This National Education Policy (NEP) 2020 is the first education policy of the 21st century that aims to address the numerous emergent developmental imperatives of our country. This Policy recommends the revision and revamping of all aspects of the education structure, including its regulation, assessment and governance, to create a new system that is aligned with the aspirational goals of 21st-century education. The policy is based on the principle that education must develop not only cognitive capacities, both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’ cognitive capacities, such as critical thinking and problem solving, but also social, ethical, and emotional capacities and dispositions.
The purpose of the Indian education system is to develop good human beings capable of rational thought and action, possessing compassion and empathy, courage and resilience, scientific temper and creative imagination, with sound ethical moorings and values. This policy also proposes the Indian Knowledge System in different domains like mathematics, astronomy, philosophy, yoga, architecture, medicine, agriculture, engineering, linguistics, literature, sports, games, as well as in governance, polity, and conservation.
PGCF: A comprehensive overview
The University Grants Commission (UGC) has implemented a new Post-Graduate Curriculum and Credit Framework (PGCF) under the National Education Policy 2020 that introduces increased flexibility, interdisciplinary learning, and mobility through multiple entry/exit options and the Academic Bank of Credits (ABC). This promotes multi-disciplinary and holistic education across the Sciences, Social Sciences, Arts, and Humanities. It promotes Internationalisation of education by enabling equivalence of courses and qualifications, provisions of credit transfer, and encourages international exchange of students and faculty with foreign universities.
University of Delhi
University of Delhi is a premier university of the country with a venerable legacy and international acclaim for the highest academic standards, diverse student body, and vibrant campus life. The university offers a wide range of undergraduate, postgraduate, and research programs across the disciplines. Over the years, the university has continually evolved by incorporating new teaching pedagogies, research initiatives, and curriculum reforms to meet global standards. It is always one step ahead in implementing the new and innovative courses that indeed help in nation-building. DU plays a pivotal role in shaping India’s intellectual and professional landscape, preparing students to contribute meaningfully to society with the modern knowledge system, technology, and the Indian/Indigenous knowledge system. Previous year, the university offered four new value-added courses on the Bhagavad titled Gita for Holistic Life, Gita for Sustainable Universe, Leadership Excellence through Gita, and Gita: Navigating Life Challenges. These courses aim to integrate eternal spiritual teachings with modern life skills, encouraging students to develop a balanced mindset and ethical leadership, while addressing personal and global challenges.
New assessment approach for PG courses
A couple of days back, Delhi University implemented a new assessment pattern for the Post-Graduate courses under PGCF-2025. It is the significant reforms in its assessment pattern for postgraduate courses that cover internal assessment, attendance, class test, written assignments, theory examination, and projects/term papers/seminars/field work, and many more components. The implementation of this new approach will bring uniformity in the curricular structure of the PG Programme as well as the credit requirements for awarding the degree.
Highlights of the assessment system
One Credit is equivalent to 40 marks. For a four-credit paper, total marks should be 160 (120 marks for theory exam and IA + 40 marks for tutorials/practicals).
Internal Assessment (IA): 25% Weightage: IA will constitute 25% of the total marks of theory, which is equivalent to 30 marks. Out of which 5 marks shall be for attendance, 12 marks for class test, and 12 marks for assignments/presentations.
End-Semester Examinations: 75% Weightage: The remaining 75% (equivalent to 90 marks) of the assessment will be based on end-semester written examinations.
One credit for a tutorial for each theory paper: Each theory paper carries one credit of tutorial (35 marks for the continuous assessment + 5 marks for the attendance), where students can do hands-on training by engaging in group discussion/book review/movie review/problem solving, and etc.
Introducing skill-based courses: Every stream offers four/two credit skill-based courses to enhance the practical knowledge among the students.
The new assessment pattern is a continuous, student-centric evaluation system that will be implemented from the current academic batch 2025-26. This approach will reduce the high stakes of end-of-semester examinations and promote a more balanced and continuous evaluation process. The process is aligned with the help of a ‘weighted average’ calculated through an appropriately devised formula for the conversion of marks to grades. DU’s adoption of the PGCF2025 assessment outline marks a significant step by integrating continuous assessment, tutorials, attendance-based grading, and skill-based courses. The university aims to enhance the quality and relevance of its postgraduate programs. This student-centric assessment not only boosts consistent academic engagement among the students but also endorses critical thinking, practical application, and ethical leadership. This is setting a benchmark for other universities across the country, ensuring that postgraduate education becomes more inclusive, transparent, and geared toward preparing students for both professional excellence and societal contribution.
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