duration if desired. This reduces the time and financial strain on students while allowing them to enter the workforce or research fields more quickly. Focus on skill development and employability NEP 2020 emphasises vocational education and skill development alongside traditional academics. Engineering students develop essential skills in entrepreneurship, communication, and critical thinking, which are crucial for success in the global job market. Promotion of online and digital learning In response to recent global challenges, NEP 2020 encourages the use of online education and digital platforms to supplement traditional learning. This hybrid approach provides students with access to a vast array of resources, expert lectures, and collaborative tools, enhancing learning flexibility and reach. Focus on equity and inclusion NEP 2020 aims to make technical education more accessible to underrepresented and disadvantaged groups through scholarships, reservations, and support programs. This democratisation of education ensures that talented students from all backgrounds can pursue engineering careers, contributing to a diverse and inclusive workforce2. Conclusion The National Education Policy 2020 marks a historic shift in Indian higher education, particularly benefiting students by providing greater flexibility, multidisciplinary learning opportunities, enhanced research exposure, and alignment with emerging technologies. It fosters a more inclusive, innovative, and globally competitive educational environment that prepares engineering graduates to excel in a rapidly changing world. With these reforms, students can expect a more personalised, skill-oriented, and future-ready education that not only equips them with technical knowledge but also nurtures creativity, critical thinking, and lifelong learning abilities essential for success in the 21st century.
Time of India
28-06-2025
- Politics
- Time of India
Maharashtra education minister clarifies Hindi as third language in schools not compulsory
Nashik: School education minister Dada Bhuse on Saturday addressed concerns regarding state govt's decision to designate Hindi the third language in schools. He said the decision aligned with the recommendation of the task force established by the Uddhav Thackeray-led state govt to study and implement the National Education Policy (NEP). Bhuse said, "Let me make it clear that Hindi is not made 'compulsory'. Besides, there will be no writing material for the subject in Std I and II. It will be an orally taught subject with an introduction including rhymes, understanding meaning with pictures, and such. The writing will begin from Std III only." He attributed the decision to the task force recommendations accepted by state govt on Jan 27, 2022. "It was the same meeting when another subject was also discussed, which was related to making wines available in the walk-in malls through the shelves. What we are doing is what was already discussed and decided upon," he said. Referring to the task force report, Bhuse said the recommendation involved a three-language formula for English and Marathi schools, introducing English and Hindi as the second language from Std I. This approach follows the student-centric Academic Bank of Credits (ABC) system introduced under the NEP, providing students with greater flexibility to pursue their careers and interests. When questioned about the opposition's stand on the issue, Bhuse said, "In a democracy, people have the right to agitate and have their views. No one can stop it. There are several states other than Maharashtra that are following the three-language policy, and also in our state, about 25% of schools have been following it for long." Bhuse also noted that govt had mandated more periods for Marathi than recommended in the NEP to ensure that students understand the subject more effectively.
The Hindu
23-06-2025
- Politics
- The Hindu
Final call on three-language policy in Maharashtra schools after talks with all stakeholders, says Chief Minister
Maharashtra Chief Minister Devendra Fadnavis announced on Monday night that a final decision on implementing the three-language formula in schools in the State will be taken only after discussions with writers, language experts, political leaders, and all other stakeholders concerned. The move comes amid widespread opposition to the government's decision to introduce Hindi as a third language in schools. The announcement was made after a meeting on the three-language formula at the CM's residence. It was attended by Deputy CM Eknath Shinde, School Education Minister Dada Bhuse, Minister of State Pankaj Bhoir, and Education Department officials. According to a press statement issued by the government, the leaders deliberated on the issue and decided to present the position of all stakeholders on the language policy. The government has decided to prepare a detailed presentation covering all options, with a specific focus on ensuring that Marathi students do not suffer academic losses in relation to the Academic Bank of Credits, a digital platform envisioned in the National Education Policy (NEP), 2020. To this end, a presentation and consultation process will be conducted with all stakeholders, including Marathi language scholars, literary figures, and political leaders, according to the statement. The decision to revisit the three-language formula comes after opposition from various quarters, including Marathi literary figures, who had strongly opposed the government's decision to introduce Hindi as a third language for students from Classes 1 to 5 in schools across the State. Facing backlash The Maharashtra government has faced backlash twice over its language policy. Initially, it issued a resolution on April 16 making Hindi a mandatory third language in Marathi and English medium schools. Following criticism, the government issued an amended GR, revising the policy to make Hindi the 'generally' third language option, while allowing schools to teach other Indian languages if at least 20 students opted for it. However, civil societies have strongly opposed the decision. Marathi writer Hemant Divate on Sunday announced the return of the Kavi Keshavsut Puraskar he had received from the government as a mark of protest. 'I am returning the Maharashtra government award received for my poetry collection 'Paranoia'. I will only withdraw my decision if the government withdraws the decision,' he said on X. Around 18 organisations under the Marathi Abhyas Kendra also collectively wrote to the Chief Minister, urging him to maintain a two-language policy instead of implementing the three-language model. They argued that the NEP does not mandate introducing the language policy from the beginning. 'Despite such strong opposition from various civil societies, child protection and linguistic experts, the government is pushing its own agenda. In fact, instead of withdrawing the original resolution, the government took a different approach, which is absurd. The government has done no scholarly or scientific analysis to implement such a decision,' Dr. Deepak Pawar, an Assistant Professor at the University of Mumbai, who is representing the platform, said. Dr. Pawar sternly warned that if the government does not listen to their demands, they have planned various stages of protest, including a signature campaign for the support of parents, a campaign for the support of dignitaries, a meme competition, burning of amended GR and other documents, a public meeting, and a sit-in protest. Signature campaign The Raj Thackeray-led Maharashtra Navnirman Sena (MNS) has been spearheading protests against the move. On Monday, MNS leader Sandeep Deshpande led a signature campaign in Dadar, collecting signatures from parents opposed to the decision. The MNS also called the State government 'impotent' over its handling of the language policy, with Mr. Deshpande criticising the government for not using Marathi banners at the National Conference of Estimates Committees of Parliament and State/UT Legislative Bodies held at Vidhan Bhavan in Mumbai. 'If everyone in the government is incapable, then what can Marathi people do? It is the misfortune of Marathi people and Maharashtra that the government's love for Hindi remains unexplained,' he said. Mr. Deshpande pointed out that the banners for the event were only in Hindi and English, and questioned why Marathi was not included despite the conference being held in Maharashtra. 'Despite being a national conference, it has been held in Maharashtra, Marathi is a must. So, why no banners in Marathi and who will honour Marathi?' he asked. CM's clarification Maharashtra Deputy Chief Minister Eknath Shinde clarified that it was a Lok Sabha Secretariat event, which is why the banners were in Hindi and English. He explained that if the State government had organised the event, the banners would have been in Marathi. During the signature campaign, parents expressed their opposition to the decision, with one parent saying, 'The government making Hindi optional is just a game of words. Without saying mandatory, they are imposing a third language. When we were kids, we also had two languages, and we grew up knowing Hindi without studying it. So, I don't think students should be burdened unnecessarily. This is the only way of putting down Marathi.' The MNS has appealed to Marathi-speaking people to come out on the streets and protest against the decision.
The Hindu
03-06-2025
- Business
- The Hindu
Vikrama Simhapuri University implements dual major programmes
The Vikrama Simhapuri University (VSU) is implementing the New Education Policy-2020 by transitioning from a single-major programme, to a dual-major model. According to Vice-Chancellor Prof. Allam Srinivasa Rao, the move will equip students to gain skills in two distinct domains, significantly enhancing their career prospects. Prof. Rao chaired a coordination meeting on Monday at the university campus. The meeting was attended by principals of affiliated and constituent colleges offering Degree, PG, MBA, MCA, Physical Education, Education, and Law programmes. The V-C highlighted the effective implementation of the Academic Bank of Credits (ABC) system, a digital platform that allows students to store credits obtained from various educational institutions across the country. He said: 'The system increases academic flexibility and supports skill development.' As part of the Yogandra 2025 initiative, the V-C suggested speeding up student enrolment by registering their details and maintaining data in digital format. He stressed the need for efficient coordination with affiliated colleges to streamline the process. VSU Registrar Dr. K. Sunitha said: 'Affiliated colleges will play a key role in implementing the restructured academic programs introduced by the university. Every institution must actively participate in the successful execution of these changes. It is essential to have a thorough understanding and effective implementation of the dual major programmes, the ABC system, and Yogandra 2025's enrolment procedures.'
Hindustan Times
23-05-2025
- Business
- Hindustan Times
Why NEP 2020 deserves a fair chance in higher education
Adopt, Adapt and Adept are intrinsic to the implementation of any transformative idea, concept or vision. This is even more so when in the case of The National Education Policy that is a vision document and not an imposition. It offers flexibility, promotes multilingualism, and brings Indian higher education closer to global standards. So why adopt? The National Education Policy 2020 (NEP 2020) represents a landmark moment in India's educational transformation. Rather than being a prescriptive mandate, it is best understood as a vision document—designed to democratise access, break down silos, and bring Indian education in line with global aspirations. We live in a time when the centralisation of disciplinary excellence is gradually giving way to creativity, the socialisation of knowledge, and the democratisation of wisdom. Rigid academic pathways no longer serve the needs of an innovation-driven economy. NEP 2020 addresses this head-on. A cornerstone of the reform is the multiple entry and exit system, supported by the Academic Bank of Credits. This allows learners to obtain a certificate after one year, a diploma after two, and a full degree after three or four—while retaining the option to pause and rejoin education later. For students from marginalised backgrounds, first-generation college-goers, or those juggling work and education, this flexibility is transformative. It aligns India with global trends in modular, life-long learning. Skill development, too, is no longer an afterthought. NEP 2020 integrates vocational education with mainstream academia and ties curricula to local and global employability. In today's world, where commercialisation is increasingly replaced by innovation-driven entrepreneurship and economic ingenuity, this shift is critical. Education is no longer just about job-readiness—it's about enterprise-readiness. Also Read: Tamil Nadu moves Supreme Court over 'coercion' to adopt National Education Policy Another defining feature of NEP 2020 is its focus on the internationalisation of Indian higher education. The establishment of a National Research Foundation, encouragement for global collaborations, and efforts to attract world-class universities signal India's intent to be a producer of knowledge, not just a consumer. In an age where Indian students look abroad for quality research ecosystems, this is a long-overdue corrective. This brings us to the adapt stage. Now even though NEP attempts to re-imagine the system from the grassroots to research, it finds itself caught in a swirl of criticism—some rooted in legitimate regional concerns, others in selective readings of the text. Among the most contested elements is the three-language formula. Often misunderstood as a tool of linguistic imposition, NEP 2020 in fact declares unambiguously that 'no language will be imposed on any state.' The choice remains with the state, region, and learner, provided at least two of the three languages are Indian. The aim here is not uniformity, but multilingual empowerment. In a country as diverse as India, the policy celebrates the richness of linguistic heritage, offering flexibility without enforcing conformity. This intent becomes clearer when we observe how many elite private schools have long embraced trilingual models. Multilingual education is celebrated in such institutions for enhancing cognitive skills and cultural fluency. The question, then, is not whether learning three languages is beneficial—but why students in government schools are denied similar opportunities. The real debate is about access and equity, not language per se. Equally important is the policy's commitment to regional languages. At the foundational level, NEP rightly supports mother-tongue instruction, recognising that children learn best in their native language. At the higher education level, too, it advocates for translating academic resources into Indian languages, bridging the linguistic gap that has historically excluded vast sections of our population from higher learning. Also Read: Building strong foundations: Nutrition and NEP 2020 Of course, concerns about linguistic imposition, especially in states with a history of opposing centralised language policies, cannot be dismissed lightly. But NEP 2020 is not a replay of past mandates. It is grounded in flexibility, choice, and contextual adaptation. States are not passive recipients but active partners in implementation. This calls for genuine cooperative federalism. Education lies on the Concurrent List of the Constitution. Any reform at this scale must be negotiated—not enforced. Financial incentives from the Centre should be viewed as supportive, not coercive. At the same time, rejecting the entire policy due to ideological disagreements signals a gap in the grassroot work by the state to adapt the policy by tailoring it to the regional needs and aspirations and depriving the students of the benefits of much-needed academic innovation. The NEP is still in its infancy and the terms of its implementation are being constantly negotiated and renegotiated by different institutions to evolve a framework best suited to the needs of the students. So, the adept stage is a bit early to be claimed. However, maybe a page may be taken out of the Jammu University's implementation of Design Your Degree Program. Recommended by the Parliamentary Standing Committee, it explicitly demonstrates how NEP in its essence is a choice-based policy and not hegemonic. The students are given freedom of choice of subjects which nevertheless are approached through their regional contexts. Further, the regional aspirations and needs are addressed through the revisionist pedagogy that is firmly grounded in the socio-cultural matrix of the region. It explicitly demonstrates how beyond the language question, NEP 2020's implications for higher education are far-reaching. Also Read: Revolutionising education: Ensuring the success of NEP 2020 school reforms The policy actively dismantles rigid disciplinary boundaries, encouraging interdisciplinary learning. The 'Design Your Degree' initiative is emblematic of this shift, allowing students to tailor their academic journey across sciences, arts, humanities, and vocational domains. This is essential in an era where problem-solving demands a fusion of creativity, technical insight, and ethical reasoning. In today's landscape, where innovation, digital literacy, and interdisciplinary thinking are critical, we need an education system that matches the ambition of our youth. NEP 2020 is that opportunity. It does not claim to have all the answers—but it does ask the right questions and provides a framework that can evolve with time. Rather than dismissing the NEP, we must approach it as a living, breathing document—open to dialogue, refinement, and experimentation. Its strength lies not in rigid conformity, but in its ambition to decentralise opportunity, democratise access, and modernise learning. As India stands poised to reap its demographic dividend, the real question is not whether we need the NEP. The question is: can we afford not to embrace it? Garima Gupta and Dushyant Kumar Rai are professors at the Department of Journalism and Media Studies, University of Jammu. Get 360° coverage—from daily headlines to 100 year archives.
