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NEP 2020’s impact and implementation: A case study of Delhi University

National Education Policy of 2020 emerges as a catalyst for an equitable, resilient, and flourishing educational future

“The aim of education is knowledge, not of facts, but of values.” – W. Edwards Denim

The New Education Policy (NEP) of 1968 and 1986 had the goal of promoting fairness in educational opportunities. The 1968 NEP aimed to revamp the education framework, while the 1986 NEP emphasised the need to eradicate educational inequalities. In contrast, the latest National Education Policy of 2020 is centred around fostering equity and inclusion through educational means. Introduced in July 2020, this new policy ushers in significant reforms, especially within higher education institutions (HEIs). It advocates for a balanced regulatory approach for both public and private entities and actively encourages private philanthropic engagement in the education sector.

NEP 2020 set sail on a journey aimed at revitalizing India’s educational landscape. Designed with a nuanced understanding of Indian knowledge traditions, combined with Gandhiji’s visions, and the contemporary aspiration of an Atmanirbhar Bharat (Self-reliant India), the policy echoes a symphony of diversified yet harmonized doctrines. At its heart, NEP-2020 carries the promise of a holistic educational paradigm. In its embrace, theoretical knowledge waltzes with practical application, and multilingualism blooms amidst rich societal values. Embarking on an era marked by transformative thought and action, the New Education Policy (NEP) 2020 has woven a narrative of remarkable innovation and revitalization in the realm of higher education over the last three years. A plethora of initiatives have burgeoned, each painting strokes of accomplishment on the vast canvas of India’s educational landscape.

The policy presents a modern, future-oriented objective aimed at revolutionising India’s higher education system, focusing astutely on essential elements such as:

• Establishing a fair and inclusive educational atmosphere for every student.
• Creating a versatile educational infrastructure that caters to the unique needs, ambitions, and interests of every student, ensuring it is universally accessible.
• Enhancing the calibre of universities and colleges.
• Undertaking organisational transformation and unification.
• Offering a comprehensive and interdisciplinary education, ensuring a conducive learning atmosphere and ample support for all students.
• Encourages multilingualism as a pedagogical asset.
• Ensuring the faculty is driven and competent.
• Promoting vocational education.
• Fostering superior academic research via the National Research Foundation.
• Overhauling the regulatory framework and governance of higher education and enhancing the leadership of Higher Education Institutions (HEIs) in India.

Visionary Pathways of NEP 2020:

Student Focus

Adaptable syllabus offering various completion pathways.

Repository for Academic Credits.

Skill-based education available to half of the enrolled students.

Innovation and Exploration

Institutions promoting diverse educational and research activities (MERUs).

Establishment of a centralized National Research Foundation (NRF).

Accessibility and Diversity

• Aiming for a 50% Gross Enrollment Ratio (GER) by 2035, with specialised support for Socially and Economically Disadvantaged Groups (SEDGs).
• Global partnerships and creation of International Branch Campuses (IBCs) and offices dedicated to international students.

Educator Development

• Institutes dedicated to Educator Training (TEIs).
• A comprehensive National Strategy for Mentorship (NMM).
• Programs focusing on continual professional growth and leadership skills.

Organisational Autonomy

• Promoting autonomous Higher Education Institutions (HEIs).
• Strategical restructuring and integration for promoting multidisciplinary HEIs.

Technological Advancement in Education

• Enhancing the quality of Remote and Open Distance Learning (ODL).
• Launching a platform for Educational Technology – National Education Technology Forum.
• Promoting educational platforms like SWAYAM/DIKSHA.

There have been numerous transformative changes all over the country on NEP. Universities are changing how they teach. They are mixing different subjects to give a comprehensive education. Students can now choose subjects they like, making learning more flexible and personal. Technology is playing a big part in this change. Online learning is now common, with many resources like virtual labs and digital libraries available. This makes education richer and more accessible. Universities are also focusing more on research and new ideas. More money and support are given for this, encouraging a culture of innovation and problem-solving. Universities are also working more with institutions worldwide. This brings in different ideas and improves the quality of education, making it more global.

Efforts are also being made to include everyone in education. The Academic Bank of Credit (ABC) proposed by the NEP is where higher education institutions (HEIs) will digitally deposit credits earned by students for the course they studied. Students can opt for either a three-year honours program, or a four-year honours program, or a four-year honors program with research. They can also exit/enter at any level with appropriate certification. The ABC is expected to aid the multiple entries and exit system as well as be multidisciplinary in higher education.

The Government of India wants to promote Indian languages, arts, and culture through education and the NEP 2020 emphasizes the same. The higher educational institution will adopt the regional language or mother language and the local dialect will be the medium of instruction in teachings. The policy supports the inclusion of multiple languages in the educational process, enhancing cognitive development and cultural appreciation, and promoting inclusivity and broader communication skills among students. It will help increase the gross enrolment ratio (GER) in higher education as students who are not proficient in English will be encouraged to pursue further studies in regional languages. Financial help and special programs are available to make sure everyone has equal opportunities. Teachers are getting continuous training and support to improve their teaching methods. Lastly, universities are being given more freedom and better management. This allows them to improve and innovate more effectively and quickly.

“With NEP 2020, every classroom holds the promise of being a garden where the diverse flowers of capabilities, aspirations, and talents bloom in the nourishing light of quality education.”

New Educational Paradigm in DU

Delhi University (DU), one of the premier universities in India, has been at the forefront of implementing the National Education Policy 2020 (NEP). In the spirit of global integration and inclusivity, DU’s journey under Professor Yogesh Singh has also been marked by the establishment of numerous international collaborations. Signified by strategic MOUs with globally reputed universities, these partnerships aim to foster a vibrant ecosystem of academic exchange and mutual growth. Among these strides are remarkable initiatives that have propelled DU’s image as a hub of internationalization and innovation, marked by programs such as the DU Global Exchange Program and the DU International Summer School. Parallelly, an emphasis on inclusivity has seen the light with the introduction of various scholarships and fellowships facilitating an enriched educational access to students from diverse backgrounds. DU has introduced new scholarships and fellowships to support students from disadvantaged backgrounds. DU’s remarkable strides in NEP implementation symbolize its dedicated commitment to cultivating a learning environment that is contemporarily relevant and globally competitive.

In the past two-three years, DU has made significant progress in implementing various provisions of the NEP, with a focus on flexibility in curriculum, multidisciplinary, research and innovation, college autonomy, and teacher training. The University emerges as a flagship of success in this national odyssey. Demonstrating unwavering commitment, DU anchors the visionary principles of NEP-2020 into academic curricula, fostering an environment vibrant with flexibility, cross-disciplinary exploration, and innovative learning paradigms. For increased flexibility in the Curriculum and Choice-Based Credit System (CBCS), DU introduced the CBCS in all its undergraduate and postgraduate programs. The CBCS allows students to choose the courses they want to study, and to design their own learning paths. This has given students greater flexibility and control over their education. A massive overhauling of the curricula and the introduction of new pedagogies has taken place with UGCF syllabi introduced in 2022 to ensure holistic learning under NEP 2020. This will help students to build broader and deeper knowledge, and to develop skills that are relevant to their career goals.

To encourage focus on multidisciplinary and interdisciplinary research, DU has launched several new multidisciplinary programs, such as the BA (Hons.) in Liberal Arts and the MA in Interdisciplinary Studies. This program allows students to study a wide range of subjects from different disciplines. This program is designed to help students develop critical thinking, problem-solving, and communication skills, which are essential for success in the 21st century economy. The University has also encouraged its departments to collaborate with each other and to conduct interdisciplinary research. This focus on multidisciplinary and interdisciplinary research is in line with the NEP’s emphasis on holistic and integrated education. It is also aligned with the growing demand for multidisciplinary skills in the workplace.

The National Education Policy (NEP) is notably characterized by its emphasis on multilingualism, a domain where Delhi University (DU) has been pioneering. DU has initiated the teaching of all Indian languages listed in the 8th schedule of our Constitution. The NEP accentuates not only the teaching of Indian languages but also promotes learning and instruction in these languages across various fields such as humanities, social sciences, sciences, engineering, and medical studies. DU has significantly contributed at the national level by facilitating the translation of engineering course materials into 11 Indian languages. These materials, hosted on the ‘Swayam’ portal by the Ministry of Education, lay the groundwork for delivering education in sciences, engineering, and medical sciences in regional languages.

The University has launched several new initiatives, such as the DU Start-up Fund, Udyamodaya Foundation, Delhi University Foundation and the DU Research Park. It has also established new research centers and institutes, such as the Center for Innovation and Entrepreneurship and the Institute of Interdisciplinary Studies. New centres specializing in Hindu Studies, Tribal Studies, and Himalayan Studies have blossomed. These centres are the nexus of cultural and academic enrichment, fostering an environment where tradition intertwines with contemporary insights, nourishing minds with a diversified knowledge palette.

Further, as part of the execution of the NEP-2020, DU has curated ‘Value Addition Courses’, marking a monumental and inventive stride in the country’s university framework. Crafted to cultivate character and foster the holistic development of students, these courses are enriched with the essence of the Indian knowledge system, and they resonate with Indian values and traditions.

These initiatives have helped to promote a culture of research and innovation at DU. They have also provided students and faculty with the resources and support they need to conduct cutting-edge research. For example, the DU Startup Fund provides financial assistance to students and faculty who want to start their own businesses. The inception of the Udyamodaya Foundation illuminates the university’s canvas with a flourish of entrepreneurial spirit and innovation. This has helped to foster a vibrant entrepreneurial ecosystem at DU.

DU cultivates an ethos of innovation and skill development. The University nurtures entrepreneurial spirits, encouraging a blossoming garden of multilingualism, research, and innovation, where the academic atmosphere is rich with opportunities aimed at meeting the aspirations of a self-reliant India. Delhi University has bolstered its financial framework, introducing an endowment foundation. This initiative fortifies the university’s academic and infrastructural prowess, harnessing resources that resonate with its vision of excellence and sustainability.

DU has also gone on a massive promotion and permanent recruitment drive in the past few years that has not only put an end to adhocism but also has given a sense of belongingness to all the faculty members to spread their wings. The institution has further launched several new programs to train and develop its faculty. It has provided research grants as incentives and encouragement that stimulated both existing and new faculty members to engage in meaningful research activities, leading to contributions that serve a broader societal purpose. Further, it has introduced new regulations that require faculty to have relevant qualifications and experience. These initiatives have helped to improve the quality of teaching at DU. They have also made DU more competitive in the global market for academic talent. For example, DU’s new Faculty Development Program provides training to faculty on new teaching methods and technologies. This has helped faculty to improve their teaching skills and to deliver a more engaging and effective learning experience to their students.

Overall, the NEP has made a significant impact on the DU higher education system in the past three years. DU has been proactive in implementing the various provisions of the NEP and has made significant progress in key areas such as flexibility in curriculum, multidisciplinary, research and innovation, college autonomy, and teacher training. All these initiatives have had a positive impact on the DU higher education system with the status of Institute of Eminence (IoE). They have made DU more student-centric, research-focused, and innovative. They have also made DU more competitive in the global market for academic talent. The fruits of these efforts are manifested in the university’s resilient positioning as a leader, adeptly navigating the vast and dynamic terrains of 21st-century higher education. Achieving the IoE status is a monumental stride, heralding an era where the university’s academic corridors resonate with global excellence and innovative pursuits.

In conclusion, NEP 2020 unfurls a transformative era in Indian higher education, moulding tradition with modern innovation, and fostering global ethos; Delhi University is an effective model. Its multifaceted vision, from inclusive multilingual education to vibrant research landscapes, redefines the educational journey. However, ‘a little extra’ is always desirable. Hence, DU could further enhance its offerings by investing additional resources in infrastructure and funding various initiatives. A heightened focus on fostering connections between industry, society, and academia is essential. Also, it’s crucial to provide access to high-quality study materials across all disciplines, with a particular emphasis on ensuring availability in Hindi and other Modern Indian languages. Despite the challenges that lie in the meticulous implementation and bridging infrastructural and digital divides, NEP 2020 emerges as a catalyst for an equitable, resilient, and flourishing educational future. Its success lies in a collective, adaptive endeavour, where every stride, fortified by strategic alliances and technological prowess, contributes to nurturing minds, fostering innovation, and sculpting a self-reliant India with a revolutionary educational foundation.

The author is a Professor in Kirori Mal College, University of Delhi. Views expressed in the above piece are personal and solely that of the author. They do not necessarily reflect  Firstpost_’s views._

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The flagship undergraduate management program of delhi university, bachelor of business studies (bbs), conducted by the shaheed sukhdev college of business studies (cbs), was renamed bachelor of management studies (bms) in 2013. while cbs has become synonymous with quality management education after class xii, other du colleges have followed suit with the introduction of courses like bachelor of financial and investment analysis (bfia) and bachelor of business economics (bbe). – powerpoint ppt presentation.

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CLASS REGISTRATION Grade 12.

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About the Program

M.sc. in microbiology.

Syllabus and Scheme of Examination   : For students admitted till academic year 2018-19

Revised syllabus as per CBCS mode   : Implemented from academic year 2019-20:

Program/ Course outcomes

M.Sc. Time table:

The Department of Microbiology runs a   full time two-year program of four semesters , leading to award of Masters of Science (M.Sc.) degree in Microbiology. The curriculum is designed to train the students in basic and advanced areas of Microbiology, keeping in mind the latest advances in the field.  Particular emphasis is laid on the practical aspects of the field. Students are taught how to plan experiments, perform them carefully, analyze the data accurately, and present the results both, qualitatively and quantitatively. To enable them to develop speaking and presentation skills they are encouraged to deliver seminars on a wide range of topics covering the different areas of Microbiology. This also  leads them into reading about different themes and enhances their assimilation abilities. A major component of their course is a research project they work on in their final semester.  The student is guided in choosing a research problem, executing experiments related to it, collecting data and analyzing it, and presenting the results in the form of an oral presentation as well as a thesis. The student presents his/ her research orally at the end of the semester, and this is coupled to a   viva-voce . This not only equips the student for a career in research/ industry, but also fosters self-confidence and self-reliance in the student as he/she learns to work and think independently.

The program includes four semesters of course work. The students are offered basic and advanced level courses in Microbial Diversity, Microbial Physiology, Virology, Immunology, Enzymology, Environmental Microbiology, Microbial Pathogenicity, Molecular biology, Microbial Genetics, Recombinant DNA technology, Industrial Microbiology and Food Microbiology, and Bioinformatics. The Second Year students work on projects under the supervision of the different faculty members and submit a dissertation at the end of their training.

Admission criteria for MSc (Microbiology) :

Merit and Entrance test based

Number of seats:   

Fifteen for academic year 2021-22.

Scheme of evaluation:

The M.Sc. Microbiology Program is of two years’ duration and is divided into two parts, Part I and Part II. Each part is of a one-year duration and consists of two semesters. Semesters I, II and III have a uniform course structure. In each of these semesters the students are required to study four theory papers of 100 marks each (four credit courses), and one practical paper of 200 marks (eight credit course). One of the four theory papers in Semester II is an Interdisciplinary paper offered by another department

Semester IV consist of only one theory paper of 100 marks (four credit Interdisciplinary paper), and a dissertation paper of 500 marks. The students are required to start working on their dissertation at the beginning of Semester III and continue till the end of Semester IV. For the dissertation paper, the students are evaluated by continuous assessment, dissertation/ thesis, oral presentation and   viva-voce . This evaluation is done during and at the end of Semester IV.

Thirty percent of the marks of all theory, practical and dissertation papers are reserved for continuous internal evaluation: Internal Assessment (IA). Each theory examination is of three hours durations and practical examination is of 16 hours duration (8 hours + 8 hours) over two days.

The details regarding   Syllabus and Scheme of Examination   for M.Sc. Microbiology program offered by the department can be downloaded   here   and   Program/ Course outcomes   here .

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Delhi Technological University

Nov 09, 2021

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Delhi Technological University is also known as Delhi College of Engineering located in New Delhi, India. It was founded in 1941 in the form of Delhi Polytechnic. DTU DELHI is affiliated with the University of Delhi, which led to it giving away degrees on their courses offered. Moreover, the Institute has been functioning under the government since 1963. Read more at - https://www.cheggindia.com/university/delhi-technological-university-dcedtu-new-delhi-10905/

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ADMISSION Delhi Technological University COURSE &FEE LATESTUPDATES

About University • Important Facts andFigures • History • Ranking • Infrastructure • Courses Offered • FAQ Table of Content

ABOUTUNIVERSITY Delhi Technological University is also known as Delhi College of Engineering located in New Delhi, India. It was founded in 1941 in the form of Delhi Polytechnic. DTU DELHI is affiliated with the University of Delhi, which led to it giving away degrees on their courses offered. Moreover, the Institute has been functioning under the government since 1963. Furthermore, its affiliation with the University of Delhi ended in 2009 after which it was granted as an independent University. Hence DTU DELHI has become India’s largest higher learning institution.

IMPORTANT FACTS AND FIGURE

HISTORY Delhi University was founded as Delhi Engineering College in 1941. It came into existence by an Act of the then Central Legislative Assembly of British India. The University likewise started operations with its old campus in the Kashmir gate. Subsequently, the College got its affiliation with Delhi University. It started as Delhi College of Engineering, teaching mainly Polytechnics. Furthermore, Delhi College of Engineering also known as Delhi Technological University only had few faculties back then. Apparently, the numbers increased, as the university was getting recognition, till 2009 which converted its efforts to a fully-fledged University.

INFRASTRUCTURE Library The Library of DTU has approximately 2, 03064 journals and books, and furthermore, the college utilises the Software package to manage the full dissertations or text. In addition, the projects are well maintained in the software of Digital Library to which they get access to intra- network alongside in the web. Moreover, the library is also known for thesis and dissertation collections, updated on a daily basis. Essentially the college has around 145 dissertations and thesis in the form of soft and hard copy in the library. Hostel Since Delhi University is a premier institution of learning in India. Therefore, it witnesses the admissions of a large number of students from India and abroad as well. That is why it provides excellent hostel facilities for male and female students across its campuses.

INFRASTRUCTURE Lab DTU, although offers various technical courses, it is bound to hover with Scientific labs varying from type to type. Essentially, starting from the Computer Lab, the busiest lab you could ever find, where students from all streams running about with Printouts and Xerox. In addition to the computer lab are the Chemistry Lab, Physics Lab, Polymer Processing, Instrumentation Medical Facilities In the first place, it is recommended for a DTU Delhicational institution to provide excellent health services to its students. Therefore, DTU DELHI brings its WUS Health Center to its students that provide advanced health services. It lies on the Main Campus of the University and provides health facilities to its members and beneficiaries. Furthermore, it operates from 10:30 AM to 8:30 PM on weekdays.

COURSES OFFERED B. Tech: The DTU offers various subjects in B. Tech which lays the forte of the institute. Essentially subjects like Mechanical Engineering, Civil Engineering, Software Engineering. In addition, it also offers Polymer Science and Chemical Engineering. BBA: Although it is not a Science or a Technical based subject, it is still taught in the college, with seats limiting to only 120 as of now. Furthermore, College admissions are on the basis of Merit. B. Des: This is another interesting course that the college offers, especially for those, who wish to pursue their future in Interior, jewellery or fashion designing. In addition, the staff groom all the students to be masters in their field. B. Tech (Lateral): In order to pursue a Lateral course in B. Tech, one must have a 3-year diploma, before entering into the field of Engineering. In addition, the pathway is long, but most of the technical knowledge is cleared.

COURSES OFFERED M. Tech: This is a course, where every student takes their 4-year learning to an advanced level for another two years, especially when they wish to master what they studied. DTU Delhi gives every student the exposure and liberty to broaden their knowledge. MBA: DTU also takes pride in providing Business studies in the form of an MBA. Furthermore the college is known for covering all bases of Business, even analytic where every student is exposed to challenges during internships and various other projects. B. A Honours: DTU offers a B. An in Economics, which has a seating capacity of up to 120. The admission of every student is on the basis of Merit. Most of the alumni has enjoyed every year of this course in this college.

FAQ Q) How hard is it to get admission to DTU? The Level of difficulty fairly depends on the individual, but it is not as hard as getting into IIT. In addition, for some student, it is a dream to get into DTU, as it offers some courses which various other does not. Furthermore, it is evolving as a competent college and is trying its utmost to match its level with IITs and Q) Am I eligible for admission at DTU with 74% marks at the CBSE class 12 examination although I have a good rank at JEE Mains? You are entirely Eligible, as DTU mainly checks the JEE ranks, and the minimum percentage required for getting admission is at least 60%. You getting a 74% is way ahead of the eligibility criteria, and with your rank, DTU should easily be able to consider you for further admission process. Q) Can I get admission at DTU, if I have not qualified for JEE Mains? There is no alternative other than cracking the JEE mains to get through. In order to be eligible for JAC counselling, the student must obtain a decent score in JEE mains. Q) Is there any chance of getting admission at DTU with an 85 percentile at JEE Mains? The consideration is impossible, as your ranking will be in the middle of 150000, which is not sufficient for getting into DTU.

FAQ Q) Can applicants from outside Delhi get admission to DTU? Yes, Applicants from outside Delhi can take admission into DTU. Q) Is it worth dropping out for two years in order to get admission to DTU? The decision is entirely up to you. Essentially, dropping for two years merely for this college could be a foolish decision, as there are many top-notch colleges other than DTU, for instance, IIT Delhi, IIT Bombay and IIT Kharagpur, which offers various courses and placements that could be worth a lifetime.

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