Broader vision

The Draft UGC Regulations 2024 have proposed major changes to India’s higher education system with an aim to make it more flexible, inclusive, and aligned with global standards. The proposed reforms include biannual admissions in Higher Educational Institutions (HEIs), which will allow students to join undergraduate and postgraduate programs twice a year, while also providing them the freedom to pursue any course regardless of their previous academic stream. For instance, a science student could now study arts, provided they clear the relevant entrance examination. This paradigm shift is intended to break down rigid academic silos and encourage multidisciplinary learning. The proposed changes also introduce the option to pursue two degrees simultaneously, as well as multiple entry and exit points, where students can earn certificates, diplomas, or degrees based on the credits they accumulate. Furthermore, accelerated and extended degree programs give students the flexibility to complete their studies in a shorter or longer time frame, depending on their capabilities and circumstances. One of the most notable features is the recognition of prior learning and skills. Students will now be able to dedicate half of their academic credits to their major discipline, while the other half can be used for skill development, apprenticeships, or exploring other subjects. This approach, apart from broadening academic horizons for students, better prepares them for real-world challenges. More importantly, the changes align with the National Education Policy 2020, which emphasises upon hybrid learning, skill-based education, and continuous assessments over traditional end-of-year exams. The ultimate aim is to shift the focus from rote learning to stimulating creativity, critical thinking, and practical knowledge among students.

While the vision seems all ambitious, the real challenge will emerge in the course of implementation. It is an unanimously accepted fact that many colleges and universities in India are underfunded and understaffed—making it difficult to adopt such sweeping changes. For example, the academic bank of credits, which allows students to transfer credits between institutions and industries, requires robust infrastructure and cooperation among institutions, something that is currently lacking in most parts of the country. Additionally, the proposed reforms could face resistance from traditional academic bodies that are often slow to adapt to change. Another concern is whether these changes will truly be accessible to all. Centralising entrance exams as the primary eligibility criterion might exclude students from marginalised communities who lack access to quality preparatory resources. Balancing inclusivity with academic standards will require careful planning and execution. There’s also the matter of funding. Despite the bold vision of the reforms, this year’s budget for higher education has been cut by 15 per cent compared to the previous year. Without sufficient investment in faculty training, infrastructure upgrades, and digital tools, the proposed changes may remain more aspirational than practical.

It has to be admitted that there is a glaring rot in India’s higher education system. The government of the day must be lauded for its bold initiative to bring reforms in the sector. While there may be limitations, the Draft UGC Regulations 2024 offer a forward-looking framework for transforming India’s higher education system. However, their success depends on addressing the systemic issues that have long plagued the sector. If implemented effectively, these reforms have the potential to empower students with the skills and knowledge needed to thrive in a rapidly changing world. But to get there, policymakers, institutions, and educators must work together to bridge the gap between vision and reality.