Fees for professional courses can be hiked midstream only in exceptional cases: SC

Fees for professional courses can be hiked midstream only in exceptional cases: SC

AmitAnand.Choudhary@timesofindia.com 16.10.2026

New Delhi: In a relief to students pursuing professional courses like engineering and medicine in private colleges who have to face a fee hike midstream, Supreme Court has held that any change in fee structure after admission can be allowed only in exceptional circumstances. While appreciating the contribution of self-financing institutions to the education sector, a bench of Justices P S Narasimha and Alok Aradhe said there should be certainty regarding fees, and students must not be forced to pay more than that prescribed at the time of admission. 

“For the overwhelming majority of households, the fee payable for a professional course constitutes a substantial part of the family’s income and savings; it is not a matter of incidental expenditure. The parents make provisions for the fees... with the aspiration that their children will acquire better qualifications, secure better opportunities and build a future that may be better than their own. 

Many students and families also depend on educational loans to finance professional higher education,” SC said, noting fees charged in professional courses are reported to be 711% higher than in general courses. The court said it was a matter of good governance for the state and its regulatory bodies to create an ecosystem in which there was certainty about the financial obligation that students and their families need to undertake to acquire professional qualifications. 

“Adverse variations in financial commitment, and the insecurities that it may create, will impact the student and the family, and, in the long run, have an adverse effect on the quality and character of the professionals in the making. We are of the opinion that it is not difficult to formulate a scheme through which such uncertainties can be avoided,” it said. SC quashed a 37% fee hike for BTech courses for the 2023-27 cohort at Dr BC Roy Engineering College in West Bengal. The college had also imposed a new development fee. Passing an order in favour of students who had challenged the fee hike, the bench said, “The regulatory regime for fixation of fees, as contemplated in the decisions of this court, AICTE regulations, National Education Policy 2020 coupled with principles of certainty, necessitates the relevant authorities to notify fee payable for the entire course before a student takes admission... Variation is permissible only in exceptional instances such as unforeseen increase in the expenditure.”

NEP 2020: Students voice syllabi dilution, exam issues

NEP 2020: Students voice syllabi dilution, exam issues

Hemali.Chhapia@timesofindia.com 04.10.2026

Mumbai: Inadequate hours for mandatory training, withheld completion certificates and hurdles in transferring academic credits are among the concerns students have raised about the implementation of the National Education Policy (NEP) 2020, questioning whether its promise of flexibility is translating into practice. 

The Bombay University College Teachers’ Union (BUCTU) compiled the feedback after interactive sessions at 10 diverse colleges affiliated to Mumbai University. The students flagged diluted syllabi, a growing load of ancillary subjects and examination pressures, alongside difficulties changing colleges, disciplines or major subjects. 

Students undergoing mandatory on-the-job training (OJT) said the duration offered by employers was often insufficient to complete the prescribed hours. Some received “no stipend”, while others alleged that companies withheld completion certificates if they “failed to meet marketing targets”. “Students have further questioned the arrangement of mandatory OJT, arguing that if it is compulsory, universities and colleges should take greater responsibility for facilitating placements and ensuring that students receive the required hours and certification,” said BUCTU’s Madhu Paranjpe. 

Students unable to fulfil the prescribed OJT hours could fail and have to appear for ATKT examinations, she added. The Academic Bank of Credits (ABC), intended to support flexible learning, has also “fallen short of students’ expectations,” said BUCTU’s Tapati Mukhopadhyay. Students, she added, complained that entry, exit and movement between disciplines or colleges remained almost impossible. Students also said topics in major subjects had been reduced compared with earlier syllabi, while fieldwork and practical hours had been curtailed. They feared this could undermine preparation for competitive examinations and employment. 

Of the 22 credits in a semester, as many as 12 were reportedly assigned to ancillary verticals. “Students said the emphasis on these subjects diverted attention from their core disciplines,” said Mukhopadhyay. The fourth year of the honours programme was unavailable in many colleges, students said. Those not planning postgraduate study consequently had fewer options to secure an honours degree. Moving elsewhere for the fourth year was also difficult because colleges had different structures and limited seats. 

Moreover, multiple internal and external examinations added to the pressure. Students reported errors on the Samarth portal, including being incorrectly marked absent or declared failed, with corrections sometimes delayed. Some examinations lasted only 20 to 30 minutes, prompting concerns about whether students had enough time to attempt their papers adequately.

NEP degree students who exited after 3 years asked to do 4th

NEP degree students who exited after 3 years asked to do 4th 

DEGREE UNCERTAIN 

Sruthysusan.Ullas@timesofindia.com 24.07.2026

Bengaluru : Confusion over the multiple entry-exit provision under National Education Policy (NEP) has left a batch of hotel management students in limbo, with a city college asking them to return and complete the fourth year after they exited the programme at the end of the third. 

The affected students — of Army Institute of Hotel Management and Catering Technology, affiliated to Bangalore North University (BNU) — joined the course in July 2022 under NEP framework. They were informed that they could either complete four years to earn a Bachelor of Hotel Management (BHM) degree or exit after three years with a BBA in Hotel Management. 

Of the 54 students in the batch, 15 exited after three years in Aug 2025, with several securing campus placements. Ten months later, in June 2026, the college contacted them, saying they would not receive a degree after three years because of a confusion in the implementation of the programme. The students were asked to rejoin the course, pay around Rs 2 lakh in fees, and complete the final year. 

Many students said that  they had  already moved on. “Some of us got good placements through campus recruitment, while others pursued higher studies. I’ve joined an MBA programme. I cannot give that up, pay another Rs 2 lakh, and lose a year,” a student said. Another student, who has secured a job paying Rs 70,000 a month, said he could not afford to resign and risk losing a well-paying position. 

According to students, the issue also affects those who exited in 2024. “At least nine students from that batch have also been asked to return. How is it possible to restart the course after such a long gap?” one asked. NEP 2020 was adopted by Karnataka back in 2021, making it the first state to implement the policy. 

Implementation issues 

Institute director Brig VV Subramaniam attributed the issue to implementation of the first NEP batch. “The college management is aware of the issues being faced by students. The institute is engaging with BNU and also the students. The matter will be resolved in their interest. Their careers and interests are what is important. BNU is supportive and the management is positive an acceptable solution will be found,” he said. 

In an email to students, the college said the former principal and chairman of the board of studies had failed to submit proposals for approval of the certificate, diploma, BBA, and BHM programmes. As a result, the institute received approval only for admissions to the BHM programme. BNU vice-chancellor BK Ravi said the issue has been discussed by the academic council and referred to Karnataka State Higher Education Council for a decision.

Meanwhile, an educationist said NEP was implemented in haste, leading to confusion over exit options in professional courses. “Some programmes are designed to be completed in full, and mid-course exit degrees may not be universally recognised. There are ramifications with the state withdrawing from NEP as well. Will our courses be accepted everywhere, say by UPSC? Where is the clarity on all these issues as govts and policies change?” he added.

One-Year PG vs Two: Reimagining the master’s degree under NEP 2020

One-Year PG vs Two: Reimagining the master’s degree under NEP 2020 

Given the diversity of higher education landscape, both pathways may need to coexist for some time, allowing varsities to adopt models aligned with their academic strengths 

Rajlakshmi.Ghosh@timesofindia.com 18.05.2026

As the implementation of NEP 2020 gathers pace, postgraduate education is undergoing one of its biggest transformations in decades. Universities are introducing multiple pathways to a master’s degree — a one-year PG for students completing a Four-Year Undergraduate Programme (FYUP), alongside the conventional two-year master’s route for students with a three-year bachelor’s degree. 

The shift is aimed at aligning higher education with global norms, improving flexibility, and creating research-centric academic trajectories. Since India’s higher education system is currently operating within multiple parallel academic structures involving traditional three-year UG programmes, FYUP models, autonomous university systems, and professional pathways, experts claim that a one-size-fits-all approach will no longer work. In such a diverse environment, an overly rigid approach may create unintended inequities.

 “Traditionally, the master’s degree functioned largely as an extension of UG learning. Today, however, PG education is increasingly being viewed as a stage of advanced specialisation, research orientation, innovation, and professional preparedness. This transition has been shaped both by NEP 2020 and the changing realities of the global knowledge economy. Universities are now expected to prepare graduates who are multidisciplinary, research-oriented, globally competitive, and capable of adapting to rapidly evolving sectors driven by technology and innovation. The one-year PG model emerges from this context. It assumes that students completing an FYUP, particularly Honours or Honours with Research, would have already acquired substantial academic grounding, research exposure, internships, and cross-disciplinary learning during the fourth year itself.

 This distinction has also been formally recognised in the UGC framework,” says Prof Raghavendra P Tiwari, vice-chancellor, Central University of Punjab, Bathinda. Global Benchmarks Considering the Indian one-year PG is still at the early stages of implementation and the first FYUP cohorts are only now entering the pipeline, quality will vary widely across institutions. “The UK one-year master’s degrees work because they sit on top of rigorous honours programmes with strong final-year research component besides being backed by established universities. The Indian variant will take years to build comparable credibility. Until then, a two-year PG from a reputed Indian institution carries far greater weight with international peers and employers than a one-year PG from an average university,” says Ram Kumar Kakani, vice-chancellor, RV University. 

“The need for the oneyear master’s is not organically driven nor is it choice of central universities,” says Abha Dev Habib, associate professor, Miranda House, University of Delhi (DU) advocating the need for a 3+2 PG format which is structurally more robust. “NEP 2020 introduced a flexible 4+1 structure with multiple exit options for UG and PG degrees, but it also made the system more ‘porous’. The added fourth year has increased student numbers without additional faculty, space, or research facilities. Colleges now face higher teaching loads, inadequate student-teacher ratios, and limited capacity to support undergraduate research. 

Under the new system, students who complete the fourth year of their undergraduate programme are eligible for a one-year MSc. However, no additional infrastructure or funding has been provided to support this change,” she adds. Pointing to the larger picture, Prof Tiwari says, “The one-year PG is envisioned as a more focused and intellectually intensive phase where students engage with specialised domains, emerging technologies. However, the effectiveness of this model will ultimately depend on the quality of FYUP implementation.” Given the diversity of the higher education landscape, both oneyear and two-year postgraduate pathways may need to coexist for some time, allowing universities to adopt models aligned with their academic strengths, regional realities, and student aspirations.

 18/05/2026, 06:50 Times of India ePaper ahmedabad - Read Today’s English News Paper Online https://epaper.indiatimes.com/timesepaper/publication-the-times-of-india,city-ahmedabad.cms 2/4 18/05/2026, 06:50 Times of India ePaper ahmedabad - Read Today’s E

UGC draft Maths LOCF risks diluting academic rigour

UGC draft Maths LOCF risks diluting academic rigour 

Students pursuing a programme need to learn its core elements, but the preponderance of IKS, VAC, SEC may leave them exhausted 

Rajlakshmi.Ghosh@timesofindia.com 13.10.2025

To transform undergraduate Mathematics education by integrating the classical traditions with modern courses, the UGC recently launched the draft Maths Learning Outcomes-based Curriculum Framework (LOCF) aligned with the National Education Policy (NEP) 2020. 

Aimed at offering a robust mathematical foundation emphasising value-based education, interdisciplinary relevance, and integration with the Indian Knowledge System (IKS), the draft has evoked strong opposition from the mathematics educators, as over 900 academics have demanded its withdrawal, saying it is regressive and risks students’ futures globally. 

The Centre has constituted acommittee of experts to review the UGC draft curriculum for various subjects in the wake of allegations regarding factual inaccuracies and inclusion of outdated topics. Discussing what is perceived as grave defects in the draft Maths syllabus, Nandita Narain, associate professor (Retd), Department of Mathematics, St Stephen's College, University of Delhi (DU), says, “The proposed syllabus pushes higher Mathematics in India back by about 56 years. In 1969, modern pure Mathematics was introduced in UG syllabi for the first time and constituted roughly 65-75 % of the syllabus. 

This was to equip students to compete at the international level, where modern abstract Algebra and Analysis were widely accepted as the two pillars on which all of higher mathematics stands. The overall Maths content in the course is severely diluted with only 14 core Maths papers out of a total of 36. This does not look like a syllabus forMathematics Hons. In fact, it is woefully inadequate even for the Mathematics in the BA/ BSc general course and will leave students handicapped at the international level. The preponderance of IKS, Valued added Courses (VAC), and Skill Enhancement Courses (SEC) will  leave them exhausted, confused and ignorant about their core subject.” Mix and Match Pointing at the increasing confusion, Amber Habib, professor, Department of Mathematics, Shiv Nadar University, says, “This is a hodgepodge of all multiple things which lacks a vision. Interdisciplinary relevance and the use of historical context have a place in a Mathematics curriculum, provided they are used to enrich the mathematical experience and not replace it.” 

The focus is on the IKS and its applications. Prof Habib adds, “Students would be led to believe that the contributions of ancient India can serve as a substitute for modern knowledge. Key areas such as Analysis and Algebra would be taught to them in a hurried manner. They would be illequipped for master’s and PhD in India or abroad.” Including IKS IKS occupies a staggering 12 out of 28 in Discipline Specific Electives (DSE) and 12 out of 14 in the VAC. “Even the remaining 16 DSE are mostly computer languages (4) or Applied Maths (10) with only two pure Maths courses that do not cover the essential missing content in Algebra and Analysis. Advanced abstract pure mathematics has almost disappeared from the syllabus,” Narain says. “Since IKS courses are non-mathematical, the content would not last for even 20 hours, let alone the intended 60. Often the content is just a list of items to be memorised, the last thing you want to see in a modern Maths course,” says Prof Habib. 

Though the core component for Maths students is free of IKS, the electives have 12 portion of IKS. “This is an issue because the core component is basic (for eg, only one course each on modern Algebra and Real Analysis), which needs to be compensated by elective. The electives should provide an opportunity for a student to take up advanced courses in Maths, whether pure or applied. Instead, the focus is clearly on ancient Maths. If a Maths student wishing to move towards ML or AI needs options such as Advanced Linear Algebra, Functional Analysis and Convex Optimisation. 

The extra year of a 4-year UG programme ought to provide such courses. Instead, one finds courses such as Sutra-based Arithmetic, Geometry in Shulvasutras and Bhartiya Innovations: World-wide Accepted,” Prof Habib says. He adds, “While it is heart-warming to see our ancestors’ love of numbers and patterns, and this can lead to a more positive attitude to Math, yet the appropriate place for this is school rather than university. A university student needs to learn advanced Maths and itsapplications.”

NEP-2020: Big wins on flexibility but lag on autonomy

NEP-2020: Big wins on flexibility but lag on autonomy   25.07.2025

New Delhi : Five years after its launch, the National Education Policy (NEP) 2020 has begun to reshape India’s higher education landscape, with notable gains in curriculum flexibility, faculty development and alignment with national frameworks, reports Manash Gohain . 

However, only 36% of higher education institutions (HEIs) have implemented the multiple entry-exit option — a core NEP reform — while just 14% have appointed industry linked “Professors of Practice”, according to the first implementation progress report by QS I-GAUGE. The findings by the independent education rating system are based on responses from 245 senior academic leaders across 165 institutions in 21 states and three UTs, including Tamil Nadu, Maharashtra, Karnataka, Uttar Pradesh, Delhi, Gujarat and West Bengal. 

The report highlights that while reforms like curriculum flexibility and teacher training have seen broad uptake, several critical directives remain under-implemented. Among areas of strong adoption, 90% of institutions offer flexible curricula and 96% have aligned programme and course outcomes with the National Higher Education Qualifications Framework (NHEQF).

Few takers for early exit under NEP’s ME-ME option

Few takers for early exit under NEP’s ME-ME option 

Science and Humanities students prefer to complete full 3-year term

Sonal.Srivastava@timesofindia.com. 21.07.2025

Despite being a key feature of the National Education Policy (NEP) 2020, the Multiple Entry and Multiple Exit (ME-ME) system has not gained the popularity it was expected to among students. Not many students have opted to exit programmes after two or four semesters in universities. 

According to academicians, most undergraduate students continue to prefer completing a full three-year degree. The UGC first issued the ME-ME guidelines in 2021. For those who enrolled in the 2022-23 Academic Year (AY) in the Four-Year Undergraduate Programme (FYUP), the option to enrol in the fourth year or exit with a three-year degree has opened in 2025. “Very few students drop out after the first or second year. Most students, especially in science and humanities, either leave within the first semester or continue for the entire three years. Many take JEE or NEET exams, so families are hesitant to pay full fees for a science programme only to drop out months later,” says Abha Dev Habib, associate professor, Miranda House, Delhi University (DU).

 “After three years, many students are likely to leave, and DU has already issued a circular stating that students who have completed six semesters can exit,” she adds. Habib warns that the ME-ME system risks institutionalising dropout rather than offering genuine flexibility. “Trying to extract meaningful certifications from a four-year degree programme at arbitrary exit points — after just one or two years—is not feasible. At best, meaningful degrees can be awarded after three or four years but not before,” she says. In Maharashtra, the ME-ME system was introduced under NEP 2020 in autonomous colleges from the academic year 2023-24, and in non-autonomous colleges from 2024-25. 

Currently, this is the second year of its implementation. Whether a candidate has cleared their exams or not, they are permitted to continue under the Allowed to Keep Term (ATKT) provision. “As of now, students have not applied for exit, though they are permitted to do so. They are eligible to exit either after two semesters or after four semesters. Since the system started in 2023-24, the first FYUP graduating batch will complete the full four-year cycle in 2025-26. Students can choose to exit based on personal circumstances, for example, if they get a job or need to leave for other reasons, and they also have the option to return and rejoin the programme later,” says MS Kurhade, director, Sanskar Sarjan Education Society, Maharashtra, and former registrar, University of Mumbai.

 “The curriculum for the fourth year is still under development. A tentative framework has been prepared; for example, the four-year programme will consist of 176 credits. Students who are not planning to pursue an academic or research career may exit after three years and complete the standard two-year postgraduate degree if they wish to continue their education,” adds Kurhade.

NEP fails 1st test: Affiliated colleges slam varsity for chaotic rollout

NEP fails 1st test: Affiliated colleges slam varsity for chaotic rollout

Demand urgent review to safeguard students’ future

Lovleen Bains  THE TRIBUNE 

Sahnewal, Updated At : 05:58 AM Jun 10, 2025 IST

Students discuss a question paper after appearing in an exam.

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The first-semester results under the New Education Policy (NEP) have exposed serious flaws in its implementation at Panjab University-affiliated colleges, triggering widespread criticism. Academicians, students and parents have demanded an urgent policy revamp, arguing that inadequate stakeholder feedback had led to a chaotic rollout.

The general pass percentage did not exceed 15-20 per cent in several colleges and most students failed in multiple subjects.

During a post-result online meeting, college principals expressed grave concerns over the rushed and poorly planned implementation of the policy. They acknowledged that the affiliated colleges were barely managing to adjust to the changes, only to be destabilised further by the university’s approach. Frustrated by the disjointed execution, they decided to escalate their grievances to university officials.

Disgruntled students voiced their frustration over what they called “sheer injustice.” “We were blindly pushed into an entirely new system and left struggling to navigate it alone. The delayed results robbed us of the chance to reflect and improve our academic strategies. With so many subject options, we ended up as jack-of-all-trades but masters of none,” they complained.

Nodal officers responsible for implementing the NEP criticised the university’s indecisiveness and last-minute modifications. “Colleges struggled to cope with the constant revisions, which often came at the eleventh hour. As teachers, we couldn’t guide students effectively because the policy was just as unfamiliar to us. Even now, the evaluation criteria remains unclear,” shared a faculty member from a city college.

Dr Sandeep Sawhney, Principal, Govind National College, Narangwal, condemned the university for the haphazard implementation of the NEP implementation, calling it “ill-conceived and half-baked.” He warned that political motives had overshadowed practical academic concerns, jeopardising students’ careers. “With a general pass percentage of just 15-20 per cent and students failing in multiple subjects, many will be forced to abandon their degrees midway. This crisis will financially cripple colleges and leave students academically adrift,” he cautioned.

Dr KK Sharma, Principal of AS College, Khanna, urged an urgent reassessment of the new curriculum and assessment framework. “The disappointing BA first-semester results show a clear disconnect between the syllabus and students’ learning capacity. The introduction of Discipline-Specific Courses (DSCs), Skill Enhancement Courses (SECs), Value-Added Courses (VACs) and Ability Enhancement Courses (AECs) has confused students rather than empowering them,” he explained.

Dr Sarvjeet Brar, Principal, Guru Nanak National College, Doraha, called for uniformity in passing marks. “NEP papers require a 40 per cent score to pass, while non-NEP papers have a 35 per cent threshold. This discrepancy confuses both students and evaluators. The passing percentage for the NEP courses should be lowered to align with existing norms,” he suggested.

Dr Ajit Kaur, Principal of Ramgarhia Girls College, Ludhiana, proposed waiving the requirement for students to secure 50 per cent of first-year credits to progress to the third semester—at least for the initial three years of implementation. “A phased transition would allow students and faculty to adapt more smoothly,” she explained.

Dr Tejinder Kaur Dhaliwal, Chairman of PSEB, highlighted severe infrastructural and staff shortages at colleges, arguing that many institutions were unprepared for the NEP’s expansive academic framework. “Students fresh out of senior secondary schools are being burdened with transcription and linguistics—subjects that are usually studied at the postgraduate level. The university must rethink its approach and take corrective action,” she advised.

A former principal, SS Sangha, recommended that Skill Enhancement, Value-Added and Multidisciplinary courses be assessed practically through viva voce examinations, conducted at colleges by a panel of internal and external examiners.

With mounting concerns from all stakeholders, PU-affiliated colleges are pushing for an urgent review of the NEP’s rollout to prevent lasting damage to students and institutions.

PU Controller of Examinations Dr Jagat Bhushan was preoccupied with an engagement when contacted.

'Court Can't Compel Any State To Adopt National Education Policy' : Supreme Court

'Court Can't Compel Any State To Adopt National Education Policy' : Supreme Court

Dismisses Plea To Implement NEP In Tamil Nadu 

LIVELAW NEWS NETWORK 9 May 2025 11:25 AM

The Supreme Court on Friday dismissed a Public Interest Litigation filed by a person seeking to direct the State of Tamil Nadu to implement the National Education Policy (2020) including its 'three-language formula'. 

A bench comprising Justice JB Pardiwala and Justice R Mahadevan observed that the Court cannot issue any direction under Article 32 of the Constitution to compel any State to adopt the NEP.

Dismissing the petition filed by one GS Mani, the Court said : "Whether the States should adopt the National Education Policy 2020 or not is a vexed issue. The Supreme Court, through Article 32 of the Constitution, can issue directives to ensure that the rights of the citizens are protected. It cannot directly compel a State to adopt a policy like the National Education Policy 2020. 

The Court may, however, intervene if a State's action or inaction related to the National Education Policy violates any fundamental rights. We do not propose to examine this issue in this writ petition. We believe that the petitioner has nothing to do with the cause he proposes to espouse. Although he may be from the State of Tamil Nadu, yet on his own admission, he is residing in New Delhi. In such circumstances, this petition stands dismissed." 

The bench also added that the "main issue may be examined by the Court in an appropriate proceeding." As soon as the matter was taken, the bench asked the petitioner, who was appearing in person, "Who are you? How are you concerned with the National Education Policy?". 

The petitioner, saying that he is from Tamil Nadu and is now settled in Delhi, said that because of "this kind of policy" (Tamil Nadu schools not teaching Hindi), he could not learn Hindi easily. 

"Then learn Hindi now in Delhi, na?" Justice Pardiwala told the petitioner. Tamil Nadu Chief Minister MK Stalin recently said that the NEP 2020 will not be implemented in the State, saying that its three-language formula was an attempt to impose Hindi. 

Case : G.S. MANI vs Government of Tamil Nadu and others | W.P.(C) No. 260/2025 

Stalin to chair meeting with V-Cs, Registrars on April 16

Stalin to chair meeting with V-Cs, Registrars on April 16

The Hindu Bureau

Chennai 14.04.2025

Chief Minister M.K. Stalin will hold a consultative meeting with Vice-Chancellors (V-Cs) and Registrars of all State universities at the Secretariat on April 16.

An official release said the agenda of the meeting would be about improving higher education in the State.

This comes in the wake of the Supreme Court’s landmark ruling last week that various Bills pertaining to universities, re-adopted by the Assembly and pending with the President, were deemed to have been granted assent.

The meeting has been called a day after the State government notified 10 university-related Acts. They were the first Bills to become laws without the assent of the President or the Governor. Though the Chief Minister had chaired meetings with V-Cs of State-run universities in the past too, the upcoming meeting assumes significance in the light of the Supreme Court judgment.

It is to be noted that the demand for grants for the Higher Education Department for 2025-26 is scheduled to be taken up for discussion and approval in the Assembly on April 24.

Meanwhile, officials of the department said that the notification of the Acts was expected to ensure that V-Cs, who were appointed by Governor R.N. Ravi, adhered to the government’s directions. There were instances where some V-Cs refused to pay heed to directions of the Higher Education Department.

Moreover, Mr. Ravi, during conferences, strongly advocated for implementing the National Education Policy (NEP). “The Governor hailed the NEP 2020 as a comprehensive, revolutionary and transformative policy. His advocacy of the NEP was at variance with the stand of the Tamil Nadu government, which constituted its own committee to draft an exclusive State Education Policy,” an official said.

Scrapping of no-detention policy to create ‘positive pressure’ on students

Scrapping of no-detention policy to create ‘positive pressure’ on students 

It will help build support systems for those lagging in classrooms and improve learning  outcome 

Priyadarshini.Gupta@timesofindia.com 30.12.2024

The Centre has decided to end the No-Detention Policy (NDP) for students in classes V and VIII in government, CBSE schools from the academic session 2024-25. This will end the practice of automatically promoting the students who failed their year-end exams. According to a gazette notification, after the conduct of regular examinations, children who do not meet the promotion criteria will get a chance to retake the exams within two months of the result declaration. The decision is supposed to affect over 3,000 central schools. The NDP was introduced in 2009 under the Right to Education (RTE) Act, which aimed to provide free and compulsory education to every child in the country up to class VIII. 

The primary goal of the policy was to prevent students from being held back due to poor academic performance as this was seen as a major factor contributing to school dropouts. Experts feel that the decision would prove beneficial as the provision of NDP left students ill-prepared for board exams and contributed to higher failure rates. While the revised system will provide supplementary opportunities to those who fail, it will address significant learning gaps that have developed over the years,. Basic knowledge Sanyam Bhardwaj, controller of examinations, CBSE, highlighted the need to handhold the students who perform poorly in school. “The move will bring increased accountability among all stakeholders, including students, teachers, schools, and parents. The policy will prevent complacency among students and parents assuming automatic promotion regardless of any effort. Due to the NDP, several students were not studying properly, which led them to reach the higher classes without the necessary knowledge. This made it challenging for them to cope,” he says. “The revised policy will introduce positive pressure, encouraging students and parents to take academics more seriously. Meanwhile, the weak students will not be left behind as the system pro vides supplementary opportunities for students who fail to meet the required stan dards. This is a motivating step, enabling students to address gaps in their learning and prepare well for the next exam,” he adds. The role of teachers in supporting academically weaker students will be crucial in secondary school. Bhardwaj says, “There is no need for extra classes; diligent efforts by both students and teachers during regular school hours are sufficient. 

Securing 33% marks is not a big task and is an achievable target. Anyone failing to meet this mark reflects a lack of effort from all the parties involved.” Addressing concerns about potential increases in dropout rates, he says that government support systems such as midday meal schemes, ensure that students, especially from marginalised backgrounds, are encouraged to continue their education. On the other hand, the scrapping of NDP may foster a growing coaching culture and give schoolteachers leverage to exploit vulnerable families. While Bhardwaj is of the opinion that the recent decision may not promote coaching culture, Aruna P Bhalla, former deputy commis sioner, KVS, Mumbai region, says, “In several schools, children from disadvantaged families are often forced into taking tuitions. There have been instances where teachers pressure students to take tuition or else they threaten to fail them. 

This may leave families financially strained. With the scrapping of the retention policy, tuition teachers are likely to demand even higher fees, further disadvantaging children from families unable to afford private tuitions.”

DU’s Academic Council approves a one-year PG programme under NEP

DU’s Academic Council approves a one-year PG programme under NEP

The one-year postgraduate programme will be available to graduates of DU’s four-year undergraduate course.

University of Delhi(File Photo)

Express News Service

Updated on:

29 Dec 2024, 9:13 am

NEW DELHI: The Delhi University’s Academic Council (AC) has approved the introduction of a one-year PG programme under the National Education Policy (NEP) 2020.

The council has also approved the reservation of additional seats for single female students in PG programmes.

The proposal advocates for reserving one supernumerary seat in each postgraduate course for single girl students. The implementation of the “Postgraduate Curriculum Framework 2024” (PGCF 2024), was approved by the council in the 1021st meeting.

The one-year postgraduate programme will be available to graduates of DU’s four-year undergraduate course. Students with a three-year undergraduate degree can opt for the existing two-year programme. Students in the one-year programme will earn 44 credits, while those in the two-year programme will complete 88 credits.

The resolution passed by the council will now be presented to the university’s highest decision-making body called the Executive Council. Some AC members have raised strong objections to the proposed framework, citing various challenges and potential drawbacks.

Additionally, the council approved the introduction of a PhD in Hindu Studies from the 2025-26 academic sessions and reaffirmed the reservation of additional seats for single girl students in postgraduate programmes.

The council also agreed to increase seats in specialised courses such as DM (Neuroanaesthesia) at GIPMER and BSc (Medical Technology) Radiology at Lady Hardinge Medical College, starting from the 2025-26 academic session, subject to regulatory approvals.

During the meeting, questions regarding health facilities were also raised, wherein DU South campus director professor Prakash Singh informed that on the instructions of the vice-chancellor, the work of making DU Health Center a four-story building has also begun to increase the facilities in the university. The number of doctors will also be increased. He informed that a hospital of Railways has also been affiliated with DU to provide medical facilities for all the teaching and non-teaching staff of DU at par with the railway employees.

Recently, the varsity found itself in a controversy when it announced its proposal to offer four value-addition courses on the Hindu religious scripture Bhagavad Gita.

NEP: Varsities get 3 months to enable credit transfers

NEP: Varsities get 3 months to enable credit transfers 

TIMES NEWS NETWORK 07.12.2024

Ahmedabad : It has been four years since the National Education Policy 2020 was approved by the Union cabinet, yet state universities have failed to completely implement it. The policy’s core focus on student credit transfer remains largely unrealized, particularly affecting students moving between universities within the state. 

At a recent meeting, state education department officials and vice chancellors of the state’s public universities addressed crucial aspects, including credit transfer mechanisms, multiple entry-exit options and swift policy implementation. The department issued directives to develop a comprehensive roadmap within three months. This new education policy, introduced after a 34-year gap, stresses key aspects such as opportunities, accountability, inclusive education and excellence. Despite its launch, implementation issues persist across various public universities. During the meeting, officials stressed immediate policy execution, with vice chancellors being asked to achieve 50% gross enrolment ratio in higher education by 2035. 

The department will also hold quarterly review meetings to monitor progress in the implementation of NEP 2020. It also ordered VCs to set up objectives and submit detailed implementation strategies at the next quarterly meeting. The policy’s provisions for multiple entry-exit points remain largely theoretical, with most universities failing to establish practical systems. Other issues include insufficient internship arrangements. Universities were told to adopt modern technologies, including AI, and move away from traditional practices. Sources said that govt data reveals that while 8 lakh Indian students pursue education abroad annually, India attracts only 45,000 international students. The policy addresses this imbalance by inviting the world’s top 100 universities to set up campuses in India. 

The VCs of state universities were also instructed to create and upload Academic Credit Bank data to DigiLocker. Currently, only a few institutions like GTU and Gujarat University have

completed this requirement. Additionally, plans were discussed to integrate all universities into a unified platform like the Gujarat Common Admission Service (GCAS).