Title:

Students" Perception of Undergraduate Curriculum Framework (UGCF)- NEP 2020: A Survey

Research on Students at Lakshmibai College, DU"

Aim:
The study aims to understand the perspectives of undergraduate students at Lakshmibai College,
DU, regarding the Undergraduate Curriculum Framework (UGCF) under NEP 2020.

Objectives:
1. To explore students' perceptions of various elements within the Undergraduate Curriculum
Framework under NEP 2020.
2. To examine students' perceptions of the benefits and challenges associated with the UGCF
under NEP 2020

Introduction (UGCF NEP 2020)

The landscape of higher education in India has witnessed profound reforms with the introduction
of the National Education Policy (NEP) 2020. Designed to modernize and democratize education
in India, NEP 2020 represents a paradigmatic shift from traditional rigid educational models to
one that is inclusive, flexible, and multidisciplinary (Ministry of Human Resource Development
[MHRD], 2020). It aligns with global education trends that emphasize skills development,
critical thinking, and adaptability, thereby addressing the demands of a rapidly evolving socio-
economic environment (World Economic Forum, 2021). These reforms are rooted in the belief
that education should not only equip individuals with knowledge but also foster values,
competencies, and lifelong learning skills that are essential for personal and professional
development in the 21st century.

The NEP 2020 framework emphasizes key areas for improvement across all educational levels,
including a vision for higher education to nurture innovation, ethical grounding, and
employability among students. One of the cornerstones of NEP 2020 is its introduction of
flexible learning trajectories through structures such as the Academic Bank of Credits (ABC),
multiple entry and exit options, and integrated research and vocational training opportunities
(MHRD, 2020). The NEP further advocates for the dismantling of traditional disciplinary silos,
promoting instead a comprehensive and interconnected model of education. At the undergraduate
level, these principles materialize through the Undergraduate Curriculum Framework (UGCF)
2022, developed by the University of Delhi (DU) as an adaptive approach to align its curriculum
with NEP 2020's goals (University of Delhi, 2022).

Historical Context and Rationale of NEP 2020

Previous policies, such as the National Policy on Education 1986 and its subsequent
modifications in 1992, primarily focused on expanding educational access and establishing a
standard quality framework (Sharma, 2019). However, these policies did not sufficiently address
the contemporary demands for skill-oriented and flexible education. This gap became
increasingly evident as globalization and technological advancements reshaped both the labor
market and the broader social landscape, necessitating educational reforms that foster
adaptability, interdisciplinary, and innovation (Varghese, 2020).

NEP 2020 emerged as a response to these challenges, positioning itself as a comprehensive

policy that prioritizes a shift from rote learning to outcome-based education, promoting critical
thinking, ethical reasoning, and a culture of innovation (MHRD, 2020). Furthermore, NEP 2020
sets an ambitious target of achieving a Gross Enrollment Ratio (GER) of 50% by 2035, reflecting
its focus on expanding higher education access while simultaneously ensuring that education
quality meets global standards (MHRD, 2020). This policy also embraces India’s linguistic and
cultural diversity, promoting multilingualism and incorporating elements of the Indian
knowledge system (IKS) to foster an inclusive, culturally rooted education (Kumar & Kumar,
2021).

Objectives and Principles of NEP 2020 in Higher Education

The NEP 2020 in higher education emphasizes several foundational principles, including
flexibility, inclusivity, and the promotion of interdisciplinary studies. These objectives stem from
a recognition of the need to create a responsive and adaptable higher education system that aligns
with student needs and societal demands. Key principles include:
 1. Flexibility and Multidisciplinary: NEP 2020 advocates for a flexible curriculum that
allows students to engage in a multidisciplinary education, thereby fostering a more
comprehensive understanding of complex real-world issues.
2. Focus on Ethics and Values: The policy integrates value-based education, highlighting
the importance of cultural heritage and ethical education.
3. Research and Innovation: NEP 2020 aspires to transform Indian higher education
institutions into research-driven entities, thereby contributing to knowledge creation and
economic development.
4. Lifelong Learning and Employability: The policy encourages learning pathways that
enhance students’ employability and adaptability, equipping them with relevant skills for
an evolving job market (University of Delhi, 2022).

Understanding the Undergraduate Curriculum Framework (UGCF) under NEP 2020

A core component of the NEP 2020 is the Undergraduate Curriculum Framework (UGCF),
developed to align undergraduate education with the policy’s goals of flexibility and student-
centered learning. Introduced at the University of Delhi, the UGCF 2022 enables a personalized
approach to education by allowing students to choose courses across disciplines, integrate
vocational training, and earn credits that offer multiple exit points. The framework serves as a
bridge between traditional discipline-specific education and a more modern, skills-based
approach (University of Delhi, 2022).

Structure of UGCF 2022

The UGCF 2022 framework is designed to allow students to combine courses from different
disciplines, thus encouraging a multidisciplinary approach that breaks down the boundaries
between fields of study. The structure is built around several core components:

1. Discipline-Specific Core (DSC) Courses: The DSC courses are mandatory for students
pursuing a specific major and form the foundational courses in a chosen discipline. For
instance, students enrolled in a Bachelor of Arts (Honors) in History must complete a
sequence of DSC courses in history, structured across semesters to build a solid
grounding in the field. For programs that are multidisciplinary, such as a B.Sc. (Honors)
 in Life Sciences, DSC courses span multiple disciplines, such as botany, zoology, and
chemistry, with the flexibility to specialize further in one area during the fourth year.
2. Discipline-Specific Electives (DSE): DSE courses provide advanced and specialized
knowledge within the student’s chosen discipline. These electives are typically offered in
the later stages of the program, allowing students to tailor their studies to align with
specific career interests. For example, a student in the Life Sciences program may select
DSE courses focused on genetic engineering or environmental biology. This elective
structure is intended to enable students to pursue specialized knowledge while
maintaining a broader academic foundation.
3. Generic Electives (GE): To promote interdisciplinary education, UGCF mandates that
students complete GE courses from fields outside their major discipline. This requirement
reflects NEP 2020’s emphasis on interdisciplinary by encouraging students to engage
with diverse perspectives and knowledge areas. For example, a student majoring in
economics might take GE courses in sociology, literature, or environmental studies. This
cross-disciplinary learning is intended to enhance critical thinking, adaptability, and a
broader understanding of complex societal issues.
4. Skill Enhancement Courses (SEC) and Value Addition Courses (VAC): SECs are
skill-based courses offered to develop practical competencies relevant to the workplace,
such as data analytics, programming, communication, and digital literacy. VACs, on the
other hand, focus on holistic personal development, including ethical reasoning, cultural
literacy, and critical thinking. The inclusion of SEC and VAC courses aims to equip
students with both technical skills and soft skills, aligning education outcomes with
industry expectations and the demands of the modern workforce.
5. Ability Enhancement Courses (AEC): These mandatory courses include subjects such
as Environmental Science and Indian languages. They are designed to foster awareness of
environmental sustainability and promote multilingualism, supporting the NEP’s
objectives to instil a sense of cultural and ecological responsibility among students.

Credit Distribution and Modular Structure

The UGCF operates on a credit-based system, with credits allocated based on the time
investment and learning outcomes of each course. A credit in this framework typically represents
one hour of classroom instruction or two hours of practical or fieldwork per week (University of
Delhi, 2022). The credit requirements vary depending on the degree level pursued by the student:

1. Single and Multidisciplinary Program Paths: For single-discipline honours programs,

students are required to complete at least 80 credits in their primary discipline to qualify
for an honours degree. For multidisciplinary programs, students complete a combination
of courses from multiple disciplines, with a minimum of 132 credits required to complete
the standard three-year program.
2. Four-Year Honours Degree: Students who wish to extend their studies to a fourth year
can complete additional DSC and DSE courses in their major discipline or undertake a
research project. This additional year allows for a deeper focus on the chosen discipline
and the completion of a dissertation, making the student eligible for an Honors degree
with Research—a distinction that aligns with NEP’s emphasis on research readiness.
3. Academic Bank of Credits (ABC): The UGCF incorporates the ABC system, which
permits students to accumulate and transfer credits. This flexibility supports students who
may need to pause their studies and return later without losing their earned credits,
promoting lifelong learning and adaptability in educational trajectories (University of
Delhi, 2022).

Multiple Exit Options and Qualifications

One of the most significant innovations in UGCF is the provision for multiple exit points,
designed to accommodate diverse student needs and life circumstances:

1. Undergraduate Certificate (Exit after Year 1): After the successful completion of the
first year (44 credits), students may choose to exit the program with an undergraduate
certificate in their field of study. This option is intended for students who may wish to
acquire foundational knowledge and essential skills before entering the workforce or
pursuing other professional goals.
2. Undergraduate Diploma (Exit after Year 2): Students who complete two years (88
credits) have the option to exit with an undergraduate diploma. This exit option provides
 additional qualifications for students who wish to join the workforce earlier or who may
need to pause their studies for personal or financial reasons.
3. Bachelor’s Degree (Exit after Year 3): Upon the completion of three years (132
credits), students receive a bachelor’s degree. For single-discipline programs, this degree
is awarded as an Honors degree if the student meets the required credit criteria within the
major field.
4. Bachelor’s Degree with Research (Exit after Year 4): Students who continue into a
fourth year and complete the required credits (176 credits total) have the option to
graduate with a Bachelor’s Degree with Research. This degree includes a dissertation or
capstone project and aligns with NEP’s focus on fostering research capabilities in
undergraduates. Alternatively, students may choose to pursue a project in
entrepreneurship or an academic project, allowing flexibility in their final research
project.

These exit points, combined with the ABC system, enable students to take an individualized
approach to their education, promoting educational mobility, workforce readiness, and lifelong
learning.

The Role of Technology and Digital Learning in UGCF

Technology plays a pivotal role in modernizing education under the National Education Policy
(NEP) 2020, making it an essential component of the Undergraduate Curriculum Framework
(UGCF). By integrating digital learning and online resources, UGCF aims to create a more
inclusive and accessible education system that reaches students across diverse socio-economic
backgrounds. This approach includes leveraging digital tools to support **blended learning
environments**, where students can benefit from both in-person and online resources. For
example, the UGCF encourages the use of virtual classrooms, interactive educational apps, and
online discussion forums to foster collaboration and engagement beyond traditional classroom
settings.
UGCF also facilitates **self-paced learning** through digital platforms that allow students to
learn independently, catering to their unique learning speeds and styles. By incorporating
resources like **virtual labs**, students can conduct simulations and experiments online,
providing practical experience without the need for extensive physical infrastructure.
Additionally, **open-source educational materials** offer students free access to high-quality
content, minimizing financial barriers and promoting equity in education. Through this
alignment with technology, UGCF not only prepares students for a digital-driven workforce but
also works to close accessibility gaps, enabling a more comprehensive reach for quality
education, particularly in remote or under-resourced areas (University of Delhi, 2022).

Benefits and Challenges of UGCF Implementation

Benefits:

UGCF, under NEP 2020, introduces a range of benefits aimed at enhancing the educational
experience for undergraduate students. **Increased flexibility** is one of the major advantages,
as students now have the freedom to design a curriculum that aligns with their interests, career
goals, and learning preferences. With options to pursue interdisciplinary studies, students can
combine subjects from different fields, fostering a **multidisciplinary approach** that enriches
intellectual development and broadens career opportunities.

Moreover, UGCF places a strong emphasis on **skill-based courses** that are directly linked to
industry needs, thereby improving students' **employability**. Through courses focused on
communication skills, critical thinking, and vocational training, UGCF equips students with
relevant competencies that enhance their prospects in a competitive job market. Another
significant aspect of UGCF is the integration of **values-driven education**, which prioritizes
ethical, cultural, and environmental awareness, aiming to create well-rounded graduates who
contribute positively to society. This holistic approach prepares students not only for
professional success but also for responsible citizenship.
Challenges:

While UGCF holds immense potential, its implementation faces several **challenges** that
institutions must address to achieve its goals. One of the primary challenges is **adapting
existing institutional frameworks** to support the new modular and flexible structure UGCF
introduces. Transitioning to a system that allows multiple exit and entry points, credit transfers,
and interdisciplinary combinations requires a fundamental restructuring of administrative and
curricular processes.

Another key challenge is the need for **adequate technological infrastructure**. For UGCF to
succeed in promoting digital learning, institutions must have reliable internet connectivity,
modern IT systems, and accessible digital tools, which may not be uniformly available across all
regions. **Teacher training** also poses a critical challenge; educators need to be well-prepared
to adopt new pedagogical approaches and technologies integral to UGCF. Ensuring consistency
and quality across diverse educational institutions, each with unique resources and capacities, is
a further obstacle that requires ongoing support from government and institutional leaders
(University of Delhi, 2022).

Promoting Value-Based Education and Ethics in UGCF

Value-based education and ethics are central to the UGCF, emphasizing the development of
social responsibility, cultural awareness, and ethical decision-making among students. Courses in
value-based education encourage students to engage with Indian cultural heritage and
constitutional values, aiming to cultivate responsible and empathetic citizens who contribute
positively to society (University of Delhi, 2022).

Research, Innovation, and Internships in UGCF

NEP 2020 strongly advocates for the inclusion of research and hands-on experience in higher
education, a vision that UGCF fulfills by incorporating research-oriented coursework,
**internships**, and **apprenticeships**. UGCF introduces students to **research
methodologies**, encouraging them to think analytically and develop skills in scientific inquiry,
data analysis, and project management. This focus on research fosters a mindset of continuous
learning and problem-solving, which is essential for careers in academia, industry, and
government.

The curriculum’s provision for **internships and practical projects** allows students to gain
real-world experience, connecting classroom knowledge with industry practices. By participating
in internships or apprenticeships, students acquire hands-on skills, make professional
connections, and understand workplace expectations, all of which strengthen their employability.
This practical exposure is particularly valuable for students considering **postgraduate studies
or research careers**, as it lays a solid foundation for advanced academic or research pursuits.
The UGCF’s commitment to research and innovation thus helps cultivate a workforce equipped
with critical thinking skills and a **research-oriented approach**, enhancing the innovation
landscape in India (University of Delhi, 2022).

The Role of Educational Institutions and Government in UGCF Implementation

The effective implementation of UGCF depends on a collaborative relationship between

**educational institutions and government agencies**. Universities and colleges are tasked with
**adapting their curricula, infrastructure, and teaching practices** to align with UGCF
requirements, which often means substantial institutional adjustments. For example, institutions
need to offer interdisciplinary courses, update assessment frameworks, and support credit
transfer mechanisms. This shift demands active engagement from faculty, administrators, and
support staff to create a learning environment conducive to UGCF’s flexible and modular
structure.

The **government’s role** in providing policy guidance, financial resources, and technical
support is equally crucial. Government bodies are responsible for establishing guidelines that
ensure UGCF’s objectives are consistently met across institutions while also addressing specific
needs of different colleges and universities. By allocating funding for technological upgrades,
teacher training, and resource development, the government helps institutions bridge gaps in
implementation capacity. Such **policy support and resource allocation** are essential for
creating a cohesive and effective system that aligns with NEP 2020’s vision, enabling institutions
to meet the diverse needs of students in an equitable manner (Ministry of Education, 2020).

The Long-Term Impact of UGCF on Indian Higher Education

The UGCF, as envisioned by NEP 2020, is expected to have a transformative impact on Indian
higher education by fostering a culture of multidisciplinary learning, promoting inclusivity, and
bridging skill gaps. The emphasis on research, ethics, and technology positions Indian graduates
to be competitive in the global knowledge economy. Over time, the UGCF's flexible and
modular framework is anticipated to create an agile and resilient education system capable of
adapting to changing societal and economic demands, making Indian higher education more
accessible and impactful (University of Delhi, 2022).