Guidelines for Multiple Entry and Exit in Academic Programmes

University Grants Commission

Bahadur Shah Zafar Marg

New Delhi-110002

Guidelines for

Multiple Entry and Exit in Academic Programmes

oered in Higher Education Institutions

University Grants Commission

Bahadur Shah Zafar Marg

New Delhi – 110002

Guidelines for

Multiple Entry and Exit in Academic Programmes

oered in Higher Education Institutions

2 | University Grants Commission

July, 2021

Printed and Published by : Secretary, University Grants Commission,

Bahadur Shah Zafar Marg,

New Delhi- 110002

Designed and Printed by : Deeya Media Art

D-41/A, Opp. Metro Pillar No. 33, Vikas Marg,

Laxmi Nagar, Delhi-110092

Ph. : +91 9312550335, +91 7042732332

E-mail : [email protected]

Guidelines for Multiple Entry and Exit in Academic Programmes oered in Higher Education Institutions | 3

S. No. Particulars Page No.

Foreword 5

1 Introduction 6

2 Objectives 7

3 Academic Bank of Credits (ABC) 7

4 Massive Open Online Courses (MOOCs) 8

5 Admission Paths for Undergraduate Programme (First Degree) 8

6 Operational Details 9

7 Master’s Programme 10

8 Synchronization of General Education with Skill and Vocational Education 12

9 Assessment 12

Acknowledgements 16

Table of Contents

4 | University Grants Commission

Guidelines for Multiple Entry and Exit in Academic Programmes oered in Higher Education Institutions | 5

Foreword

National Education Policy (NEP) 2020 seeks to reform the Higher Education

system by providing, among other things, exibility to students in terms of

choice of subjects to study and academic pathways. A creative combination of

disciplines for study with multiple entry and exit points is one very important

recommendation of NEP, 2020.

e multiple entry and exit points in the academic programmes oered at Higher

Education Institutions (HEIs) would remove rigid boundaries and create new

possibilities for students to choose and learn the subject(s) of their choice. In

addition, it will pave the way for seamless student mobility, between or within

degree-granting HEIs through a formal system of credit recognition, credit

accumulation, credit transfers, and credit redemption.

I am delighted to present “Guidelines for Multiple Entry and Exit in Academic

Programmes oered in Higher Education Institutions”. I hope HEIs will nd

it useful in implementing multiple entry and exit points in their academic

programmes and ensure that students will reap the benets of this initiative of

UGC.

I sincerely thank Prof. Avinash Chandra Pandey, Chairman of the Expert

Committee and the members in preparing these guidelines. I take this opportunity

to acknowledge the support and valuable cooperation of Prof. Rajnish Jain,

Secretary, UGC in bringing out the guidelines. e contributions of Dr N.

Gopukumar, Joint Secretary, UGC and Dr Diksha Rajput, Deputy Secretary, UGC

are also acknowledged.

Prof. D. P. Singh

Chairman

University Grants Commission

New Delhi

July, 2021

6 | University Grants Commission

Guidelines for Multiple Entry and Exit

in Academic Programmes oered in

Higher Education Institutions

1. Introduction

Flexible learning is important to choose one’s academic pathway leading to the award of

certicate, diploma, and degree. ere are occasions when learners have to give up their education

mid-way for various reasons. e records of the clearance of credits for such incomplete academic

programmes remain unaccounted. Some contingency approaches are followed in a few Higher

Education Institutions (HEIs) by allowing the learner to settle for a lower level of certication.

Such rigid boundaries need to be removed to ensure zero-year-loss to students in the event of

exiting in between. It will reduce the drop-out rate, thus improving Gross Enrolment Ratio (GER),

which is one of the major objectives of the National Education Policy, (NEP), 2020. Flexible

learning also facilitates lifelong learning. ese objectives can be achieved on the principle of a

multiple entry and exit system along with the opportunity of learning from anywhere, anytime.

Highlighting the importance of exible learning, NEP, 2020 states that imaginative and exible

curricular structures will enable creative combinations of disciplines for study and would oer

multiple entry and exit points and thus, remove the currently prevalent rigid boundaries. ese

would create new possibilities for students to choose and learn the subject(s) of their choice, while

changing the HEI as per their preference, convenience, or necessity. In order to pave the way

for seamless student mobility, the NEP, 2020 envisages adjustments in the structure and lengths

of degree programmes and an Academic Bank of Credits (ABC) to ensure seamless student

mobility between or within degree-granting HEIs through a formal system of credit recognition,

credit accumulation, credit transfers, and credit redemption to promote distributed and exible

teaching-learning. e ABC is an academic service mechanism as a digital/virtual/online entity

established and managed by Ministry of Education (MoE)/UGC to facilitate students to become

its academic account holders. To take this forward, NEP, 2020 promotes rigorous research-based

specialization and opportunities for multidisciplinary work, including academia, government

and interdisciplinary thinking at the graduate, Master’s and doctoral level education in large

multidisciplinary universities. It also points out that, “Higher education qualications leading to

a degree/diploma/certicate shall be described by the National Higher Education Qualication

Framework (NHEQF) in terms of such learning outcomes.”

e undergraduate degree should be of either a three- or four-year duration, with multiple entry

and exit options within this period, with appropriate certications. For example, a certicate

aer completing one year in a discipline or eld including vocational and professional areas; a

diploma aer two years of study; or a Bachelor’s degree aer a three-year programme. e four-

Guidelines for Multiple Entry and Exit in Academic Programmes oered in Higher Education Institutions | 7

year multidisciplinary Bachelor’s programme, however, is the preferred option since it allows the

opportunity to experience the full range of holistic and multidisciplinary education in addition

to a focus on major and minor subjects as per the student’s preference. e four-year programme

may also lead to a degree with Research, if the student completes a rigorous research project in

the major area(s) of study as specied by the HEI.

For the Master’s programmes, the HEI will have the exibility to oer dierent designs:

a) A two-year programme with the second year devoted entirely to research for those

who have completed the three-year Bachelor’s programme;

b) A one-year Master’s programme for students who are completing a four-year

Bachelor’s programme with Research; and

c) An integrated ve-year Bachelor’s/Master’s programme with an option to exit

at the end of the third year with a Bachelor’s degree, with an entry to a Master’s

programme in another HEI.

2. Objectives

e guidelines of the proposed multiple entry and exit option will serve the following objectives:

• Removerigidboundariesandfacilitatenewpossibilitiesforlearners.

• CurtailthedropoutrateandimproveGER

• Oer creative combinations of disciplines of study that would enable multiple

entry and exit points.

• Oerexibilityincurriculumandnovelcourseoptionstostudentsinadditionto

discipline specic specializations.

• OerdierentdesignsoftheMaster’sprogramme.

• Enable credit accumulation and transfer along with provision of evaluation and

validation of non-formal and informal learning for the award of a degree and

encourage lifelong learning; and

• Facilitateencashingcreditsearnedwhenthelearnerresumeshis/herprogrammes

of study.

3. Academic Bank of Credits (ABC)

e Academic Bank of Credits (ABC), a national-level facility will promote the exibility

of the curriculum framework and interdisciplinary/multidisciplinary academic mobility of

students across the HEIs in the country with appropriate “credit transfer” mechanism. It shall

be a mechanism to facilitate the students to choose their own learning path to attain a Degree/

Diploma/Certicate, working on the principle of multiple entry and exit as well as anytime,

8 | University Grants Commission

anywhere, and any level of learning. ABC shall enable the integration of multiple disciplines

of higher learning leading to the desired learning outcomes including increased creativity,

innovation, higher order thinking skills and critical analysis. ABC shall provide signicant

autonomy to the students by providing an extensive choice of courses for a programme of study,

exibility in curriculum, novel and engaging course options across a number of higher education

disciplines/ institutions.

e multiple entry and exit options for students is facilitated at the undergraduate and Master’s

levels. It would facilitate credit accumulation through the facility created by the ABC scheme in

the “Academic Bank Account” opened for students across the country to transfer and consolidate

the credits earned by them by undergoing courses in any of the eligible HEIs. e ABC allows

for credit redemption through the process of commuting the accrued credits in the Academic

Bank Account maintained in the ABC for the purpose of fullling the credits requirements for

the award of certicate/diploma/degree by the authorized HEIs. Upon collecting a certicate,

diploma or degree, all the credits earned till then, in respect of that certicate, diploma or

degree, shall stand debited and deleted from the account concerned. HEIs oering programmes

with the multiple entry and exit system need to register in the ABC to enable acceptance of

multidisciplinary courses, credit transfer, and credit acceptance.

4. Massive Open Online Courses (MOOCs)

Study Webs of Active Learning for Young Aspiring Minds (SWAYAM: www.swayam.gov.in) is

India’s national Massive Open Online Course (MOOC) platform, designed to achieve the three

cardinal principles of India’s Education Policy: access, equity, and quality. e University Grants

Commission (Credit Framework for Online Learning Courses through Study Webs of Active

Learning for Young Aspiring Minds) Regulations, 2021 have been notied in the Gazette of

India, which now facilitates an institution to allow up to 40 per cent of the total courses being

oered in a particular programme in a semester through the online learning courses oered

through the SWAYAM platform. Universities with approval of the competent authority may adopt

SWAYAM Courses for the benet of the students. A student will have the option to earn credit

by completing quality-assured MOOC programmes oered on the SWAYAM portal or any other

online educational platform approved by the UGC/regulatory body from time to time.

5. Admission Paths for Undergraduate Programme (First Degree)

• Students who have successfully completed Grade 12 School Leaving Certicate

shall be eligible for admission to a rst degree programme.

• e admission shall be made on merit on the basis of criteria notied by the

university, keeping in view the guidelines/norms in this regard issued by the UGC

and other statutory bodies concerned and taking into account the reservation

policy issued by the government concerned from time to time.

Guidelines for Multiple Entry and Exit in Academic Programmes oered in Higher Education Institutions | 9

Student enrolment shall be in accordance with the academic and physical facilities

available keeping in mind the norms regarding the student-teacher ratio, the

teaching-non-teaching sta ratio, laboratory, library, teaching-learning tools.

• e in-take capacity shall be determined at least three months in advance by

the university/institution through its academic bodies in accordance with the

guidelines/norms in this regard issued by the UGC and other statutory bodies

concerned so that the same could be suitably incorporated in the admission

brochure for the information of all concerned and uploaded on the institutional

website.

• Depending upon the academic and physical facilities available, the HEIs  may

earmark seats for lateral entrants to the second year/third year/fourth year of a

rst-degree programme, if the student has either (a) successfully completed the

rst year/second year/third year of the same programme in any institution, or (b)

already successfully completed a rst degree programme and is desirous of and

academically capable of pursuing another rst degree programme in an allied

subject.

6. Operational Details

To enable multiple entry and exit points in the academic programmes, qualications such as

certicate, diploma, degree are organized in a series of levels in an ascending order from level 5

to level 10. Level 5 represents certicate and level 10 represents research degree (Table 1). e

four year undergraduate programme may comprise courses under many categories. Some of these

include:

• disciplinary/interdisciplinarymajor(40-56credits)

• disciplinary/interdisciplinaryminor(20-28credits)

• vocationalstudies(12-18credits)

• eldprojects/internship/apprenticeship/communityengagement andservice (24-

32 credits).

Qualication Type and Credit Requirements are given in Table. 1. e entry and exit options for

students, who enter the undergraduate programme, are as follows:

1st Year

Entry 1: e entry requirement for Level 5 is Secondary School Leaving Certicate obtained aer

the successful completion of Grade 12. A programme of study leading to entry into the rst year

of the Bachelor’s degree is open to those who have met the entrance requirements, including

specied levels of attainment at the secondary level of education specied in the programme

admission regulations. Admission to the Bachelor degree programme of study is based on the

10 | University Grants Commission

evaluation of documentary evidence (including the academic record) of the applicant’s ability to

undertake and complete a Bachelor’s degree programme.

Exit 1: A certicate will be awarded when a student exits at the end of year 1 (Level 5). e

rst year of the undergraduate programme builds on the secondary education and requires

36-40 credits during the rst year of the undergraduate programme for qualifying for an

undergraduate certicate.

2nd Year

Entry 2. e entry requirement for Level 6 is a certicate obtained aer completing the rst

year (two semesters) of the undergraduate programme. A programme of study leading to the

second year of the Bachelor’s degree is open to those who have met the entrance requirements,

including specied levels of attainment, in the programme admission regulations. Admission to a

programme of study is based on the evaluation of documentary evidence (including the academic

record) of the applicant’s ability to undertake and complete a Bachelor’s degree programme.

Exit 2: At the end of the 2nd year, if a student exits, a diploma shall be awarded (Level 6). A

diploma requires 72-80 credits from levels 5 to 6, with 36-40 credits at level 6.

3rd Year

Entry 3. e entry requirement for Level 7 is a diploma obtained aer completing two years (four

semesters) of the undergraduate programme. A programme of study leading to the Bachelor’s

degree is open to those who have met the entrance requirements, including specied levels

of attainment, in the programme admission regulations. Admission to a programme of study

is based on the evaluation of documentary evidence (including the academic record) of the

applicant’s ability to undertake and complete a Bachelor’s degree programme.

Exit 3: On successful completion of three years, the relevant degree shall be awarded (Level 7). A

Bachelor’s degree requires 108-120 credits from levels 5 to 7, with 36-40 credits at level 5, 36-40

credits at level 6, and 36-40 credits at level 7.

4th Year

Entry 4. An individual seeking admission to a Bachelor’s degree (Honours/Research) (Level

8) in a specified field of learning would normally have completed all requirements of the

relevant three-year bachelor degree (Level 7). After completing the requirements of a three-

year Bachelor’s degree, candidates who meet a minimum CGPA of 7.5 shall be allowed to

continue studies in the fourth year of the undergraduate programme to pursue and complete

the Bachelor’s degree with Research.

Exit 4: On the successful completion of the fourth year, a student shall be awarded a degree

(Honours/Research). A Bachelor’s degree (Honours/Research) requires a total of 144-160 credits

from levels 5 to 8, with 36-40 credits at level 5, 36-40 credits at level 6, and 36-40 credits at level 7,

and 36-40 credits at level 8.

Guidelines for Multiple Entry and Exit in Academic Programmes oered in Higher Education Institutions | 11

7. Master’s Programme

Admission paths for the postgraduate programme:

• Studentsshallbeadmittedtoatwo-yearprogrammewiththesecondyeardevoted

entirely to research for those who have completed the three-year Bachelor’s

programme

• Students completing a four-year Bachelor’s programme with Honours/Research,

may be admitted to a one-year Master’s programme

• eremaybeanintegratedve-yearBachelor’s/Master’sprogramme.

Entry 5: e entry requirement for Level 9 is

• ABachelor’sDegree (Honours/Research)fortheone-year/two-semesterMaster’s

degree programme.

• ABachelor’sDegreeforthetwo-year/four-semesterMaster’sdegreeprogramme.

• A Bachelor’s Degree for the one-year/two-semester Post-Graduate Diploma

programme.

A programme of study leading to the Master’s degree and Post-Graduate Diploma is open to

those who have met the entrance requirements, including specied levels of attainment, in the

programme admission regulations. Admission to a programme of study is based on the evaluation

of documentary evidence (including the academic record) of the applicant’s ability to undertake

postgraduate study in a specialist eld of enquiry.

Exit 5: For postgraduate programmes, there shall only be one exit point for those who join the

two-year Master’s programme, that is, at the end of the rst year of the Master’s programme.

Students who exit aer the rst year shall be awarded the Post-Graduate Diploma.

Credit Requirements

• A one-year/two-semester Master’s degree programme builds on a Bachelor’s

degree with Honours/Research and requires 36-40 credits for individuals who have

completed a Bachelor’s degree with Honours/Research.

• e two-year/four-semester Master’s degree programme builds on a Bachelor’s

degree and requires a total of 72-80 credits from both years of the programme,

with 36-40 credits in the rst year and 36-40 credits in the second year of the

programme at level 9.

• A one-year/two-semester Post-Graduate Diploma programme builds on a

Bachelor’s degree and requires 36-40 credits for individuals who have completed a

Bachelor’s degree.

A student will be allowed to enter/re-enter only at the odd semester and can only exit aer the

12 | University Grants Commission

even semester. Re-entry at various levels as lateral entrants in academic programmes should be

based on the earned credits and prociency test records.

e validity of credits earned will be to a maximum period of seven years or as specied by the

ABC. e procedure for depositing credits earned, its shelf life, redemption of credits, would be as

per UGC (Establishment and Operationalization of Academic Bank of Credits (ABC) scheme in

Higher Education) Regulations, 2021.

Table-I

Qualication Type and Credit Requirements

Levels Qualication title Credit requirements

Level 5 Undergraduate Certicate (in the eld of learning/discipline)

for those who exit aer the rst year (two semesters) of the

undergraduate programme. (Programme duration: rst year

or two semesters of the undergraduate programme)

36–40

Level 6 Undergraduate Diploma (in the eld of learning/discipline)

for those who exit aer two years (four semesters) of the

undergraduate programme (Programme duration: First two

years or four semesters of the undergraduate programme)

72–80

Level 7 Bachelor’ Degree (Programme duration: ree years or six

semesters).

108–120

Level 8 Bachelor’ Degree (Honours/Research) (Programme duration:

Four years or eight semesters).

144–160

Level 8 Post-Graduate Diploma for those who exit aer the successful

completion of the rst year or two semesters of the two-year

Master’s degree programme). (Programme duration: One year

or two semesters)

36–40

Level 9 Master’s Degree (Programme duration: Two years or four

semesters aer obtaining a Bachelor’s degree).

72–80

Level 9 Master’s Degree (Programme duration: One year or two

semesters aer obtaining a four-year Bachelor’s Degree

(Honours/Research).

36–40

Level 10 Doctoral Degree Minimum prescribed

credits for course

work and a thesis

with published work

Guidelines for Multiple Entry and Exit in Academic Programmes oered in Higher Education Institutions | 13

8. Synchronization of General Education with Skill and Vocational Education

A framework of possible pathways synchronizing general education with vocational and skill

education is given in the Annexure-I.

9. Assessment

• eassessmentshouldbe onthe basisoflearningoutcomesforseamlesslateral

mobility across the academic programmes in dierent HEIs.

• egeneraleducationcomponentwillbeassessedbytheHEIconcernedasperthe

prevailing standards and procedures.

• e Skill component ofthe coursewill be generallyassessed bythe respective

Sector Skill Councils (SSC). In case, there is no SSC for a specic trade, the

assessment may be done by an allied Sector Council or the Industry partner or

a recognized Skill University. Further, if the SSC in the concerned/relevant trade

has no approved Qualication Pack/set of competencies, which can be mapped

progressively or due to any other reason the SSC expresses its inability to conduct

the assessment or cannot conduct the skill assessment in stipulated time frames

as per an academic calendar, the institutions may conduct the skill assessment

through a Skill Assessment Board by “Certied Assessors” as per the provisions

enumerated in MoE Skill Assessment Matrix for Vocational Advancement of

Youth (SAMVAY). e Skill Assessment Board may have the Vice-Chancellor/

Principal/Director/Nodal Ocer/Coordinator of the programme/Centre,

representatives of the partner industry(s), one nominee of the Controller of

Examination or his/her nominee of the university/autonomous college and at

least one external expert.

• Onecreditmeansthestandardmethodologyofcalculatingonehouroftheoryor

one hour of tutorial or two hours of laboratory work, per week for a duration of a

semester (13-15 weeks) resulting in the award of one credit; which is awarded by a

higher educational institution on which these regulations apply; and, Credits’ for

internship shall be one credit per one week of internship, subject to a maximum of

six credits.

14 | University Grants Commission

Annexure-I

Synchronization of General Education with

Skill and Vocational Education

• e dierent levels of qualications in a given education and training system should

be quality assured and embrace dierent pathways of learning, including experiential

learning. e new higher education system tends to be inclusive of all tertiary education

and training sectors and learning pathways (for example, Technical Vocational Education

and Training and higher education institutions, and cover public and private institutions)

based on robust quality assurance that enhances credibility and builds trust in learning

outcomes achieved at dierent levels of the qualications framework. It also includes

dierent modes of learning, including formal, non-formal, and informal learning so

that the outcomes are comparable, recognizable, and transferable, and thus contribute to

lifelong learning. Accreditation of Prior Experiential Learning is one example of how the

exible learning pathways are integrated in higher education.

• Recognition of prior learning and the integration of skills and competencies earned

by learner in the past or in parallel, as credits into a formal certication of academic

qualication: Whether studying at home or abroad, online or oine, lifelong learning is

essential to ensure peace and stability. is consideration is also at the core of Sustainable

Development Goal 4, known as the SDG4-Education 2030 agenda. is shared vision lays

out a universal and transformative aspiration whereby innovative solutions must be part of

an integrated agenda; which is to say all 17 SDGs are essential to create lasting change.

• eNationalSkillsQualicationsFramework(NSQF)willbedetailedfurtherforeach

discipline vocation and profession for syncing it with General Education. Further, Indian

standards will be aligned with the International Standard Classication of Occupations

maintained by the International Labour Organization. is Framework will also provide

the basis for Recognition of Prior Learning. rough this, dropouts from the formal

system will be reintegrated by aligning their practical experience with the relevant level

of the Framework.

• e policy frameworkforskills development envisages that skilling will be integrated

with formal education by introducing vocational education classes from grade 9 of

secondary education onwards. In higher education, skilling will be integrated with

polytechnics oering NSQF-aligned vocational courses and bachelor degrees in

vocational studies. e concerns about the nation’s readiness to meet employers’ needs

for workers with the science, technology, engineering, and mathematics skills that many

of today’s jobs across all sectors require, the framework opens up opportunities for all to

participate in and benet from advances in science and technology.

Guidelines for Multiple Entry and Exit in Academic Programmes oered in Higher Education Institutions | 15

Framework for Synchronization of General Education with Skill and Vocational Education

ASSESSMENT

FRAMEWORK

LEVEL

CREDITS

SKILLS

VOCATIONAL AND

TECHNICAL

ACCREDITATION OF

PRIOR EXPERIANTIAL

LEARNING

RE-ENTRY

ACADEMIC

SEMESTERS

EXIT OPTIONS

LEVELS BASED ON EXPECTED LEARNING OUTCOME

9 72–80

ALL QUALIFICATIONS ARE QUALITY ASSUREDas per the provisions

enumerated in MoE Skill Assessment Matrix for Vocational Advancement of

Youth (SAMVAY).

Master’s Degree. (Programme

duration: Two years or fourse-

mesters aer obtaining a

Bachelor’s degree).

Two-year

(four-

semester)

9 36–40 Master’s Degree. (Programme

duration: One year or two

semesters aer obtaining a

four-year Bachelor’s degree

—Honours/Research).

One-year

(two-

semester)

9 180–200 Integrated Bachelor’s - Mas-

ter’s Degree programmes

Five-year

(ten-

semester)

8 36–40 Post-Graduate Diploma for

those who exit aer successful

completion of the rst year or

two semesters of the two-year

Master’s degree programme.

(Programme duration: One

year or two semesters)

One-year

(two-

semester)

8 144–160 Bachelor’ Degree (Honours/

Research). (Programme

duration: Four years or eight

semesters).

Four-year

(eight-

semesters)

7 108–120 Bachelor’ Degree (Pro-

gramme duration: ree years

or six semesters).

ree-year

(six-

semesters)

6 72 – 80

DIPLOMA

Undergraduate Diploma (in

the eld of learning/disci-

pline) for those who exit aer

the rst two years (fourse-

mesters) of undergraduate

programme (Programme

duration: First two years or

four semesters of the under-

graduate programme)

Two-year

(four-

semester)

5 36 – 40

SKILLS

CERTIFICATE(S)

V0CATIONAL &

TRAINING

CERTIFICATE

Undergraduate Certicate

(in the eld of learning/disci-

pline) for those who exit aer

the rst year (two semesters)

of undergraduate programme.

(Programme duration: First

year or two semesters of the

undergraduate programme)

One-year

(two-

semesters)

16 | University Grants Commission

Acknowledgements

A document on “Guidelines for Multiple Entry and Exit in Academic Programmes

oered in Higher Education Institutions” has been prepared with the help of an

Expert Committee - Prof. Avinash C. Pandey (Chairman), Director, Inter-University

Accelerator Centre, New Delhi; Prof. V. K. Jain, Vice-Chancellor, Tezpur University,

Tezpur; Prof. P. Duraisamy, Former Vice-Chancellor, Madras University, Chennai;

Prof. Pankaj Arora, Central Institute of Education, University of Delhi, Delhi;

Prof. K. P. S. Unni, Former Registrar, JNU, New Delhi; Dr Renu Batra, Finance

Ocer, Jamia Milia Islamia, New Delhi and Former Addl. Secretary, UGC; Prof.

Karunesh Saxena, Director, FMS, M.L. University, Udaipur and Dr N. Gopukumar,

Joint Secretary, UGC (Co-ordinator). Dr. Diksha Rajput, Deputy Secretary, UGC;

Mrs. R. Indra, Section Ocer, UGC and Mr. Chetan Humane, Young Professional,

UGC also provided extensive support to the Committee.

UGC acknowledges and appreciates the eorts made by the Expert Committee in

preparing this document.

Prof Rajnish Jain

Secretary

University Grants Commission

New Delhi

July, 2021

University Grants Commission

Bahadur Shah Zafar Marg, New Delhi-110002