Festivals play a significant role in our social life, which was highlighted in our previous blog. Yet, recently, as a student under NEP, life is now a game of juggling academics and these socio-cultural norms. This blog sheds light on the academic impact that the recently implemented NEP or National Education Policy has had on students in India and what it means for us as we explore this new path together.
The National Education Policy (2020) was approved on July 29, 2020, to replace the 1986 education policy. It aims to introduce a structured approach to education, encourage inclusivity, and provide students with essential skills. However, after implementing this policy in several colleges, certain loopholes have become evident. This blog will focus on the NEP policy implemented in colleges.
Before understanding the changes introduced by NEP, let's first look at the curriculum before the reform. Prior to these changes, students could select three subjects for their undergraduate degree course in the first year, along with three compulsory subjects. In the second year, students had two papers for each core subject, while English communication skills and the second language were continued in the non-NEP model. Overall, they prepared for eight papers. One of the key advantages of this system was that by the second year, students gained a better understanding of their respective subjects and interests, making it easier for them to decide their major subject in the third (and at that time, final) year.
Under the NEP, students now select two subjects of their interest from a list of combinations provided by their college. Some students get to choose a fixed major within their combination, while others decide on their major in the second year and must work hard to secure a seat in that subject (as per the combinations offered in respective colleges). The subjects are allocated based on merit. Additionally, students must choose additional subjects from other streams. For instance, a science student must take a subject from the arts stream, and vice versa. At the same time, students have to opt for courses such as the Skill Enhancement Course (which focuses on learning a new skill unrelated to their main subject) and the Vocational Skill Course (which involves learning a skill related to their main subject—one course per semester).
These courses are designed to equip students with diverse skills. While this appears to be a great opportunity to explore subjects beyond the core curriculum, it presents a major drawback. Although students gain exposure to multiple subjects, the added coursework increases academic pressure and leaves them with less time to focus on their core subjects. In school, we study a variety of subjects, but when we enter college, we expect to specialize in our field of interest. However, the NEP’s broad subject list forces students to study topics they may not be passionate about, which can be counterproductive.
Source: edubull.com
Additionally, since these courses last only for a semester, students who often study them solely for exams are likely to forget the material afterward due to a lack of continued engagement. As a result, these subjects may have no practical application in the future. For example, a Psychology student may not find studying gemmology relevant to their career prospects. Many of these additional subjects do not contribute meaningfully at the grassroots level and only add to students' exam stress. Instead of asking students to choose subjects from other streams, they could be offered a variety of courses within their own discipline. This approach would help students explore different branches of their field and gain clarity about their specific interests. For instance, a student interested in economics could have the option to study managerial economics, behavioral economics, or similar specialized courses, rather than being required to take unrelated subjects like zoology, gardening, or accounting.
While some students enjoy studying subjects beyond their core discipline, they still express concerns about the additional exam burden, which impacts their CGPA (Cumulative Grade Point Average). Although the NEP aims to provide a holistic education, there seems to be a significant gap between its objectives and outcomes.
When students are asked whether they prefer to be part of an NEP or non-NEP batch, many feel that the non-NEP batch is a better option, particularly for students who are uncertain about their major subject. Additionally, the number of extra subjects was significantly lower in the non-NEP system. Like any major reform, the NEP has its own set of advantages and challenges. While it has a commendable goal of improving education and skill development for the youth, it will take some years for its implementation to align with the government’s vision.
- Latika Shetty, Volunteer, Editorial Committee (2024-25)
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