Journal: Contemporary Dialogue (ISSN: 2348-8697)
Year: 2025 | Volume: 12 | Issue: 2 | Published on: 2025-06-30
Authors: Mamta Rajput , Vandana Ghai
Keywords: Undergraduate Education, Education, NEP 2020, Employability, Higher Education Reform, Four-Year Undergraduate Programme, Skill Gap
It’s been over a decade since India’s education system underwent any rapid changes- until the coming in of the New Education Policy, 2020. Under these new set of guidelines instructing the educational institutes on their curriculum and outcome formation, one of the biggest reforms is the redesign of the undergraduate education programs. Now, these programs offer a flexible three-to-four-year structure, multiple options for entry and exit, increased credit mobility & transferability, built-in research and internship pathways, and multidisciplinary learning. Owing to the persistent challenge of employability that India has been facing, this new reform comes in at the opportune time. While access to higher education has expanded, completing a degree has not necessarily translated into meaningful employment readiness or employment opportunities. This challenge is especially real for the students engaged in general undergraduate programmes. The key objective of this paper is to evaluate whether this new reform, the New Education Policy 2020, can considerably address the core issue of India’s undergraduate unemployment, and under what institutional conditions. The chief aim is to differentiate the effectiveness of the policy, on paper, versus the outcome achieved upon deployment.
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