Higher learning centres of ancient India were known for teaching every branch of knowledge. Over the centuries, the broader learning opportunities narrowed and gradually the focus moved to specialization in particular subjects. Higher education today comes with rigid boundaries across disciplines. A student opting for a particular subject has to forego exposure to other subjects. Conversely, today’s job markets look for human resources with multiple capacities rather than specialization in one exclusive field. Multidisciplinary education prepares students to develop deeper skills, and approach problems with broader perspectives. The NEP-2020 attempts to reboot the legacy of the higher learning centres of ancient India by emulating the teaching-learning that prevailed during the time and making it relevant and contemporary.

To ensure holistic and multidisciplinary education with the flexibility and mobility envisioned in NEP-2020, we need to put in place multiple facilities such as:

• A broad framework of qualifications with consistency across programmes — the National Higher Education Qualifications Framework (NHEQF),
• An academic bank to store credits,
• Guidelines to enable mobility,
• Provision to earn credits through different modes such as physical, ODL/ and online.

Since the announcement of NEP 2020, the UGC has taken various initiatives such as, a draft of NHEQF, guidelines for multiple entry and exit in the academic programmes of HEIs, which was published on 29th July 2021, and the UGC (Establishment and Operation of Academic Bank of Credits in Higher Education) Regulations, 2021, notified on 29th July 2021.

The NHEQF classifies qualifications on a series of levels based on the defined learning outcomes acquired incrementally on knowledge, skills, competencies and values at every level starting from level 4.5 to level 8. Guidelines for multiple entry and exit in academic programmes of HEIs enables students who exit the degree programme mid-way due to unforeseen reasons and hope to return and continue studies at a later date. These guidelines also provide various certifications at the time of exit such as, undergraduate certificate at the end of first year, undergraduate diploma at the end of second year, a bachelor’s degree at the end of the third year, and a bachelor’s degree with honours or honours with research at the end of the fourth year. The Academic Bank of Credits promotes flexibility of curriculum framework and interdisciplinary or multidisciplinary academic mobility of students across HEIs in the country with appropriate credit transfer mechanism. These regulations facilitate students to choose their own learning path to attain a degree or diploma, or a Post Graduate diploma or certificate. It works on the principle of multiple entry-multiple exit as well as any-time, any-where, and any-level learning.

The holistic and multidisciplinary education is likely to benefit in employment. It improves the ability to approach problems with a broader perspective and prepares students for new jobs in emerging fields.

Other activities in the pipeline include a guideline to transform HEIs into multidisciplinary institutions, curriculum and credit framework for undergraduate programmes, regulations prescribing a minimum standard and the procedure for the award of the first degree and master’s degree.

The speaker in the session focused on how holistic and multidisciplinary education will promote a seamless and hassle-free educational experience for the learners.