When Good Intentions Meet Ground Realities, NEP 2020
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The National Education Policy (NEP) 2020 is arguably the most ambitious reform in Indian education in the last three decades. Six years after its introduction, universities across the country have made significant progress in implementing its vision. From the Four-Year Undergraduate Programme (FYUP) and multidisciplinary education to the Academic Bank of Credits and the multiple entry-exit system, the policy has fundamentally changed the way higher education is structured and delivered.
Among its many reforms, the multiple entry and exit provision may prove to be one of the most impactful. For decades, thousands of students, especially young women, have been forced to discontinue their education due to marriage, financial constraints, family responsibilities, or the death of the primary earning member. Earlier, dropping out often meant the end of their academic journey. NEP 2020 changes that reality. It gives students the flexibility to pause their education and return later without losing the progress they have already made. For many, this could be the difference between abandoning a dream and eventually achieving it.
The policy also deserves credit for promoting multidisciplinary learning. Today’s job market values adaptability, problem-solving, and cross-functional knowledge. Allowing students to combine disciplines and explore subjects beyond their core specialisation is a step in the right direction.
However, every reform comes with implementation challenges. Universities are finding it difficult to effectively manage Multidisciplinary Courses (MDCs) and Value-Added Courses (VACs), which are now central components of the NEP framework. While the idea is excellent,
execution often becomes complicated due to scheduling issues, faculty availability, inter-departmental coordination, and curriculum design challenges.
One practical solution could be the creation of dedicated multidisciplinary departments within universities. Such departments could focus exclusively on designing innovative MDCs and VACs that genuinely enhance student competencies and employability. Rather than treating
these courses as an additional administrative responsibility for existing departments, universities could institutionalize them through specialised academic units. Similarly, universities may consider allocating a dedicated weekly time slot for multidisciplinary and value-added courses. This would reduce timetable disruptions and ensure smoother implementation without affecting regular academic activities.
NEP 2020 has given higher education a new direction. The policy’s vision is clear, progressive, and aligned with the needs of the twenty-first century. The challenge now is not whether the reforms are desirable, but how effectively institutions can implement them. As universities continue their transition, policymakers must remain responsive to ground-level realities and provide the flexibility and support needed for successful execution.
Educational reforms succeed not only because of good policy design but because of thoughtful implementation. NEP 2020 has laid a strong foundation; the next step is ensuring that universities have the resources and structures necessary to translate that vision into meaningful outcomes for students.
Views expressed are personal
The authors, Dr Manisha and Ms Jyoti, are Assistant Professors at SGT University
