India
Chapter 1: Higher Education System
Section 1.1.: Schematic Description of the Higher Education System
Further information: https://www.ugc.gov.in/pdfnews/9028476_Report-of-National-Credit-Framework.pdf
Section 1.2: Description of Higher Education System
India has one of the largest higher education system in the world which is monitored through various regulatory bodies like UGC, AICTE and other councils. A brief of the such bodies is given below:
1. University Grants Commission
The University Grants Commission is a statutory organization under the Ministry of Education, Government of India, established by an Act of Parliament in 1956 for the promotion and co-ordination of university education and for the determination and maintenance of standards of teaching, examination and research in universities, and for the purpose of performing its functions under this Act. In addition to providing grants to eligible universities and colleges, the Commission also advises the Central and State Governments on the measures which are necessary for the development of Higher Education.
2. All India Council of Technical Education (AICTE)
The All India Council of Technical Education was initially set up in November 1945, as a national-level apex advisory body. Its primary mission was to conduct surveys assessing the state of technical education facilities and to facilitate coordinated and integrated development efforts across the country.
Subsequently, the statutory AICTE was formally established on May 12, 1988. This transformation aimed to facilitate comprehensive planning and the synchronized development of the technical education system throughout India. Its objectives encompassed not only expanding technical education in a planned manner but also enhancing its quality alongside quantitative growth. Furthermore, AICTE was entrusted with the responsibility of regulating and maintaining the established norms and standards within the technical education system, among other associated matters.
The scope of AICTE’s jurisdiction extends to various programs related to technical education, encompassing training and research in fields such as Engineering & Technology, Architecture & Town Planning, Management, Pharmacy, Applied Arts and Crafts & Design, Hotel Management, and Catering Technology, across different educational levels.
3. National Council for Teacher Education (NCTE)
https://ncte.gov.in/Website/index.aspx
The National Council for Teacher Education was established as a statutory body under the Government of India on August 17, 1995, following the enactment of the National Council for Teacher Education Act in 1993. The main objective of the NCTE is to achieve planned and coordinated development of the teacher education system throughout the country, the regulation and proper maintenance of Norms and Standards in the teacher education system and for matters connected therewith. The mandate of NCTE is very broad and covers the whole gamut of teacher education programmes including research and training of persons for equipping them to teach at pre-primary, primary, secondary and senior secondary stages in schools, and non-formal education, part-time education, adult education and distance (correspondence) education courses.
4. Council of Architecture (CoA)
The Council of Architecture is a statutory body established by the Ministry of Education, Government of India under the Architects Act, 1972. The CoA is responsible for regulating the education and practice of architecture throughout India, as well as maintaining the register of architects. The Act provides for the registration of architects, standards of education, recognized qualifications, and standards of practice to be complied with by practicing architects.
The Architects (Professional Conduct) Regulations, 1989 (as amended in 2003) govern the practice of architecture in India. These regulations cover professional ethics and etiquette, conditions of engagement and scale of charges, architectural competition guidelines, and other aspects of practice. The Council of Architecture has framed guidelines governing the various aspects of practice in accordance with these regulations.
There are 471 institutions in India that impart architectural education leading to recognized qualifications. The standards of education being imparted in these institutions are governed by the Council of Architecture (Minimum Standards of Architectural Education) Regulations, 2020. These regulations set forth the requirements of eligibility for admission, course duration, standards of staff and accommodation, course content, examination, etc. The COA oversees the maintenance of these standards periodically by conducting inspections through Committees of Experts. The COA is required to keep the Central Government informed of the standards being maintained by the institutions and is empowered to make recommendations to the Government of India with regard to recognition and de-recognition of a qualification.
5. Mahatma Gandhi National Council of Rural Education (MGNCRE)
Mahatma Gandhi National Council of Rural Education is an autonomous organization registered under the Andhra Pradesh (Telangana Area) Public Societies Registration Act, established in 1995 by the Ministry of Education (MoE) and is dedicated to advancing rural India through higher education initiatives, particularly in the fields of Rural Studies, Rural Development, Rural Management, Social Work, and Education.
The main objectives of MGNCRE encompass promoting rural higher education in line with Gandhian principles, creating a network of recognized rural institutes, transforming these institutes into Regional Development Institutes and Rural Universities, ensuring the quality of education in rural institutions, designing various tertiary-level courses, enhancing teacher training, supporting vocational training, encouraging field-oriented courses, promoting action research, extending educational services to the community, studying the higher education process in rural areas, and advocating for standardized accreditation of courses related to rural engagement. Additionally, MGNCRE focuses on publishing research related to rural concerns in higher education.
6. Indian Council of Social Science Research (ICSSR)
The Indian Council of Social Science Research established by the Government of India in 1969, is dedicated to promoting social science research in the country. ICSSR’s objectives include reviewing the progress of social science research, sponsoring research programs and projects, providing grants for social science research, offering scholarships and fellowships, identifying areas for research promotion, providing financial support to research-related institutions and journals, offering training in research methodology, coordinating interdisciplinary research, supporting documentation services and data supply centers, organizing seminars and workshops, facilitating the publication of journals and books in social sciences, advising the government on social science research matters, and taking necessary measures to advance social science research and its utilization.
7. Indian Council of Historical Research (ICHR)
The Indian Council of Historical Research is an autonomous organization under the Ministry of Education, Government of India, established on March 27, 1972, with the aim of promoting and directing historical research and fostering objective and scientific writing of history. Its key objectives, include promoting informed appreciation of India’s national and cultural heritage, reviewing historical research progress and identifying areas needing attention, sponsoring research programs and assisting research institutions, providing technical support for training in research methodology, developing documentation and reference centers, maintaining a register of research workers in history, preserving historical materials, coordinating historical research activities, acting as a clearinghouse for historical research information, organizing seminars and conferences, promoting high-standard historical research publications, encouraging popular literature on cultural heritage, compiling and publishing source materials, offering scholarships and fellowships, nurturing young historians, advising the government on historical research matters, and collaborating with various entities to further its objectives. Generally, ICHR aims to take all measures necessary for the advancement of historical research and its utilization in India.
8. Indian Council of Philosophical Research (ICPR)
The Indian Council of Philosophical Research established by the Ministry of Education, Government of India, was registered as a society in March 1977 and began functioning in July 1981. The council’s key aims and objectives include reviewing the progress of philosophical research, sponsoring and assisting research projects in philosophy, offering financial support to institutions and organizations involved in philosophical research, providing technical assistance for research project formulation and training in research methodology, identifying areas and topics for promoting research in philosophy, coordinating research activities and encouraging interdisciplinary research, organizing seminars, courses, and conferences, giving grants for the publication of scholarly works in philosophy, instituting fellowships and scholarships for research in philosophy, developing documentation services, and compiling a national register of philosophers. ICPR’s mission is to advance and support philosophical research in India.
9. Association of Indian Universities (AIU)
The Association of Indian Universities, formerly known as the Inter-University Board (IUB), was established in 1925 to serve as a coordinating body for all universities in India. It aims to foster collaboration, information-sharing, and coordination among universities in various domains such as education, culture, sports, and more. In 1967, it gained legal status as a society and was renamed AIU in 1973.
The vision of AIU is to be a dynamic apex organization, strengthening and popularizing Indian higher education globally and promoting collaboration in various areas. Its mission includes representing Indian universities on national and international forums, establishing strong liaisons, and promoting quality education, research, sports, culture, and values. The objectives of AIU encompass serving as an inter-university organization, facilitating communication and coordination, acting as a liaison between universities and the government, promoting programs to improve educational standards, assisting in degree recognition, organizing conferences and seminars, and providing various services to member universities, including digitalization and value-added services. Additionally, AIU serves as a National Sports Promotion Organization, working to enhance sports participation and infrastructure in member universities.
AIU is the only Organization in the country entrusted by Ministry of Education, Government of India, with the responsibility of granting academic equivalence to the degrees awarded by the foreign accredited boards/universities vide Gazette Notification No.F.15-17/94-TS IV dated 13th March, 1995 which have accepted for the purpose of admission to higher courses and employment. AIU has also been mandated by the Department of School Education and Literacy, Ministry of Education, Government of India to accord equivalence to qualification of the Indian School Board vide Gazette Notification No. CG-DL-W-20112021-231254 Dated 15th November, 2021 and Letter No. F.11-3/2016-Sch.3 dated 15th November, 2021
10. Bar Council of India (BCI)
http://www.barcouncilofindia.org
The Bar Council of India is a statutory body established under the Advocates Act of 1961 to regulate legal practice and legal education in India. It regulatory functions include setting standards for professional conduct and etiquette for advocates, exercising disciplinary authority over the bar, to promote legal education and to lay down standards of legal education in consultations with universities and State Bar Councils, recognizing universities whose law degrees meet qualification for enrolment as an advocate, and recognizing foreign law qualifications for admission as an advocate in India on a reciprocal basis.
In addition to its regulatory role, the Bar Council of India engages in representative functions by safeguarding the rights and interests of advocates and creating financial assistance funds for welfare schemes benefitting them., and its statutory functions encompass:
11. National Medical Commission (NMC)
The National Medical Commission is a regulatory body in India responsible for overseeing medical education and medical professionals. It replaced the Medical Council of India (MCI) on September 25, 2020. The NMC is tasked with granting recognition to medical qualifications, accrediting medical schools, registering medical practitioners, and monitoring medical practice and assessing the medical infrastructure in India.
The National Medical Commission (NMC) is structured with four autonomous boards, each serving specific functions, namely the Under-Graduate Medical Education Board (UGMEB), Post-Graduate Medical Education Board (PGMEB), Medical Assessment and Rating Board, and Ethics and Medical Registration Board.
12. Dental Council of India (DCI)
The Dental Council of India is a statutory body established in 1949, under the Dentists Act, 1948. The Dentists Act underwent amendments which were officially notified on April 3, 1993, with effect from June 1, 1992 aimed at curbing the proliferation of dental colleges, controlling seat increments in courses, and regulating the introduction of new higher courses, all of which required prior approval from the Central Government, Ministry of Health & Family Welfare.
13. Indian Nursing Council (INC)
https://indiannursingcouncil.org
The Indian Nursing Council is an autonomous body established through the Indian Nursing Council Act of 1947, to ensure consistent standards and regulation of nursing education across the country. Its primary aim is to establish uniform training standards for nurses, midwives, and health visitors. Its key functions include recognizing qualifications for registration and employment of nurses, midwives, and health visitors in India and abroad, recognizing degrees, diplomas, and certificates awarded by foreign universities, approving the registration of Indian and foreign nurses with foreign qualifications, and regulating policies and programs in the field of nursing to enhance the quality of nursing education.
14. Pharmacy Council of India (PCI)
The Pharmacy Council of India is a statutory body established in 1949 under the provisions of the Pharmacy Act, 1948, with the aim of regulating the pharmacy education and the pharmacy profession in India up to the graduate level. Its functions include prescribing the minimum education standards required to qualify as a pharmacist, make regulations to specify the conditions for institutions for offering pharmacy education, approving qualifications granted outside the territories covered by the Pharmacy Act, which includes recognizing foreign qualifications, and maintaining a Central Register of Pharmacists.
15. Central Council of Indian Medicine (CCIM)
The Central Council of Indian Medicine is a statutory body established in 1971 under the Indian Medicine Central Council Act of 1970. The Central Council play a crucial role in framing and enforcing various regulations, including curricula and syllabi, for Indian Systems of Medicine, viz., Ayurveda, Siddha, Unani Tibb, and Sowa Rigpa. The inclusion of the Sowa Rigpa System of Medicine was initiated in 2012.
All colleges offering Indian Systems of Medicine are now affiliated with various universities in India. These colleges follow the minimum standards of education and the curricula and syllabi prescribed by the Central Council of Indian Medicine.
16. Central Council for Research in Homoeopathy (CCRH)
The Central Council for Research in Homoeopathy is an autonomous apex research organization registered under the Societies Registration Act XXI, 1860, and fully funded/controlled by the Ministry of AYUSH, Government of India. The Council undertakes, coordinates, develops, disseminates, and promotes scientific research in Homoeopathy. The multi-centric research is conducted through a network of 26 institutes/units all over India.
The Council formulates and conducts research programs/projects, collaborates with national and international institutes of excellence to undertake evidence-based research in fundamental and applied aspects of Homoeopathy, monitors extra mural researches, and propagates the research findings through monographs, journals, newsletters, information, education, and communication (IEC) materials, seminars/workshops.
17. Rehabilitation Council of India (RCI)
The Rehabilitation Council of India was established in 1986 as a registered society. In 1992, the RCI Act was enacted by Parliament, and it became a Statutory Body on June 22, 1993. The Act was amended in 2000 to make it more broad-based. The mandate given to RCI is to regulate and monitor services given to persons with disabilities, to standardize syllabi, and to maintain a Central Rehabilitation Register of all qualified professionals and personnel working in the field of Rehabilitation and Special Education. The Act also prescribes punitive action against unqualified persons delivering services to persons with disabilities.
18. The Indian Council of Medical Research (ICMR)
The Indian Council of Medical Research (ICMR) is the apex and premier medical research organization in the country which spearheads planning, formulation, coordination, implementation and promotion of biomedical research. It is one of the oldest medical research bodies in the world. Established in 1911 by the Government of India, the Indian Research Fund Association (IRFA) had the specific aim of sponsoring and coordinating medical research within the country. It was officially registered in 1938, under the Government of India Act No. XXI of 1860 and redesignated by the Government of India as the Indian Council of Medical Research (ICMR) with considerable expansion in its functions and activities.
ICMR’s research priorities align with national health concerns, encompassing the control and management of communicable diseases, fertility control, maternal and child health, nutritional disorders, alternative strategies for healthcare delivery, containment of environmental and occupational health problems within safety limits, research on major non-communicable diseases like cancer, cardiovascular diseases, blindness, diabetes, and other metabolic and haematological disorders. Mental health research and drug research, including traditional remedies, are also focal points. These efforts collectively aim to reduce the overall disease burden and promote the health and well-being of the population.
The Council actively promotes biomedical research through both intramural and extramural research initiatives. Over the decades, ICMR has expanded the base and strategies of extramural research to further contribute to its mission.
19. Veterinary Council of India
Veterinary Council of India is a statutory body established under the Indian Veterinary Council Act 1984. It receives 100 % grants–in–aid from the Department of Animal Husbandry and Dairying, Ministry of Fisheries Animal Husbandry and Dairying, Government of India.
VCI is charged with the responsibilities of making provision for the regulation of veterinary practice and for that purpose, regulate the standards of veterinary education, preparation and maintenance of an Indian Veterinary Practitioners’ Register, Electoral Roll for election of members under section 3(3)(g), recommend for recognition or withdrawal of recognition of veterinary qualifications to the central government and matters connected therewith and ancillary thereto.
20. Indian Council for Agricultural Research (ICAR)
The Indian Council of Agricultural Research is a premier autonomous organization under the Department of Agricultural Research and Education (DARE), Ministry of Agriculture and Farmers Welfare, Government of India. Established in 1929, ICAR serves as the apex body for coordinating, guiding, and managing research and education in agriculture across the country.
ICAR plays a pivotal role in shaping and implementing policies and programs related to agricultural research and development in India. The council is committed to fostering scientific innovation, technology transfer, and capacity building to enhance agricultural productivity and sustainability. It operates a vast network of agricultural research and education institutes, including national research centers, agricultural universities, and other related institutions, contributing to advancements in various domains such as crop sciences, animal sciences, natural resource management, and agricultural engineering.
As a leading institution, ICAR collaborates with national and international organizations, research institutions, and universities to address contemporary challenges in agriculture. It plays a crucial role in supporting farmers through the dissemination of research findings, promoting sustainable farming practices, and contributing to food security and rural development.
ICAR is instrumental in driving agricultural research policies, funding priorities, and coordinating efforts to ensure a robust and innovative agricultural sector in India. The council’s multifaceted approach encompasses research, education, and outreach, making it a key player in the nation’s agricultural landscape.
21. Indian Council for Cultural Relations (ICCR)
The Indian Council for Cultural Relations (ICCR) is an autonomous organization under the Government of India established in 1950 to promote Indian culture globally. Operating independently within the Ministry of External Affairs, ICCR engages in cultural, academic, and intellectual exchanges, showcasing India’s heritage in art, history, dance, music, yoga, and more. With 37 International Cultural Centres and 18 Regional Offices, ICCR serves as the ‘soft power’ arm of the Ministry, fostering understanding of Indian culture worldwide. Its diverse activities include facilitating visits, organizing events abroad, administering scholarships, and maintaining academic chairs, making it a prominent institution in cultural diplomacy and intellectual exchanges between India and partner nations.
22. State Councils of Higher Education
In India, State Councils of Higher Education play a crucial role in overseeing and advancing tertiary education within individual states. These councils, established by the respective state governments, serve as autonomous bodies responsible for coordinating and regulating higher education institutions within their respective regions. They contribute to the development and maintenance of educational standards, facilitate the accreditation of colleges and universities, and promote academic excellence. State Councils of Higher Education are actively involved in formulating policies, and implementing initiatives to enhance the quality of higher education. They often collaborate with universities, colleges, and other educational stakeholders to address regional educational challenges, ensure effective governance, and foster the overall growth of higher education institutions within their states. These councils play a pivotal role in shaping the educational landscape at the state level, aligning their efforts with national objectives for the advancement of education and human resource development.
Types of Higher Education Institutions
https://dashboard.aishe.gov.in/hedirectory/#/institutionDirectory
UNIVERSITIES
1. Central Universities
Central universities in India are institutions of higher education established by the central government through an Act of Parliament. These universities are directly funded and governed by the Government of India. Central universities are known for their academic autonomy, high standards, and diverse academic programs. One significant feature of central universities is their pan-Indian character, attracting students and faculty from across the country. They often focus on interdisciplinary research and offer a wide range of undergraduate, postgraduate, and doctoral programs.
Presently (as on 07.12.2023) there are 53 Central Universities in India.
2. State Public Universities
State universities are established by the Acts of the respective State Legislatures. State Public Universities are funded and governed by the respective state government that establishes them. These universities function as per their act and enjoy a certain degree of autonomy, and are ultimately accountable to the state government in terms of administration, finances, and academic policies.
Presently (as on 07.12.2023) there are 444 State Public Universities in India.
3. State Private University
A State Private University is established either through a separate Act or a compendious Act (where the Legislature amends the schedule of the principal act in case of establishment of a new University) and is unitary, non-affiliating, non-profit, not publicly funded institution, sponsored by a private Sponsoring Body (a registered society or trust) for higher education with all institutional facilities and qualities, established, incorporated, and conferred with the status of a university by the State Government in the exercise of its sovereign power by way of legislation.
Presently (as on 07.12.2023) there are 426 State Private Universities in India.
4. Deemed to be University
The concept of the Deemed to be University was originated from the recommendations of Dr. S. Radhakrishnan Commission Report 1948-49 to promote, strengthen and bring those institutions under the purview of the University Grants Commission (UGC) and treat them like universities which for historical or any other circumstances, are not Universities, yet are doing work of high standards in specialized academic field comparable to a university.
An Institution is declared as Deemed to be University by the Central Government, on the advice of UGC, under Section 3 of the UGC Act, 1956, through a Gazette Notification (while other Universities are established under either the Act of Parliament or the Act of State Legislatures) and are regulated by UGC as per the University Grants Commission (Institutions deemed to be Universities) Regulations, 2023 in order to maintain the quality of higher education imparted by such Universities consistent with the ideals of the concept of a University.
Presently (as on 07.12.2023) there are 33 Deemed to be Universities which are funded by the Government, 10 Deemed to be Universities are aided/partially funded by the Government, and 81 Deemed to be Universities are private.
Institutes of National Importance (INIs)
In India, Institutes of National Importance (INIs) are educational institutions that hold a special status and significance due to their exceptional contributions to various fields such as science, technology, medicine, and culture. These institutions are typically established by acts of Parliament and are accorded this status to signify their crucial role in advancing knowledge, research, and development on a national scale. INIs are characterized by their autonomy and are granted a higher degree of independence in academic and administrative matters. They often receive special funding and enjoy greater academic freedom, enabling them to pursue cutting-edge research and provide high-quality education. Examples of INIs include the Indian Institutes of Technology (IITs), Indian Institutes of Management (IIMs), All India Institutes of Medical Sciences (AIIMS), and the National Institutes of Technology (NITs). The designation as an Institution of National Importance reflects the government’s recognition of these institutions as pillars of excellence that significantly contribute to the nation’s progress and development across diverse fields.
Presently (as on 07.12.2023) there are 153 Institutes of National Importance.
Higher Education programmes:
https://www.ugc.gov.in/pdfnews/9028476_Report-of-National-Credit-Framework.pdf
Bachelor degrees
Bachelor degrees are usually three or four years in duration. They may be Ordinary or Honours degrees. Bachelor degrees are usually associated with 120-160 credits.
Master’s degrees
Master’s degrees are typically one to two years in duration. Students are required to obtain 40-80 credits as per the 3/4 year of undergraduate program.
Doctorate degrees
The major feature of all doctorate degrees is research. The body of work that leads to the award of a doctorate degree will include coursework and a thesis with published work and/or creative work.
Other awards
Undergraduate Certificate. Programme duration: First year (first two semesters) of the undergraduate programme, followed by an exit 4-credit skills-enhancement course(s).
Undergraduate Diploma. Programme duration: First two years (first four semesters) of the undergraduate programme, followed by an exit 4-credit skills-enhancement course(s) lasting two months.
Post-Graduate Diploma. Programme duration: One year (two semesters) for those who exit after successful completion of the first year (two semesters) of the 2-year master’s programme.
Section 1.3: Number of Higher Education Institutions
Total No. of Universities/Colleges/Standalone/Institutes of National Importance in India as on 07.12.2023, are:
https://dashboard.aishe.gov.in/hedirectory/#/institutionDirectory
| Universities | Total No. |
| Central Universities | 53 |
| Institute of National Importance | 153 |
| State Public University | 444 |
| State Private University | 426 |
| State Open University | 17 |
| Deemed University – Government | 33 |
| Deemed University – Private | 81 |
| Central Open University | 1 |
| State Private Open University | 1 |
| Institute under State Legislature Act. | 6 |
| Deemed University – Government Aided | 10 |
| Total | 1,225 |
| Colleges | Total No. |
| Affiliated Colleges | 46011 |
| Constituent / University College | 2173 |
| PG Centre / Off-Campus Centre | 226 |
| Recognized Centre | 1451 |
| Total | 49,861 |
| Standalone Institutes | Total No. |
| Hotel Management and Catering | 65 |
| Institute under Ministries | 113 |
| Nursing | 3830 |
| Paramedical | 922 |
| PGDM Institute | 342 |
| Teacher Training | 3449 |
| Polytechnic | 3985 |
| Total | 12,706 |
| Institutes of National Importance | Total No. |
| All India Institutes of Medical Sciences (AIIMS) | 20 |
| Indian Institutes of Information Technology (IIITs) | 25 |
| The Indian Institutes of Management (IIMs) | 20 |
| Indian Institutes of Science Education and Research (IISERs) | 7 |
| Indian Institutes of Technology (IITs) | 23 |
| Indian Statistical Institute (ISI) | 1 |
| National Institutes of Design (NIDs) | 5 |
| National Institute of Fashion Technology (NIFT) | 1 |
| National Institutes of Technology (NITs) | 31 |
| Schools of Planning and Architecture (SPAs) | 3 |
| National Institutes of Pharmaceutical Education & Research (NIPERs) | 3 |
| Others | 14 |
| Total | 153 |
Section 1.4 Number of Students in Higher Education
https://aishe.gov.in/aishe/BlankDCF/AISHE%20Final%20Report%202020-21.pdf
The Ministry of Education, Government of India has released All India Survey on Higher Education (AISHE) 2020-2021. The Ministry has been conducting All India Survey on Higher Education (AISHE) since 2011, covering all higher educational institutions located in Indian Territory and imparting higher education in the country. The survey collects detailed information on different parameters such as student enrolment, teacher’s data, infrastructural information, financial information etc.
Student Enrolment: The total enrolment in higher education has increased to nearly 41.3 million in 2020-21 from 38.5 million in 2019-20. The Male enrolment has increased to 21.2 million from 19.6 million in 2019-2020. The Female enrolment has increased to 20.1 million from 18.8 million in 2019-20.
Faculty: The total number of teachers in 2020-2021 are 15,51,070 of which about 57.1% are male and 42.9% are female.
Section 1.5: Structure of Academic Year
The structure of the academic year in Indian higher education institutions vary slightly depending on the specific university or college and the type of program (e.g., undergraduate or postgraduate). However, there are some common features that are generally followed:
Semester System: Indian universities follow a semester system, dividing the academic year into two semesters: the first semester typically starts in July/August and ends in November/December, while the second semester begins in January and concludes in May/June.
Trimester System: Some institutions, particularly business schools, follow a trimester system with three terms in an academic year.
Examinations: At the end of each semester or academic year, students typically take final examinations. Some universities may also have mid-term examinations during the course of the semester.
Breaks: There are usually breaks between semesters or terms. The longer break is during the summer, which may last from May/June to July/August, depending on the institution.
Admissions: Admissions to academic programs often take place before the start of the academic year. The admission process typically occurs in the months leading up to the commencement of the academic session.
Holidays: In addition to breaks between semesters, there are also public holidays and festivals observed during the academic year. Institutions may have specific days off for national holidays, regional holidays, and festivals.
It’s important to note that variations exist, and specific details may differ from one institution to another. Students and faculty members are usually provided with an academic calendar that outlines the important dates, including the start and end of classes, examination periods, and holidays.
Section 1.6: National Qualifications Framework
https://www.ugc.gov.in/pdfnews/2990035_Final-NHEQF.pdf
| NHEQF level | Examples of higher education qualifications located within each level |
| Level 4.5 | Undergraduate Certificate. Programme duration: First year (first two semesters) of the undergraduate programme, followed by an exit 4-credit skills-enhancement course(s). |
| Level 5 | Undergraduate Diploma. Programme duration: First two years (first four semesters) of the undergraduate programme, followed by an exit 4-credit skills enhancement course(s) lasting two months. |
| Level 5.5 | Bachelor’s Degree. Programme duration: First three years (Six semesters) of the four-year undergraduate programme. |
| Level 6 | Bachelor’s Degree (Honours/ Honours with Research). Programme duration: Four years (eight semesters). |
| Level 6 | Post-Graduate Diploma. Programme duration: One year (two semesters) for those who exit after successful completion of the first year (two semesters) of the 2-year master’s programme. |
| Level 6.5 | Master’s degree. (e.g., M.A., M.Com., M.Sc., etc.) Programme duration: Two years (four semesters) after obtaining a 3- year Bachelor’s degree (e.g., B.A., B.Sc., B.Com. etc.). |
| Level 6.5 | Master’s degree. (e.g., M.A., M.Com., M.Sc., etc.) Programme duration: One year (two semesters) after obtaining a 4 -year Bachelor’s degree (Honours/ Honours with Research) (e.g., B.A., B.Sc., B.Com. etc.). |
| Level 7 | Master’s degree. (e.g., M.E./M.Tech. etc.) Programme duration: Two years (four semesters) after obtaining a 4-year Bachelor’s degree. (e.g., B.E./B.Tech. etc.) |
| Level 8 | Doctoral Degree |
National Skills Qualifications Framework (NSQF)
The National Skill Qualification Framework (NSQF) is an outcome and competency-based framework which is composed of levels 1 (one) to eight (8), comprising of Level-1, Level-2, level-2.5, Level-3, Level-3.5, Level-4, Level4.5, Level-5.0, Level-5.5, Level-6.0, Level-6.5, Level-7.0, and Level-8.
Each level represents a different level of skill, complexity, knowledge, responsibility and autonomy required to demonstrate the competence commensurate with that level. Level one of the framework represents the lowest complexity while highest level, i.e., level eight represents the highest complexity.
Each NSQF level is defined and described by a set of level descriptors expressed in terms of learning outcomes in five domains, which describe in general terms, the minimum knowledge, skills, and attributes that a learner needs to acquire in order to be certified for that level. The five domains are (i) professional theoretical knowledge, (ii) professional and technical skills/ expertise, (iii) aptitude, mind-set, soft skills, employment readiness & entrepreneurship skills, (iv) broad learning outcomes and (v) level of responsibility.
The details are tabulated below:
LEVEL DESCRIPTORS FOR NSQF LEVELS
| NSQF Level | Professional Theoretical Knowledge | Professional and Technical Skills/Expertise | Aptitude, Mind-set, Soft Skills, Employment Readiness & Entrepreneurship Skills: | Broad Learning Outcomes | Responsibility |
| Details | Professional Knowledge and understanding and application of such knowledge | Professional and Technical Skills required and their application to perform and accomplish tasks | Generic Employment Readiness & Entrepreneurship Skills and Mindset (Communication, Digital, Financial and Legal Literacy, Entrepreneurship, inclusion and Diversity, Literacy and Numeracy, other Soft/ Life Skills) | Generic Learning Outcomes (Performance Criteria and Process Orientation/ Required) | Responsibility Level of the Job |
| Level 1
Brief Outline / Description |
Elementary Knowledge
Elementary knowledge in work demonstrable by recognition or recall for understanding the context of work |
Role Confined Skills
Narrow range of basic skills while carrying out directed activities and processes that are repetitive & predictable in nature requiring no previous practice |
Basic Employment Readiness
Very narrow / basic employability skills, including communication skills & basic understanding of Financial and Digital literacy, digital payments and Aadhaar |
Routine / Repetitive Tasks
Perform routine & repetitive tasks under full instructions and close supervision |
Helper
Ground level worker, always works under continuous instruction and close supervision |
| Level 1 | • Elementary knowledge in the area of work demonstrable by recognition or recall. • Becomes familiar with narrow and defined range of common trade terminology & instructional words meaning and understanding. • Able to use individual knowledge for understanding the context of work and some quality parameters. |
• Narrow range of basic skills. • Has very basic practical skills. Able to understand and perform instruction based tasks and carries out directed activities and processes predictable in nature requiring no previous practice. • Carries out directed activity using basic tools. |
• Very narrow / basic employability skills, including communication skills in native Indian language. • May have basic reading and writing skills; basic arithmetic skills. • Has the basic understanding of Financial and Digital literacy, digital payments and Aadhaar. |
• Perform a well-defined task that is routine & repetitive. • Acts in a limited pre-defined basic role of a helper/assistant • Task is performed under full instructions and close supervision. • Focus on practice of repetitive work. • Familiarity with basic safety and general hygiene norms. |
• As first level helper / ground level worker. • No direct responsibility or responsibility limited to the assigned task. • Always works under continuous instruction and close supervision. |
| Level 2
Brief Outline/ Description |
Fundamental Knowledge
Basic working / operational knowledge in the area of work with understanding of basic materials, tools, applications in a limited context. |
Limited Finite Skills
Performs structured tasks in a limited range of functional roles. Uses known solutions to familiar problems. |
Employment Readiness
Receive and transmit written and oral messages / communication clearly. Have broader but basic Employability Skills including basic self-employment / entrepreneurial Mind-set for mini businesses. |
Carry out the Predefined Tasks
The candidate may carry out a job requiring limited range of routine and predictable activities. Understands basic safety and quality norms. |
Assistant
Limited responsibility for delivery and quality of work as an Assistant. |
| Level 2 | • Basic working / operational knowledge in the area of work. • Understands basic materials, tools, applications in a limited context. • For self-help group member/micro-entrepreneur basic working knowledge of business activity, raw material, finished product/ service and local market. • Able to understand and perform repetitive tasks under instructions and supervision. • Understand the basic quality, safety and general hygiene norms. Familiarity with environmental aspects. |
• Limited related skills in predefined context. • Performs structured tasks in a limited range of functional roles. • Uses known solutions to familiar problems. • Skill to identify and use relevant tools and materials in a limited context of work and quality. • For self-help group members, micro-entrepreneurs working skills for making or manufacturing (handicraft, traditional items, etc) service & marketing etc. |
• Ability to read and write and do simple computational math– numeracy and literacy. • Receive and transmit written and oral messages/communication clearly. • Works within a team assistant. • Understanding of safety, hygiene and environment, social, political and religious diversity. • Have broader but basic Employability Skills including basic self-employment/entrepreneurial Mind-set for mini businesses. • Have understanding of use of Financial and Digital literacy, Aadhar and Mobile, digital payments etc. |
• The candidate may carry out a job requiring limited range of routine and predictable activities. • Tasks are mostly performed under instructions and supervision. • Focus on practice of skill and work, both predefined and new. • For self-help group members, micro-entrepreneurs (JSS) end to end clear understanding of process and delivery. • Understands basic safety and general hygiene norms. |
• Works mostly under instruction and supervision.
• Limited responsibility for delivery and quality of work. • For self-help group members, micro-entrepreneurs (JSS) end to end responsibility of production and marketing in local markets. |
| Level 2.5 to 3Brief Outline / Description |
Range of knowledge
Knowledge involving a defined range of standard procedures, uses limited discretion and judgement over a range of known responses to familiar problems. |
Range of technical skills
Required skills for Identification of the problem and issues within the range of familiar contexts |
Team readiness & Entrepreneurial readiness
Team worker, with broad employability skills who displays of motivation and positive attitude for work. |
Carry out Range of tasks and may provide range of solutions
The candidate carries out a job in familiar, predictable, routine, situation of clear choice, can focus on range of application of standard procedures or operations in production/services. Must be able to identify/ anticipate the problems and possible range of solutions |
Accountable / responsible Jr. Technician & Technician
Takes responsibility for delivery and quality of own work and tangible output. Can assist in the planning of the routine and predictable tasks within a specific field. |
| Level 2.5 to 3 | • Range of knowledge • Knowledge involving a defined range of standard procedures, uses limited discretion and judgement over a range of known responses to familiar problems. |
• Range of technical skills • Required skills for Identification of the problem and issues within the range of familiar contexts |
• Team readiness & Entrepreneurial readiness • Team worker, with broad employability skills who displays of motivation and positive attitude for work. |
• Carry out Range of tasks and may provide range of solutions • The candidate carries out a job in familiar, predictable, routine, situation of clear choice, can focus on range of application of standard procedures or operations in production/services. Must be able to identify/ anticipate the problems and possible range of solutions |
• Accountable/ responsible Jr.Technician & Technician • Takes responsibility for delivery and quality of own work and tangible output. Can assist in the planning of the routine and predictable tasks within a specific field. |
| Level 3.5 to 4
Brief Outline/ Description |
Specialized knowledgeSpecialized knowledge OR/AND Proficient with diverse procedural knowledge, operational understanding, time and quality management, data interpretation, and financial feasibility analysis. |
Specialized skills
Professionally skilled with advanced knowledge, capable of successfully implementing techniques and delivering work with precision. |
Team readiness, self-entrepreneurship readiness
Highly skilled and versatile professional with proficiency in employability skills including communication, leadership, entrepreneurship, and digital and financial literacy. |
Specialized / complex jobs / tasks
Versatile candidate adept at executing specialized tasks with minimal supervision, applying technical skills and problem-solving with clarity. |
Self and team responsibility – Sr.Technician or Master Technician
Individually accountable, collectively responsible; Capable and confident in non-standard and non-routine tasks |
| Level 3.5 to 4
ITI after 10th |
• Possesses specialized knowledge of procedures employed in both routine and non-routine contexts. • Possesses specialized operational knowledge and understanding of the work. • Has complete knowledge of concept of time required for delivery; and Quality for a range of issues. • Has knowledge of collecting and interpreting the available information, drawing conclusions & communicating the same. • Understands the financial and feasibility aspect of various work/ solutions options |
• Possesses specialized professional and technical skills; displays clarity of professional knowledge and technical skills in broad range of activities/ tasks. • Can apply the required knowledge for successfully implementing or applying techniques/processes in a specific field/ job role • The ability to gain, and where relevant apply a range of knowledge, skills and understanding • Clearly identify the relevant tools; and has advanced knowledge of materials in most routine/ non-routine • Possesses the required operational skills for the work/ Skill to deliver job/ work with the required precision and in the estimated timelines. • Capabilities of carrying out a choice of processes and procedures within the range of familiar / unfamiliar contexts. |
• Have much broader Employability Skills including understanding of career planning, digital skills, financial and legal literacy. • Good Communication skills, both oral and written. • Initiative and Leadership Abilities • Advanced literacy and Numeracy skills • Has good skills for self-employment and entrepreneurship skills/entrepreneurial Mind-set which may potentially create job for more persons (say 3 to 5) • Skills for accurate workshop/ mathematical calculation and estimations, and understanding of arithmetic and algebraic principle • Can comfortably use most of the basic digital tools, has clear understanding of Financial and Digital literacy, Aadhaar and Mobile, uses digital payments with proficiency • Good understanding of Constitutional values & Citizenship, inclusion and • Very Good understanding of social political and work environment |
• The candidate must be able to carry out a specialized job / work / tasks in a familiar / un-familiar, predictable / un-predictable, routine / non-routine, situation of multiple options / choices. • Focus on range of application of standard and non-standard procedures and some what complex operations in production/ services. • Able to identify the problems and a wider possible range of solutions with pros and cons in production/ services • Complex tasks are performed by himself without much instructions and supervision. • Apply related occupational safety & general hygiene norms and environmental • For mini-entrepreneurs end to end clear understanding of development, production, quality parameters, and delivery and marketing • Applies range of well – developed technical skills with clarity of activities involving clear choices within familiar contexts • Has knowledge and is able to continuously improve processes which the individual uses for concerned job roles • Has information of associated Risks with related job roles • Uses discretion and judgement over a range of known responses to familiar problems. |
• At Level 3.5 the candidate is a senior skilled technician • Takes complete responsibility for delivery and quality of own work and output as also the subordinates. • Shares responsibility for the group tasks. • At level 4 the candidate isa highly skilled master technician • Can perform all non-standard procedures and non-routine tasks with confidence. |
| Level 4.5 to 5
Brief Outline/ |
Multidisciplinary and specialized knowledge
Possesses broad and deep knowledge and skills to solve problems in specialized fields. |
Range of skills along with specialized domain skills
Excellent cognitives kills and technical prowess utilized to perform complex tasks with ease, project management expertise, and adept at data analysis for informed decision-making. |
Entrepreneurial mindset, self-management
A versatile professional with excellent communication, digital and financial literacy, ethical values, self-management and may have entrepreneurial mindset. |
Judgement / decision making – specialized
A skilled professional with technical expertise, adept at solving complex problems and improving output. |
Team leader Junior technical supervisor, Technical supervisor or junior/ deputy manager.
Highly skilled Technical Supervisor responsible for achieving tangible outcomes, managing change, building teams, and mentoring the workforce. |
| Level 4.5 to 5 Dip/UG |
• Possesses knowledge in multidisciplinary contexts,broadly, within the chosen fields of technology/ skills/ job role. • Deeper knowledge and understanding of specialized field of technology / skills/ job role and its underlying principles • Acquired specialized knowledge and a range of cognitive and practical skills to accomplish tasks like basic design, prototyping, testing so as to solve a problem by selecting appropriate information, methods, tools, and materials. |
• Demonstrates cognitive specialised professional and technical skills required for-performing and accomplishing difficult tasks relating to the chosen field/soft technology / skills/ job role; successfully applying techniques in routine or non-routine • Possesses a range of professional and technical skills, displays clarity of knowledge and practice in broad range of activities/ tasks. • Project Management Skills • Skill to clearly identify the relevant tools or sometimes improvise the available tools and techniques; and has advance knowledge of materials in difficult situations and different contexts. • Very good in data collecting organizing information, analysis and communication of results for informed decision making. |
• Possesses excellent oral and written communication and collaboration skills for clearly taking the vision of the leaders to the shop floor level workforce. • Possesses very good Digital, Financial and Legal Literacy to use them effectively • Has a good understanding the constitutional, humanistic, ethical, and moral values. • Organisation and Time Management • Very good in complex calculations, and mathematical and financial analysis skills for applied solutions. • Has well informed practical understanding of the social, political and work environment. • Exercise self- management within the work contexts. • Emotional Intelligence • May have an entrepreneurial Mind-set for creating a start-up/ small businesses and it send to end management. |
• Demonstrates a wide range of specialized professional and technical skill in broad range of activity involving standard and non-standard practices. • Apply the acquired specialized knowledge and a range of cognitive and practical skills to accomplish tasks like basic design, prototyping, testing so as to solve problems by selecting appropriate information, methods, tools, and materials. •Communication and collaboration skills to act as a layer between the senior management and workforce/shop floor. • Should be able to listen and understand properly and present complex information in a clear and concise manner • Make judgement and take decision, based on the analysis and evaluation of information, for determining solutions to a variety of unpredictable problems associated with the chosen fields of learning, • Takes responsibility for the nature and quality of outputs. • Is able to work on processes to improve the quality of outputs • Can analyze and synthesize ideas • Uses discretion and judgement over a range of known and innovative responses to familiar and un-familiar problems and issues |
• Is accountable for determining and achieving personal and/or group tangible outcomes • Handles / adapts / accommodates change requirements and change management at the ground / shop floor level. • Team Building • Manages processes and procedures within broad parameters for defined activities. • Supervises the routine work of others, takes the required responsibility for the evaluation and improvement of work or study activities. • At level 4.5 the candidate is Highly skilled and works as a Junior Technical Supervisor. • Constantly motivates, guides, mentors and trains the workforce. • At level 5.0 the candidate is a Technical supervisor or junior/ deputy manager. • Is responsible for managing an independent work unit / shop floor/ section / business activity / assignment |
| Level 5.5 to 6
Brief Outline |
Advanced multidisciplinary and specialized knowledge
Proficient in interdisciplinary knowledge including tech with specialized expertise in related fields; knowledge able in emerging trends, change management and problem-solving. |
Advanced Technical and Managerial Skills
Proficiently skilled in advanced cognitive abilities, project management, techno-commercial aspects, and future adaptability, with social intelligence. |
Leadership, effective resource management
Dynamic leader with exceptional organizational, communication and mentoring skills, capable of driving innovation for optimal group performance. |
Judgement in complex problems
Applies advanced technical skills, monitors critical parameters, evaluates and improves processes, and solves complex problems with evidence-based judgement in complex problems. |
Vertical / Business unit management – Manager or Senior Manager
Accountable leader effectively manages independent units/projects, delegates, supervises and drives change with full responsibility &team building. |
| Level 5.5 to 6
UG/ PG |
• Advanced knowledge about a multi-disciplinary / interdisciplinary / cross-disciplinary field of technology / skills / job role, with specialized in depth knowledge in one or more related fields. • Has awareness and knowledge of the emerging and futuristic developments and issues in the chosen fields of technology / skills / job role. • Has advanced understanding and knowledge about the Change management processes and systems. • Acquired advanced knowledge and skills on a wide range of sources for identifying problems and issues relating to the chosen fields of learning, and future improvements |
• Possesses a range of advanced cognitive, professional and technical skills required for performing and accomplishing complex tasks relating to the chosen fields of technology/ skills/ job role. • Wide range of cognitive and practical skills required to create innovative and feasible solutions to complex problems and situations in uncertain environment. • Project Management Skills • Understanding and application of techno-Commercial aspect of technology/associated skills or job role. • Skills to adapt to the future of work and to the demands of the fast pace of innovations and technological developments. • Social Intelligence |
• Excellent leadership, Communication, collaboration and organizational skills • Possesses Administrative outlook and leadership traits for managing technical workforce. • Effective mentoring, people management, listening, delegation skills • Organisation and Time Management • Creative thinking and Innovation • Good logical and mathematical analysis/ simulation modelling skills • Complete understanding of social, political, natural and work environment. • Organizing, analyzing, interpreting and acting on the information and effectively communicating and presenting/ using its outcome for decision making. • A keen sense of observation, enquiry, and capability for asking relevant/ appropriate questions, • Managing complex technical or professional activities or projects, requiring effective, envisioning, planning & full personal responsibility for output of own work as well as for the outputs of the group asa member of the group/team • Apply leadership skills to manage people and resources for achieving organizational objectives and outcomes. Emotional Intelligence |
• Applies advance the theoretical knowledge and specialized professional and technical skills involving complex variable environment and contexts • Effective understanding, monitoring and supervision of critical parameters and KPIs or others • Evaluation and improvement of processes, procedures and work or study activities • Examine and assess the implications and consequences of emerging developments and critical issues. • Make judgement in a range of situations by critically reviewing and consolidating evidences & risks • Constantly and regularly pursue self-paced and self-directed learning to upgrade knowledge and skills that will help accomplish complex tasks or pursue education & research. • Can identifying problems and issues relating to the chosen fields of learning, and ways of future improvements • Exercises judgement based on evaluation of evidence from a range of sources to arrive at a solutions to complex real-life problems in chosen fields of technology/skills/ job role. |
• At level 5.5 the candidate is a Manager/ Technical Manager/product Manager or equivalent. • At level 6.0 the candidate is a Senior Manager / Senior Technical Manager/ Sr. Product Manager or equivalent. • Is responsible for managing a bigger independent unit/business activity/ project • Responsible for managing activities like planning, resourcing, processes, people, within broad parameters and with complete accountability for determining, achieving and evaluating personal and group outcomes. • Exercise full management and supervision of unpredictable work; • Effective delegation & monitoring • Responsible for the work of others. • Change agent • Team Building • The exercise of full personal responsibility and accountability for the initiatives undertaken and the outputs/outcomes of own work as well as of the group as a team member/ leader |
| Level 6.5 to 7
Brief Outline/ Description |
Advanced knowledge with critical understanding of emerging developments
A capable expert with extensive knowledge, critical thinking, and application of technology to specialized fields while pursuing continuous self-development. |
Highly specialized skills, trans disciplinary skills, leadership skills
Highly skilled and innovative professional with expertise in complex problem-solving, change management, leadership, and project management. |
Cross cultural competency, transformational leadership
Highly skilled professional with cross-cultural competency, strategic ideation, time management, and leadership abilities for excellence |
Apply acquired advanced technical skills, technical appraisal and reviews
Proficiently analyzes and creatively resolves practical problems, utilizing statistical tools while showing leadership and technical mastery indecision-making for achieving goals. |
Business Management (like CEO / CXO ,etc.)
Visionary leader accountable for organizational growth, complex problem solving, staff development, and data-driven decisions. |
| Level 6.5 to 7 | • Possesses advanced knowledge including processes, methods, and techniques about a specialized field. • Has a critical understanding of the emerging developments relating to one or more fields of learning • Understands technological advancement and usage and applies it in one or more specific fields • Knowledge required for performing complex, specialized tasks including those relating to teaching, and research and development. • Undertakes self-study for advancement in skills; demonstrates intellectual independence, analytical rigour and good communication. |
• Has highly specialized professional and technical skills required for performing and accomplishing the complex tasks in the given discipline/ area of specialization. • Has the cognitive and technicals kills required for generating original ideas, conceptualizing, designing, and implementing innovative solutions. • Has skills to lead the change management process • Project Management Skills • Has skills required for transdisciplinary application of skills to innovatively solve a problem. • Leadership and effective decision- making skills. • Is able to develop innovative evidence- based practical solutions to complex and unpredictable situations and problems. • Social Intelligence |
• Highest levels of soft-skills and competencies including Social intelligence, Cognitive load management, , Cross-cultural competency. • Specialized higher order skills including creative and persuasive communication, critical thinking and problem solving • Emotional Intelligence, analytical rigor, good communication and innovation skills; Strategic and forward-looking ideation capabilities • Organisation and Time Management • Creative thinking and Innovation • Adapting to the future of work and responding to the demands of the fast pace of technological developments and innovations that drive shift in skill needs relating to work and professional practices. • Exercising given authority, innovation, autonomy, professional integrity, and sustained commitment to the development of new ideas, business models, and processes including research and development.at the forefront of work or study contexts. • Understands and appreciates full constitutional, humanistic, ethical, and moral values in workplace/ personal life, global and local citizenship, Leadership skills to motivate people for achieving, personal and organizational goals for growth. • Pursuit of excellence |
• Demonstrates comprehensive, cognitive, theoretical knowledge and practical skills to develop creative and viable solutions to practical problems. • Exhibits ability to use appropriate statistical and other analytical tools and techniques for analysis of data collected. • Critical understanding of the subject, demonstrating mastery and innovation, completion of substantial research and dissertation (where applicable). • Skills to evaluate the evidence; identify logical flaws and risks in the arguments of others; analyze and synthesize data from a variety of sources; draw conclusions and support them with evidence and examples, while addressing/ accommodating opposing view points; make judgements and take appropriate decisions • Processes information for decision making and planning • Undertakes technical appraisal and reviews and takes corrective • Applies the acquired advanced technical knowledge of a specialized field to solve a problem • Applies knowledge and leadership skills to manage people and resources for achieving organizational goals. |
• At level 6.5 the candidate is a Director/ CXO/ DyCEO or equivalent. • At level 7 the candidate isa Director/ CEO orequivalent Responsible forvision and strategic thinking in a given field/ environment/ market. • Responsible for development of self and other staff members • Responsible for organisational growth and development • Responsible for decision making in complex technical activities/ tasks involving unpredictable work/study situations, generate original responses to complicated and unpredictable problems and situations. • Exercising personal responsibility for output of own work as well as for group/team outputs • Data based decision making in complex situations/ work • Appraisal and review of the financial and HR resources • Crisis Manager • Takes decisions across functions requiring the exercise of responsibility to find solutions to specific problems work/ vocation, or professional practice. |
| Level 8
Brief Outline/ Description |
Mastery of knowledge / Innovation driven/ Comprehensive knowledge
Mastery of knowledge, critical innovation, and specialized problem-solving skills to generate evidence-based solutions for complex problems. |
Most advanced Technical and Managerial skills
Highly specialized professional with superior project management, cognitive, technical, trans disciplinary, and leadership skills. Redefining practices with across-cultural mindset. |
Significant authority, transformational leadership, Social intelligence
Possess highly specialized, creative, and transformative skills with values for global citizenship and excellence. |
Lead large transformational projects
High-performing leader with adaptive thinking, analytical skills, and innovative mindset to drive large-scale transformation and manage resources effectively. |
Business Vision Chairperson/ Board Member / CMD
Strategic thinker and innovator, accountable for organizational growth and development, making data-driven decisions |
| Level 8
Highest level skills |
• Mastery along with critical & innovative understanding of the subject/ disciplines; • Possesses highly specialized knowledge for problem-solving to provide original contribution to the knowledge creation through research, and development in the given area. • Has comprehensive and in-depth expertise over the chosen disciplines/fields of knowledge, research, analytical and/or creative requirements. • Present the professional knowledge & information pertaining to the results/findings of research studies undertaken in a well- structured and logical manner. • Is a keen learner and applies the acquired highly specialized knowledge to generate evidence-based solutions to complex problems and unpredictable situations |
• Has most advanced and highly specialized professional and, technical skills required for performing and accomplishing unpredictable and complex tasks in the given discipline/ area of specialization. Highest Project Management Skills • Has the cognitive and technical skills required for generating original ideas, conceptualizing, designing, and implementing innovative solutions, with or without application of fundamental and/or applied research in the chosen field(s). • Specialised skills required for trans disciplinary application of skills to innovatively solve a problem. • Transformational leadership skills to motivate and mentor people for achieving organizational goals for effective • Design mindset, redefine existing knowledge or professional practice • Cross-cultural competency |
• Highest levels of soft-skillsand competencies includingSocial intelligence, Cognitiveload management, VirtualCollaboration, Cross-culturalcompetency, etc. • Highly specialized higher order skills including creative and persuasive communication, critical thinking, and problem-solving skills. Emotional Intelligence. • Creative thinking andInnovation • Adapting to the future of work and responding to the demands of the fast pace of technological developments and innovations that drive shift in skill needs relating to work and professional practices, • Exercising substantial authority, innovation, autonomy, professional integrity, and sustained commitment to the development of new ideas, business models, and processes including research and development at the forefront of work or study contexts. • Understands and Appreciates full constitutional, humanistic, ethical, and moral values in workplace/ personal life, global and local citizenship, Work for environment preservation and global good of society • Applies transformational leadership skills to motivate and mentor people for achieving organizational goals for effective growth. Pursuit of excellence |
• Highest levels ofprofessional competenciesfor leadership roles inprofessional skills andworking including novel andadaptive & innovative thinking,Trans-disciplinarily, Designmind-set, quality concepts Computational thinking, new media Literacy, sustainability etc. • To be able to makejudgements and takedecisions on the problems,including real-life problems,based on the analysis and evaluation of info and empirical evidence. • Master Integrator and Disruptive thinker • Higher order skills to evaluate the reliability and relevance of evidence; identify flaws in the arguments of others; analyze and synthesize data from a variety of sources; draw valid conclusions and support them with evidence and examples and addressing opposing viewpoints. • Applies knowledge and leadership skills to manage people and resources for achieving organizational goals and strategizing for effective growth. • Is able to lead large transformation projects |
• At Level 8 a candidateis a Board Member/CMD or Chairperson • Responsible for overall strategizing/ strategic thinking and envisioning in a given field/ environment/market. • Trusted Innovator and Thought Leader • Exercising full personal responsibility for all outputs/outcomes of own work and outputs/ outcomes of other including various departments, (Managerial Ratios &Roles) group efforts etc. • Responsible for horizontal and vertical/horizontal/multi-dimensional growth of the organization and development of self and people of the organization. • Data based decision making in unpredictable complex situations/ work environment of work/study. • Overall appraisal and review align with improvement of the financial and HR resources & processes • Makes significant judgement and take decisions across broad range of functions |
Section 1.7: Learning Outcomes in Higher Education
https://www.ugc.gov.in/pdfnews/2990035_Final-NHEQF.pdf
The NHEQF envisages that students on completion of a programme of study must possess and demonstrate the expected graduate attributes acquired through one or more modes of learning, including direct in-person or face-to-face instruction, open and distance learning, online learning, and hybrid/blended modes. The graduate attributes indicate the quality and features or characteristics of the graduate of a programme of study, including learning outcomes relating to the disciplinary area(s) relating to the chosen field(s) of learning and generic learning outcomes that are expected to be acquired by a graduate on completion of the programme(s) of study.
Graduate attributes (as given in the following table) include learning outcomes that are specific to disciplinary areas relating to the chosen field(s) of learning within broad multidisciplinary/interdisciplinary/ transdisciplinary contexts and generic learning outcomes that graduates of all programmes of study should acquire and demonstrate.
Graduate attributes:
Type of learning outcomes |
The Learning outcomes descriptors |
| Learning outcomes that are specific to disciplinary/ interdisciplinary areas of learning | Graduates should be able to demonstrate the acquisition of: |
| Comprehensive knowledge and coherent understanding of the chosen disciplinary/interdisciplinary areas of study in a broad multidisciplinary context, their different learning areas, their linkages with related fields of study, and current and emerging developments associated with the chosen disciplinary/interdisciplinary areas of learning. | |
| Practical, professional, and procedural knowledge required for carrying out professional or highly skilled work/tasks related to the chosen field(s) of learning, including knowledge required for undertaking self-employment initiatives, and knowledge and mindset required for entrepreneurship involving enterprise creation, improved product development, or a new mode of organization. | |
| skills in areas related to specialization in the chosen disciplinary/interdisciplinary area(s) of learning in a broad multidisciplinary context, including wide-ranging practical skills, involving variable routine and non-routine contexts relating to the chosen field(s) of learning. | |
| capacity to extrapolate from what has been learned, translate concepts to real-life situations and apply acquired competencies in new/unfamiliar contexts, rather than merely replicate curriculum content knowledge, to generate solutions to specific problems. | |
| Generic learning outcomes | Complex problem-solving: The graduates should be able to demonstrate the capability to:
• solve different kinds of problems in familiar and non-familiar contexts and apply the learning to real-life situations. Critical thinking: The graduates should be able to demonstrate the capability to: • apply analytic thought to a body of knowledge, including the analysis and evaluation of policies, and practices, as well as evidence, arguments, claims, beliefs, and the reliability and relevance of evidence, • identify relevant assumptions or implications; and formulate coherent arguments, • identify logical flaws and holes in the arguments of others, • analyze and synthesize data from a variety of sources and draw valid conclusions and support them with evidence and examples. |
| Creativity: The graduates should be able to demonstrate the ability to:
• create, perform, or think in different and diverse ways about the same objects or scenarios, • deal with problems and situations that do not have simple solutions, • innovate and perform tasks in a better manner, • view a problem or a situation from multiple perspectives, • think ‘out of the box’ and generate solutions to complex problems in unfamiliar contexts, • adopt innovative, imaginative, lateral thinking, interpersonal skills and emotional intelligence. |
|
| Communication Skills: The graduates should be able to demonstrate the skills that enable them to:
• listen carefully, read texts and research papers analytically and present complex information in a clear and concise manner to different groups/audiences, • express thoughts and ideas effectively in writing and orally and communicate with others using appropriate media, • confidently share views and express herself/himself, • construct logical arguments using correct technical language related to a field of learning, work/vocation, or an area of professional practice, and convey ideas, thoughts, and arguments using language that is respectful and sensitive to gender and other minority groups. |
|
| Analytical reasoning/thinking: The graduates should be able to demonstrate the capability to:
• evaluate the reliability and relevance of evidence; • identify logical flaws in the arguments of others; • analyze and synthesize data from a variety of sources; draw valid conclusions and support them with evidence and examples, and address opposing viewpoints |
|
| • Research-related skills: The graduates should be able to demonstrate:
• a keen sense of observation, inquiry, and capability for asking relevant/ appropriate questions, • the ability to problematize, synthesize, and articulate issues and design research proposals, • the ability to define problems, formulate appropriate and relevant research questions, formulate hypotheses, test hypotheses using quantitative and qualitative data, establish hypotheses, make inferences based on the analysis and interpretation of data, and predict cause-and-effect relationships, • the capacity to develop appropriate methodology and tools for data collection, • the appropriate use of statistical and other analytical tools and techniques, • the ability to plan, execute and report the results of an experiment or investigation, the ability to acquire the understanding of basic research ethics and skills in practicing/doing ethics in the field/ in personal research work, regardless of the funding authority or field of study. |
|
| Coordinating/collaborating with others: The graduates should be able to demonstrate the ability to:
• work effectively and respectfully with diverse teams, • facilitate cooperative or coordinated effort on the part of a group, • act together as a group or a team in the interests of a common cause and work efficiently as a member of a team. |
|
| Leadership readiness/qualities: The graduates should be able to demonstrate the capability for:
• mapping out the tasks of a team or an organization and setting direction. • formulating an inspiring vision and building a team that can help achieve the vision, motivating and inspiring team members to engage with that vision. • using management skills to guide people to the right destination. |
|
| ‘Learning how to learn skills: The graduates should be able to demonstrate the ability to:
• acquire new knowledge and skills, including ‘learning how to learn skills, that are necessary for pursuing learning activities throughout life, through self-paced and self directed learning aimed at personal development, meeting economic, social, and cultural objectives, and adapting to changing trades and demands of the workplace, including adapting to the changes in work processes in the context of the fourth industrial revolution, through knowledge/ skill development/reskilling, • work independently, identify appropriate resources required for further learning, • acquire organizational skills and time management to set self-defined goals and targets with timelines. • inculcate a healthy attitude to be a lifelong learner |
|
| Digital and technological skills: The graduates should be able to demonstrate the capability to:
• use ICT in a variety of learning and work situations, • access, evaluate, and use a variety of relevant information sources, and use appropriate software for analysis of data. |
|
| Multicultural competence and inclusive spirit: The graduates should be able to demonstrate:
• the acquisition of knowledge of the values and beliefs of multiple cultures and a global perspective to honour diversity, • capability to effectively engage in a multicultural group/society and interact respectfully with diverse groups, • capability to lead a diverse team to accomplish common group tasks and goals. • gender sensitivity and adopting a gender-neutral approach, as also empathy for the less advantaged and the differently-abled including those with learning disabilities. |
|
| Value inculcation: The graduates should be able to demonstrate the acquisition of knowledge and attitude that are required to:
• embrace and practice constitutional, humanistic, ethical, and moral values in life, including universal human values of truth, righteous conduct, peace, love, non-violence, scientific temper, citizenship values, • practice responsible global citizenship required for responding to contemporary global challenges, enabling learners to become aware of and understand global issues and to become active promoters of more peaceful, tolerant, inclusive, secure, and sustainable societies, • formulate a position/argument about an ethical issue from multiple perspectives • identify ethical issues related to work, and follow ethical practices, including avoiding unethical behaviour such as fabrication, falsification or misrepresentation of data, or committing plagiarism, and adhering to intellectual property rights, • recognize environmental and sustainability issues, and participate in actions to promote sustainable development. • adopt an objective, unbiased, and truthful actions in all aspects of work, • instill integrity and identify ethical issues related to work, and follow ethical practices. |
|
| Autonomy, responsibility, and accountability: The graduates should be able to demonstrate the ability to:
• apply knowledge, understanding, and/or skills with an appropriate degree of independence relevant to the level of the qualification, • work independently, identify appropriate resources required for a project, and manage a project through to completion, • exercise responsibility and demonstrate accountability in applying knowledge and/or skills in work and/or learning contexts appropriate for the level of the qualification, including ensuring safety and security at workplaces. |
|
| Environmental awareness and action: The graduates should be able to demonstrate the acquisition of and ability to apply the knowledge, skills, attitudes, and values required to take appropriate actions for:
• mitigating the effects of environmental degradation, climate change, and pollution, • effective waste management, conservation of biological diversity, management of biological resources and biodiversity, forest and wildlife conservation, and sustainable development and living. |
|
| Community engagement and service: The graduates should be able to demonstrate the capability to participate in community-engaged services/ activities for promoting the wellbeing of society. | |
| Empathy: The graduates should be able to demonstrate the ability to identify with or understand the perspective, experiences, or points of view of another individual or group, and to identify and understand other people’s emotions. |
Section 1.8: Admission Requirements to Higher Education
https://www.ugc.gov.in/pdfnews/2990035_Final-NHEQF.pdf
| NHEQF levels | Minimum eligibility/entry requirement |
| Level 4.5 | 12th grade pass |
| Level 5 | Completed 1st year of UG |
| Level 5.5 | Completed 2nd year of UG |
| Level 6 | Completed 3rd year of UG |
| Level 6 | Completed 3rd year of UG (in case of 4-year UG with honours/ honours with research) |
| Level 6.5 | Completed one year PG Diploma after 3-year UG Degree Or
Completed 4-year UG Degree with Honours/ honours with Research |
| Level 7 | Completed 2-year PG Degree (after 3-year UG Degree) Or
Completed 1-year PG Degree (after 4-year UG Degree with Honours/ honours with Research) |
| Level 8 | Completed 4-year UG Degree with Honours/ honours with Research Or
Completed Post Graduate Degree |
Guidelines for Admission and Supernumerary seats of International Students in Undergraduate and Postgraduate Programmes in Higher Educational Institutions in India:
1. Indian HEIs may admit international students based on the equivalence of entry qualification held by them. The equivalence is to be determined by the Association of Indian Universities (AIU). HEIs may adopt a transparent admission process for admitting the international students.
2. HEIs may create up to 25% supernumerary seats for international students, over and above of their total sanctioned enrolment for Undergraduate and Postgraduate programmes. The decision regarding 25% supernumerary seats has to be carried out by the concerned higher educational institutions as per specific guidelines/regulations issued by the regulatory bodies considering the infrastructure, faculty and other requirements.
3. The 25% of the supernumerary seats for international students will not include the international students under exchange programmes or/and through Memorandum of Understanding (MoU) between institutions or between Government of India and other countries.
4. Depending on the availability of infrastructure and qualified faculty, efforts should be made to distribute these 25% seats among all departments, schools, centres or any other academic unit of the higher educational institution, wherever possible.
5. The supernumerary seats shall be exclusively meant for the international students both in the Undergraduate and Post-graduate programmes. A seat remained unfilled in the supernumerary category, shall not be allocated to anyone other than an international student. International students in this context shall be defined as the one who shall possess a foreign passport.
6. The provision of creating supernumerary seats for international students should be formalized by way of approval of statutory body/bodies of the HEIs in accordance with the guidelines/regulations issued by the regulatory bodies from time to time.
7. The supernumerary seats in professional and technical institutes shall be governed by the respective statutory bodies.
8. Supernumerary seats for Ph.D. programmes shall be governed by the Regulations notified by the University Grants Commission from time to time in this regard.
9. All HEIs shall have an ‘Office for International Students’. Year-wise details, i.e., country, number, programme/subject, duration etc., regarding the international students in the HEI be maintained by it and be made available on their website.
10. All details regarding number of seats available for international students in each programme, fee prescribed for the same, admission process, eligibility conditions etc. are made available on the website of the HEI.
11. All existing rules/provisions notified by Government of India regarding visa/ Foreign Regional Registration Offices (FRRO) etc. are followed by the HEIs.
Section 1.9: Grading System
https://www.ugc.gov.in/pdfnews/2990035_Final-NHEQF.pdf
| Letter Grade | Grade Point |
| O (Outstanding) | 10 |
| A+ (Excellent) | 9 |
| A (Very Good) | 8 |
| B+ (Good) | 7 |
| B (Above Average) | 6 |
| C (Average) | 5 |
| P (Pass) | 4 |
| F (Fail) | 0 |
| Ab (Absent) | 0 |
Section 1.10: Tuition Fee System for International Students
Tuition fees for international students in India can vary significantly depending on the course, university, and level of study. For general courses in Arts, Humanities and Social Sciences fee for international students may be around $1500-4500 per annum or more. For professional courses in engineering, medicine, architecture, law etc, fee may be higher. Students are required to check the official website of the university or contact the admissions office for the accurate and up-to-date information on tuition fees for international students.
Section 1.11: Graduation Requirements and/or Qualification Awarding Requirements
https://www.ugc.gov.in/pdfnews/2990035_Final-NHEQF.pdf
The Undergraduate Courses
| NHEQF levels | Qualification title/nomenclature | Credit Requirements (Minimum) |
| Level 4.5 | Undergraduate Certificate (in the field of learning/discipline) for those who exit after the first year (2 semesters) of the undergraduate programme. (Programme duration: First year or 2 semesters of the undergraduate programme) | 40 credits |
| Level 5 | Undergraduate Diploma (in the field of learning/discipline) for those who exit after the first two years (4 semesters) of the undergraduate programme (Programme duration: First two years or 4 semesters of the undergraduate programme) | 80 credits |
| Level 5.5 | Bachelor’s Degree (examples: Bachelor of Arts; Bachelor of Science; Bachelor of Commerce; Bachelor of Physical Education; Bachelor of Business Administration, etc. (Programme duration: Three years or 6 semesters). | 120 credits |
| Level 5.5 | Bachelor of Vocation (B.Voc). (Programme duration: 3 years or 6 semesters). | 120 credits |
| Level 6 | Bachelor of Engineering (B.E.); Bachelor of Technology (B.Tech.) (Programme duration: Four years or 8 semesters. | 160 credits |
| Level 6 | B.A., B.Ed.; B.Sc., B.Ed.; B.Com., B.Ed. (4-year dual-degree Integrated Teacher Education Programme) | 160 credits |
| Level 6 | Bachelor’s Degree (Honours/ Honours with Research). (Programme duration: Four years or 8 semesters). | 160 credits |
NOTE: The minimum requirement for students to take up an undergraduate course is 12th pass or state equivalent education.
The Post Graduate Courses
| NHEQF levels | Qualification title/nomenclature | Credit Requirements (Minimum) |
| Level 6 | Post-Graduate Diploma. For those who exit after successful completion of the first year or two semesters of the 2-year master’s programme). (Programme duration: One year or 2 semesters). | 40 credits |
| Level 6.5 | Master’s degree. (e.g., M.A.; M.Com., M.Sc.; etc.) (Programme duration: Two years or four semesters after obtaining a 3-year Bachelor’s degree). | 80 credits |
| Level 6.5 | Master’s degree (e.g., M.A.; M.Com., M.Sc.; etc.) (Programme duration: One year or 2 semesters after obtaining a 4- year Bachelor’s degree (Honours/ Honours with Research). | 40 credits |
| Level 7 | Master’s degree (e.g., M.E.; M.Tech. etc.) (Programme duration: Two years or four semesters after obtaining a Bachelor’s degree (e.g., B.E., B.Tech. etc.). | 80 credits |
NOTE: The minimum eligibility for Post Graduation courses is Bachelor degree.
Doctoral Studies
| NHEQF levels | Qualification title/nomenclature | Credit Requirements (Minimum) |
| Level 8 | Doctoral degree | Credits for coursework, a thesis and published work |
NOTE: The minimum eligibility to join Doctoral program is Master’s Degree OR a Bachelor’s Degree (Honours with research).
Section 1.12: Relevant Current and Prospective Reforms in Higher Education
1. The University Grants Commission (Academic Collaboration between Indian and Foreign Higher Educational Institutions to offer Twinning, Joint Degree and Dual Degree Programmes) Regulations, 2022.
https://www.ugc.gov.in/pdfnews/4555806_UGC-Acad-Collab-Regulations.pdf
These regulations lay down the minimum standards for academic collaboration between Indian Higher Educational Institutions and foreign Higher Educational Institutions to offer Twinning, Joint Degree and Dual Degree Programmes.
2. The University Grants Commission (Setting up and Operation of Campuses of Foreign Higher Educational Institutions in India) Regulations, 2023.
A regulatory framework allowing the entry of higher-ranked foreign universities, for the internationalization of Indian higher education as envisaged in National Education Policy, 2020 will provide an international dimension to higher education, enable Indian students to obtain foreign qualifications at affordable cost, and make India an attractive global study destination.
3. Guidelines for Pursuing Two Academic Programmes Simultaneously
The University Grants Commission (UGC) has released guidelines allowing students to pursue two academic programs simultaneously, aligning with the objectives outlined in the National Education Policy (NEP) 2020. The key goals include recognizing and nurturing the unique capabilities of each student, promoting holistic development in both academic and non-academic realms, eliminating rigid distinctions between arts and sciences, curricular and extracurricular activities, and vocational and academic streams. The guidelines aims for multidisciplinarity, holistic education across various domains, and the development of character, ethical values, intellectual curiosity, scientific temper, creativity, and a spirit of service.
4. National Credit Framework (NCrF)
https://www.ugc.gov.in/NCrF.aspx
NCrF is a comprehensive framework encompassing elementary, school, higher, and vocational education & training, integrating learning on all dimensions, i.e., academics, vocational skills and experiential learning including relevant experience and proficiency/ professional levels acquired.
Under the National Credit Framework (NCrF) every learning hour can be creditized subject to its assessment. The Credit levels to be assigned across school/ higher/ vocational education/ skilling, (independent of the streams, subjects etc.) are based on the cumulative numbers of years of learning with assessment. For earning credits, the course/ qualification should be aligned to the qualification framework concerned, be assigned a defined NCrF level while clearly describing the desired competency and learning outcome expected. Also, the learning outcome shall be assessed after completing the course/ qualification for assignment of credits. The assessment is thus mandatory for earning credits for all types of learning. The Assessment are the stages at which the student/ learner needs to be formally assessed for progression in academic/ vocational/ skilling streams.
The NCrF credit levels to be assigned for school education are up to level 4, while for higher education the NCrF levels will be assigned from Level 4.5. to level 8 [Undergraduate Levels: 4.5, 5.0, 5.5 & 6.0; Post Graduate Levels: 6.0, 6.5 & 7.0; and PhD Level 8] and for vocational education & training from level 1 to level 8.
5. Academic Bank of Credit (ABC)
The Academic Bank of Credits (ABC) has been envisaged to facilitate the academic mobility of students with the freedom to study across the Higher Education Institutions in the country with an appropriate “credit transfer” mechanism from one programme to another, leading to attain a Degree/ Diploma/PG-diploma, etc.,
The registration of institutions and services will be a critical function of the academic bank of credit. ABC shall deposit credits awarded by registered institutions into students’ accounts. The Academic bank credit(s) can only be shared from institutions, not directly from the student. Only credits submitted by an authorized institution will be accepted for storage and validation by the ABC.
Features
- Allows academic institutions to lodge and maintain the integrity of the credits
- Maintains the authenticity and confidentiality of student credits
- Easy credit transfer through digital mode
- Faster credit recognition
Benefits
- Allows multiple entry, multiple exits for students
- Stores student credit for a shelf life of 7 years
- Transfer credit through a single window after approval of source and destination academic institution
- Only verified academic institutions can upload credits
- Improves transparency and helps to build a more flexible approach to curriculum design and development
6. National Academic Depository (NAD)
The National Academic Depository (NAD) is a 24X7 online store house of all academic awards, viz., certificates, diplomas, degrees, mark-sheets etc. duly digitised and lodged by academic institutions / boards / eligibility assessment bodies. NAD not only ensures easy access to and retrieval of an academic award but also validates and guarantees its authenticity and safe storage.
DigiLocker is a provider of NAD services and aims at ‘Digital Empowerment’ of citizen by providing access to authentic digital documents to citizen’s digital document wallet. The issued documents in DigiLocker system are deemed to be at par with original physical documents as per Rule 9A of the Information Technology (Preservation and Retention of Information by Intermediaries providing Digital Locker facilities) Rules, 2016.
DigiLocker and NAD are initiatives of Ministry of Electronics and Information Technology (MeitY) and Ministry of Education (MoE) respectively. The digital depository not only ensures easy access to and retrieval of an academic award but also validates and guarantees its authenticity and safe storage.
Maintaining academic awards in an electronic depository would provide benefit to educational institutions, students and employers by enabling online access of academic awards which will eliminate the need for persons to approach educational institutions for obtaining transcripts of such awards for verification. It would also eliminate fraudulent practices such as forging of awards, by facilitating online verification thereof and maintains the authenticity, integrity and confidentiality of the award.
7. National Digital Library of India (NDLI)
National Digital Library of India (NDLI) is a virtual repository of learning resources which is not just a repository with search/browse facilities but provides a host of services for the learner community. It is sponsored and mentored by Ministry of Education, Government of India, through its National Mission on Education through Information and Communication Technology (NMEICT).
Filtered and federated searching is employed to facilitate focused searching so that learners can find the right resource with least effort and in minimum time. NDLI provides user group-specific services such as Examination Preparatory for School and College students and job aspirants. Services for Researchers and general learners are also provided. NDLI is designed to hold content of any language and provides interface support for 10 most widely used Indian languages. It is built to provide support for all academic levels including researchers and life-long learners, all disciplines, all popular forms of access devices and differently-abled learners. It is designed to enable people to learn and prepare from best practices from all over the world and to facilitate researchers to perform inter-linked exploration from multiple sources. It is developed, operated and maintained from Indian Institute of Technology Kharagpur.
8. National Research Foundation (NRF)
The NRF is an independent statutory body established through the National Research Foundation Act (Act No 23 of 1998), following a system-wide review conducted for the Department of Arts, Culture, Science and Technology (DACST). The new entity incorporated the functions of the research funding agencies that were previously servicing various sections of the research community, namely the former Centre for Science Development (CSD) of the Human Sciences Research Council (HSRC) and the former Foundation for Research Development (FRD) that included several National Research Facilities.
As a government mandated research and science development agency the NRF funds research, the development of high-end Human Capacity and critical research infrastructure to promote knowledge production across all disciplinary fields. The goal of the NRF is to create innovative funding instruments, advance research career development, increase public science engagement and to establish leading-edge research platforms that will transform the scientific landscape and inspire a representative research community to aspire to global competitiveness.
Mandate of the NRF
i. Research and human capacity development: Supporting, promoting and advancing Research and human capacity development through fund and the provision of the necessary research infrastructure, in order to facilitate the creation of knowledge, innovation and development in all fields of science and technology, including humanities, social sciences and indigenous knowledge.
ii. National Research Facilities: Developing, supporting and maintaining national research facilities.
iii.Science Engagement: Supporting and promoting public awareness of, and engagement with, science.
iv. National Science System: Promoting the development and maintenance of the national science system and support of Government priorities.
Chapter 2: Quality Assurance in Higher Education
Section 2.1: Quality Assurance Body in Higher Education
Quality assurance in higher education in India is a crucial aspect that ensures the delivery of high-quality education, fostering academic excellence, and meeting international standards. Several mechanisms and institutions contribute to maintaining and enhancing the quality of higher education in the country.
Accreditation and Ranking Bodies: National Board of Accreditation (NBA), National Assessment Accreditation Council (NAAC) and National Institutional Ranking Framework (NIRF) play a pivotal role in evaluating, accrediting and assessing institutions based on predefined quality parameters. Accreditation and ranking serves as a benchmark for the quality of education provided by an institution.
1. National Assessment and Accreditation Council (NAAC)
The National Assessment and Accreditation Council is an autonomous body established by the University Grants Commission in 1994, following the recommendations of the National Policy on Education (1986) and the Programme of Action (1992), to address concerns about the quality and relevance of higher education in India.
NAAC conducts assessment and accreditation of Higher Educational Institutions (HEI) such as colleges, universities or other recognised institutions to derive an understanding of the ‘Quality Status’ of the institution. NAAC evaluates the institutions for its conformance to the standards of quality in terms of its performance related to the educational processes and outcomes, curriculum coverage, teaching-learning processes, faculty, research, infrastructure, learning resources, organisation, governance, financial well-being and student services.
2. National Board of Accreditation (NBA)
The National Board of Accreditation in India was established in 1994 by the All India Council of Technical Education (AICTE) to assess the quality of educational programs in various disciplines, including engineering, technology, management, pharmacy, architecture, and related fields. In 2010, it became an independent autonomous body with the goal of ensuring quality and relevance in technical education.
NBA focuses on assessing and accrediting technical education programs, developing standards and parameters in coordination with regulatory authorities, promoting excellence through benchmarking, fostering a quality-conscious technical education system, aligning education with national goals, setting global quality benchmarks, conducting evaluations based on self-assessment guidelines, and contributing to knowledge in quality parameters, assessment, and evaluation.
3. National Institutional Ranking Framework (NIRF)
The India Rankings, initiated by the Ministry of Education in 2015, is a system designed to evaluate and rank institutions across the country. The ranking framework, known as the National Institutional Ranking Framework (NIRF), is based on five broad parameters: Teaching, Learning and Resources; Research and Professional Practice; Graduation Outcome; Outreach and Inclusivity; and Perception. Each parameter includes several sub-parameters with designated metrics and weights to calculate performance scores.
The first edition of India Rankings was launched in 2016, covering four categories/subject domains. Subsequent annual editions from 2017 to 2022 expanded to include a total of 11 categories/subject domains. The 2022 rankings encompass four main categories (Overall, Universities, Colleges & Research Institutions) and seven subject domains (Engineering, Management, Pharmacy, Medical, Architecture, Law, and Dental). The rankings aim to provide a comprehensive assessment of institutions in various fields, promoting transparency and accountability in the education sector.
Regulatory Framework: The higher education institutions in India are monitored through various regulatory bodies and councils, e.g., UGC, AICTE, NCTE, CoA, NMC, DCI, PCI, BCI etc. (Please refer Section 1.2).
Section 2.2: Quality Assurance System
India has a comprehensive quality assurance system for Higher Education Institutions (HEIs). There are several regulatory bodies and councils to coordinate, determine and maintain standards of higher education, such as UGC, AICTE, NCTE, NMC, DCI, INC etc. (Please refer Section 1.2). In recent years, there has been a focus on outcome-based education, research, and innovation, with an emphasis on improving the overall quality of education in the country.
Internal Quality Assurance Cells (IQAC) in the institutions are tasked to develop a system for conscious, consistent and catalytic improvement in the overall performance of institution.
| Study programme | Institution | Further explanation | |
| Voluntary | Varies | Self-Assessment: HEIs conduct self-assessment exercises, evaluating their performance against predetermined criteria. This internal evaluation is essential for identifying areas of improvement. For getting accredited by NAAC, submission of Self Study Report (SSR) is compulsory. | |
| Compulsory | Varies | National Board of Accreditation (NBA): NBA is an autonomous body under the All India Council for Technical Education (AICTE) that accredits programs in technical education. Accreditation by NBA is mandatory for engineering and technology programs in India.
National Assessment and Accreditation Council (NAAC): NAAC is an autonomous body under the University Grants Commission (UGC) that assesses and accredits higher education institutions. Accreditation by NAAC is compulsory for universities and colleges seeking financial assistance from the UGC. Regulatory Bodies: The University Grants Commission (UGC) and other regulatory bodies set quality standards and guidelines that HEIs must adhere to, covering aspects like curriculum development, faculty qualifications, infrastructure, and research. |
|
| Regularity (years) | Varies | Programme accreditation varies from one year or more.
Institutional accreditation is generally for five years. However, it may vary and may be less or more. |
|
| External | Varies | Regulatory bodies/councils like UGC, AICTE, NBA, NCTE etc., and accreditation bodies like NAAC and NBA, collect online data on their portals, conduct external peer review as and when needed, for institutional and also programme accreditation. | |
| Internal | Varies | Internal Quality Assurance Cells (IQAC): HEIs are encouraged to establish Internal Quality Assurance Cells to monitor and ensure the quality of academic and administrative activities. IQACs play a crucial role in the preparation for external accreditation. |
Further information: For further information, please see Section 1.2.
Section 2.3: Link Programme Authorisation with Quality Assurance
National Assessment and Accreditation Council (NAAC) assesses and accredits higher education institutions in India. It evaluates universities and colleges based on various parameters and assigns grades.
National Board of Accreditation (NBA) accredits technical programs and institutions in India. It focuses on assessing the quality of education provided in technical and professional disciplines.
Professional Councils: Various professional councils are responsible for maintaining quality in specific disciplines. For example, the Medical Council of India (MCI) oversees medical education, the Bar Council of India (BCI) regulates legal education, and the All India Council for Technical Education (AICTE) oversees technical education.
(Also, lease refer Section 1.2).
Chapter 3: Credit System in Higher Education
Section 3.1: Description of Credit System
https://www.ugc.gov.in/NCrF.aspx
‘Credit’ is recognition that a learner has completed a prior course of learning, corresponding to a qualification at a given level. For each such prior qualification, the student would have put in a certain volume of institutional or workplace learning, and the more complex a qualification, the greater the volume of learning that would have gone into it. Credits quantify learning outcomes that are subject achieving the prescribed learning outcomes to valid, reliable methods of assessment.
The credit points will give the learners, employers, and institutions a mechanism for describing and comparing the learning outcomes achieved. The credit points can be calculated as credits attained multiplied with the credit level.
NEP 2020, which emphasizes on considering any kind of learning as part of the overall learning and doing away with the distinction between curricular, co-curricular, and extra- curricular, it was felt that the overall notional learning hours across the academic classes including pre- school, school and higher education should be aligned. This would lead to consistency and standardization in the entire education and vocational ecosystem, mainstreaming both formal and informal education system and also smoothen the process of implementation of the proposed credit framework.
Accordingly, under the National Credit Framework (NCrF), the total Notional Learning Hours for assignment of credits across school education, higher education and vocational education & training/skilling have been agreed to be 1200 hours per year (except for pre-school up to grade 5th wherein the learning hours range from 800 to 1000 hours) for which the students shall be awarded 40 Credits.
Thus, 20 Credits shall be awarded for a six-months semester with 600 Notional Learning Hours. Assignment of credits is independent of the streams, subjects or any learning and is subject to achieving the prescribed learning outcomes at a particular NCrF credit level posts successful assessment. Students also have the flexibility to take 1 courses/ programs/subjects/projects beyond 40 credits (within the curricular design) to get additional credits. For the purpose of calculations under the National Credit Framework (NCrF), in general, 30 notional learning hours will be counted as one Credit.
Under the National Credit Framework (NCrF) every learning can be creditized subject to achieving the prescribed learning outcomes is determined by successful assessment. For earning credits, the following shall be applicable:
i. The course/ qualification should be NSQF/ NHEQF aligned and approved with a defined NCrF level, clearly indicating the desired outcomes expected.
ii. Also, the learning outcome shall be assessed after completing the course/ qualification for assignment of credits.
iii. The basis of assessing credits related to sports, fine arts etc. shall be defined and determined by the concerned regulator/ school board.
iv. It will be under the purview of respective regulator/ institution to determine/ prescribe the content/ curriculum of a program The curriculum must align with principles as defined in NEP including life skills such as communication, cooperation, teamwork, etc.
Section 3.2: Credit Transfer System(s)
https://www.ugc.gov.in/pdfnews/9028476_Report-of-National-Credit-Framework.pdf
The transfer of credits may be defined as the process of mutual acceptance of credits between two entities. This would mean that the competencies acquired by a learner/ student after completion of qualification/s are acknowledged in numerical values. The transfer of credits is possible only when credits are recognized by concerned awarding bodies and there is a mutual agreement on credits between the body allocating credits and the body accepting those credits. While having the requisite number of credits shall make a learner fulfil the eligibility criteria for entry to a program, the accepting institution will have flexibility to prescribe the modalities and process for admission. In addition, it would be the responsibility of the regulator/ Autonomous institutions to define the need of abridge module while defining the admission criteria. The transfer of credits shall fulfil the following objectives:
i. Establish equivalence between General education and Vocational Education and Training/ Skilling, without further certification of equivalence.
ii. Define Entry criteria for various qualifications
iii. Define and establish Multiple entry and exit possibilities
iv. Enhance International Mobility
v. Other benefits like establishing minimum requirements for a job/ employment or projects, if applicable
Section 3.3: Additional Information
Choice Based Credit System (CBCS)
https://www.ugc.gov.in/NCrF.aspx
Under the CBCS system, the requirement for awarding a degree or diploma or certificate is prescribed in terms of number of credits to be earned by the students. This framework is being implemented in several universities across states in India. The main highlights of CBCS are as below:
i The CBCS provides flexibility in designing curriculum and assigning credits based on the course content and learning hours.
ii The CBCS provides for a system wherein students can take courses of their choice, learn at their own pace, undergo additional courses and acquire more than the required credits, and adopt an interdisciplinary approach to learning.
iii CBCS also provides opportunity for vertical mobility to students from a bachelor’s degree programme to masters and research degree programmes.
The institutions like IIT/IIMs in India are autonomous and each institution implements its own credit system which broadly follow the similar system. Education and learning at such institute/s are generally organized around the semester-based credit system of study. There is a process of continuous evaluation of a student’s performance/progress and flexibility is allowed to students to progress at an optimum pace suited to their ability or convenience, subject to fulfilling minimum requirements for continuation and within the maximum allowable period for completion of a degree/ program of study. The IITs in general follow a concept of L-T-P Structure which means Lectures, tutorials and practical hours respectively. The curricular design of programs being offered and the assignment of credits for lectures, tutorials and practical varies from IIT to IIT.
Section 3.4: Application of Credit System in Higher Education Institutions Obligatory?
https://www.ugc.gov.in/NCrF.aspx
The Choice Based Credit System is being implemented in several universities across states in India. As far as the recognition and acceptance of academic credits for the accumulation or transfer of credits within its specific academic programs is concerned, each institution independently determines which credits earned by students elsewhere will be acknowledged within its own programs.
Section 3.5: Number of Credits per Academic Year/Semester
Source: https://www.ugc.gov.in/pdfnews/2990035_Final-NHEQF.pdf
| NHEQF levels | Qualification title/nomenclature | Credit Requirements (Minimum) |
| Level 4.5 | Undergraduate Certificate (in the field of learning/discipline) for those who exit after the first year (2 semesters) of the undergraduate programme. (Programme duration: First year or 2 semesters of the undergraduate programme) | 40 credits |
| Level 5 | Undergraduate Diploma (in the field of learning/discipline) for those who exit after the first two years (4 semesters) of the undergraduate programme (Programme duration: First two years or 4 semesters of the undergraduate programme) | 80 credits |
| Level 5.5 | Bachelor’s Degree (examples: Bachelor of Arts; Bachelor of Science; Bachelor of Commerce; Bachelor of Physical Education; Bachelor of Business Administration, etc. (Programme duration: Three years or 6 semesters). | 120 credits |
| Level 5.5 | Bachelor of Vocation (B.Voc). (Programme duration: 3 years or 6 semesters). | 120 credits |
| Level 6 | Bachelor of Engineering (B.E.); Bachelor of Technology (B.Tech.) (Programme duration: Four years or 8 semesters. | 160 credits |
| Level 6 | B.A., B.Ed.; B.Sc., B.Ed.; B.Com., B.Ed. (4-year dual-degree Integrated Teacher Education Programme) | 160 credits |
| Level 6 | Bachelor’s Degree (Honours/ Honours with Research). (Programme duration: Four years or 8 semesters). | 160 credits |
| Level 6 | Post-Graduate Diploma. For those who exit after successful completion of the first year or two semesters of the 2-year master’s programme). (Programme duration: One year or 2 semesters). | 40 credits |
| Level 6.5 | Master’s degree. (e.g., M.A.; M.Com., M.Sc.; etc.) (Programme duration: Two years or four semesters after obtaining a 3-year Bachelor’s degree). | 80 credits |
| Level 6.5 | Master’s degree (e.g., M.A.; M.Com., M.Sc.; etc.) (Programme duration: One year or 2 semesters after obtaining a 4- year Bachelor’s degree (Honours/ Honours with Research). | 40 credits |
| Level 7 | Master’s degree (e.g., M.E.; M.Tech. etc.) (Programme duration: Two years or four semesters after obtaining a Bachelor’s degree (e.g., B.E., B.Tech. etc.). | 80 credits |
| Level 8 | Doctoral degree | Credits for coursework, a thesis and published work |
Section 3.6: Number of Credits per Higher Education Cycle
https://www.ugc.gov.in/pdfnews/2990035_Final-NHEQF.pdf
The following types of courses/activities constitute the programmes of study. Each of them will require specific number of hours of teaching/guidance and laboratory/studio/workshop activities, field-based learning/projects, and internships, and community engagement and service.
| NHEQF levels | Qualification title/nomenclature | Credit Requirements (Minimum) |
| Levels 5.5 to 6 | Bachelor’s Degree | 120-160 credits |
| Levels 6 to 7 | Master’s Degree | 40-80 credits |
| Level 8 | Doctoral Degree | Credits for coursework, a thesis and published work |
Section 3.7: Description of Credit Unit
https://www.ugc.gov.in/NCrF.aspx
The assignment of credits with respect to Higher education as prescribed under NHEQF, for all streams including science/ commerce/ arts and Engineering (technical) is as given below:
| S No | Examples of Higher education qualifications located within each Level (including Science/ Arts/ Commerce and Vocational) | Total Learning Hours per year | Total Credits per year | National Credit Framework (NCrF) Credit Level | Credit Points |
| C-1 | C-2 | C-3 | C-4 | C-5 | C-6(C-4 X C5) |
| 1 | Undergraduate Certificate Programme duration: first year (first two semesters) of any undergraduate programme | 1200 | 40 | 4.5 | 180 |
| 2 | Undergraduate Diploma Programme duration: first two years (first four semesters) of any undergraduate programme. | 1200 | 40 | 5 | 200 |
| 3 | Bachelor’s Degree Programme duration: three years (Six semesters) of any undergraduate programme. | 1200 | 40 | 5.5 | 220 |
| 4 | Bachelor’s Degree (Honours/ research/ Engineering). Programme duration: four years (eight semesters) of any undergraduate programme. | 1200 | 40 | 6 | 240 |
| 5 | Post-Graduate Diploma. Programme duration: One year (2 semesters) after any bachelor’s degree i. PGD after 3-year Bachelor degree/ 2 semesters of the 2-year master’s degree programme. ii. PGD after 4-year bachelor degree | 1200 | 40 | i. 6
ii. 6.5 |
i. 240
ii. 260 |
| 6 | Master’s Degree. Programme duration: One year (two semesters) after obtaining a Bachelor’s degree (Honours/Research). | 1200 | 40 | 6.5 | 260 |
| 7 | Master’s Degree. Programme duration: two years (four semesters) after obtaining a 3 yr Bachelor’s degree; | 1200 | 40 | 6.5 | 260 |
| 8 | Master’s degree; Programme duration: two years (four semesters) after obtaining a Bachelor’s Engineering degree. | 1200 | 40 | 7.0 | 280 |
| 9 | Doctoral degree | 1200 | 40 | 8.0 | 320 |
Section 3.8: Link between Learning Outcomes and Credits
A student earns credits upon completion of the required learning outcomes related to the course. Learning outcomes are statements of what the individual knows, understands and is able to do on completion of the learning process.
‘Credit’ is recognition that a learner has completed a prior course of learning, corresponding to a qualification at a given level. For each such prior qualification, the student would have put in a certain volume of institutional or workplace learning, and the more complex a qualification, the greater the volume of learning that would have gone into it. Credits quantify learning outcomes that are subject achieving the prescribed learning outcomes to valid, reliable methods of assessment. The credit points will give the learners, employers, and institutions a mechanism for describing and comparing the learning outcomes achieved. The credit points can be calculated as credits attained multiplied with the credit level.