1. The Fundamental Principles Of The Policy
  • recognizing, identifying, and fostering the unique capabilities of each student, by sensitizing teachers as well as parents to promote each student’s holistic development in both academic and non-academic spheres
  • flexibility, so that learners have the ability to choose their learning trajectories and programmes, and thereby choose their own paths in life according to their talents and interests;
  • no hard separations between arts and sciences, between curricular and extracurricular activities, between vocational and academic streams, etc. in order to eliminate harmful hierarchies among, and silos between different areas of learning.
  • multidisciplinary and a holistic education across the sciences, social sciences, arts, humanities, and sports for a multidisciplinary world in order to ensure the unity and integrity of all knowledge;
  • emphasis on conceptual understanding rather than rote learning and learning-forexams.;
  • creativity and critical thinking to encourage logical decision-making and innovation;
  • ethics and human & Constitutional values like empathy, respect for others, cleanliness, courtesy, democratic spirit, spirit of service, respect for public property, scientific temper, liberty, responsibility, pluralism, equality, and justice;
  • promoting multilingualism and the power of language in teaching and learning;
  • life skills such as communication, cooperation, teamwork, and resilience;
  • focus on regular formative assessment for learning rather than the summative assessment that encourages today’s ‘coaching culture’;
  • extensive use of technology in teaching and learning, removing language barriers, increasing access for Divyang students, and educational planning and management;
  • respect for diversity and respect for the local context in all curriculum, pedagogy, and policy, always keeping in mind that education is a concurrent subject;
  • full equity and inclusion as the cornerstone of all educational decisions to ensure that all students are able to thrive in the education system;
  • synergy in curriculum across all levels of education from early childhood care and education to school education to higher education;
  • teachers and faculty as the heart of the learning process – their recruitment, continuous professional development, positive working environments and service conditions;
  • outstanding research as a corequisite for outstanding education and development;
  • continuous review of progress based on sustained research and regular assessment by educational experts;
  • a rootedness and pride in India, and its rich, diverse, ancient and modern culture and knowledge systems and traditions;
2. The Vision Of This Policy
  • An education system rooted in Indian ethos that contributes directly to transforming India, that is Bharat, sustainably into an equitable and vibrant knowledge society, by providing high-quality education to all, and thereby making India a global knowledge superpower.
  • The curriculum and pedagogy of our institutions must develop a deep sense of respect towards the fundamental duties and Constitutional values, bonding with one’s country, and a conscious awareness of one’s roles and responsibilities in a changing world.
  • To instill a deep-rooted pride in being Indian, not only in thought, but also in spirit, intellect, and deeds, as well as to develop knowledge, skills, values, and dispositions that support responsible commitment to human rights, sustainable development and living, and global well-being, thereby reflecting a truly global citizen.
3. NEP At ITM University Gwalior

Though broadly the spirit of NEP is implemented across all the courses offered by NEP but specifically, in light of Ordinance 65 A brought by Private University Regulatory Commission of Madhya Pradesh, the courses have been curated to fit in the provisions of the Ordinance. The said ordinance applies to following courses:

  • B.Sc./B.Sc. (Honours)
  • B.Com/B.Com (Honours)
  • B.C.A./B.C.A (Honours)
  • Bachelor of Business Administration (B.B.A.)
  • Bachelor of Hotel Management (BHM)
  • Bachelor of Commerce (Computer Application)
  • Bachelor of Statistics/ Bachelor of Statistics (Honours)
  • Bachelor of Science (Interior Design)
  • Bachelor of Science( Fashion Design)
  • BJMC/B.A. (Journalism and Mass Communication)
  • Bachelor of Physical Education and Sports (BPES)
  • Bachelor of Business Administration (Honours)
  • Bachelor of Optometry ( B.Optom)
  • Bachelor of Optometry ( B.Optom)
  • Bachelor of Arts/ Bachelor of Arts (Honours)
  • Bachelor of Arts
  • BFA (Bachelor of Fine Arts)

Of the above courses, NEP has been implemented in the courses offered at ITM University.

4. Major highlights of NEP implementation at ITM University, Gwalior are as below:
  • By implementing project based learning, activity based learning, flipped classrooms, field work, internships, case studies, the University has attempted to made learning as experiential as possible.
  • All the courses being offered by ITMU are now outcome based;
  • The University has created Generic Courses window via which students can opt for courses being taught in other programmes and enhance their multidisciplinary learning;
  • We have introduced three mandatory courses for all programmes that helps our students learn their Indian roots and instill the pride of being Indian.
    • a. India in 21st century;
    • b. Gandhi and Gandhian Way;
    • c. Human Society in 21st Century.
  • Learning of AI is mandatory for all programmes that helps students to understand and contribute towards how cutting-edge tech is shaping their domains;
  • Hordes of cultural and social events are organized round the year where students participate and organize nurture their creating faculties;
  • In addition to Generic Courses, we have also created following Clusters of courses:
    • a. Ability enhancement courses: Courses aimed at increasing knowledge;
    • b. Skill enhancement courses: Courses aimed at increasing skill sets and helping in making students employable;
    • c. Value-added courses: These courses are complimentary courses that may help enhancing ability or skill sets of students concerning courses being taught or lifeskills.

Students have the choice of opting the above courses.

5. Types of Courses

Each of the subject/categories (i) to (v) as specified in clause 10 shall comprise of courses. Courses are the basic units of education and/or training. Types of courses shall be as follows:

5.1. Core course:

Such courses which shall compulsorily be studied by the student as a core requirement of the programme.

5.2. Elective Course:

Generally a course, which can be chosen by the student from a pool of courses, which is specific or specialized or advanced or supportive to the discipline/subject of study or which provides an extended scope or which enables an exposure of some other discipline/ subject/domain to nurture the candidate’s proficiency or skill is called an Elective Course.

5.2.1 Discipline Specific Elective (DSE) Course:

Elective courses offered from the main discipline/subject of study are referred to as Discipline Specific Elective. The University may also offer discipline related Elective courses of interdisciplinary nature (to be offered by main discipline/subject of study).

5.2.2 Dissertation/Project

An elective course designed to acquire special/advanced knowledge, such as supplement study/support study to a project work, and a student studies such a course on his own with an advisory support by a teacher/faculty member is called dissertation/project. It is considered as a special course involving application of knowledge in solving/analysing/exploring a real life situation/difficult problem for bachelor degree with honours/research. A Project/Dissertation work would be of credits, as decided by the competent body. The student will do this work under the guidance of a faculty member.

5.2.3 Generic Elective (GE) Course:

An elective course chosen generally from an unrelated discipline/subject, with an intention to seek exposure of other field is called a Generic Elective course.

5.3. Ability Enhancement Courses (AEC):

The Ability Enhancement Courses (AEC) are of two types:

  • Ability Enhancement Compulsory Courses (AECC)
  • Skill Enhancement Courses (SEC) or Vocational Courses.

“AECC” courses are the courses based upon the content that leads to Knowledge enhancement, Such as:

  • Environmental Education
  • English/Hindi Communication are mandatory for all disciplines.

SEC courses are value-based/skill-based and may also be designed to focus on enhancement of skills pertaining to the Major Subject. They are aimed to provide handson-training, competencies, skill, etc.

The syllabus for a specific programme will be decided by the concerned Board of Studies of the University.

6. Option to pursue MOOCs Courses
  • As per the NEP, the University will allow up to 40% of the total credits being offered in a particular programme in a semester through the online learning courses provided under SWAYAM platform or any other MOOC platform recognized by the central government or the state government for credit transfer.
  • The students will have the choice to opt elective-generic/Skill Enhancement/Ability Enhancement courses from the courses available within the schools of the university but from same level of the programmes. An alternate choice will also be available to the students to opt courses from Massive Open Online Courses (MOOCs) available at SWAYAMN (Study Webs of Active-Learning for Young Aspiring Minds) platform with the permission of the Department.
7. Indicative Structure Of NEP Courses at ITM University Gwalior
INDICATIVE COURSE STRUCTURE OF NEP COURSES
Credits 3
Major/ Core 		3
Minor		 3
DSE		 3
GE		 2
AEC		 3
SEC		 6
FP/In/AP		 6
Dissertation		 Total Credits
Semester I 2 2 1 1 1 20
Semester II 2 2 1 1 1 20
Semester III 2 2 1 1 1 20
Semester IV 2 2 1 1 1 20
Semester V 2 2 3 1 24
Semester VI 2 3 1 18
Semester VII 1 1 2/3 1 1 21/24
Semester VIII 2 1 1 1 1 18
Note:
  1. Where there are no minor/s, major can replace minor.
  2. Overall, credits may vary between 20-24.
  3. It will be mandatory to offer one AEC or SEC in a semester. Though both may also be offered within the limit of 24 credits.
  4. GE may be from core/minor of any other programme.
  5. Except for field projects/Internships/Dissertations, credits are indicative they may vary between two to four.
  6. For graduation with research, for example B.Sc. (Research), a student will pursue the first part of dissertation in Semester VII and another Part in Semester VIII.
  7. For honours courses, students will have to undergo another FP/In/AP in their eighth semester.
  8. In case, in any given semester the number of credits fall below 20, the departmental committee may include additional course from Clusters of DSE/GE/AEC/SEC to attain the minimum required credit of 20 in any given semester.
  9. All SEC courses should carry at least 1 credit of practical.
  10. Clusters will be created for DSE/GE/AEC/SEC courses.
  11. Depending on the availability of resources optional courses will be offered to students.
  12. In the seventh semester, Hons. courses students will have to opt for an additional DSE. Also, they won’t be required to go for dissertation. On the contrary, research students will have to go for dissertation in the seventh semester.
  13. In the eighth semester, Hons. courses students will have to go for FP/In/AP whereas Research students will have to go for dissertation.

Course structure govern by regulatory bodies will be required to adhere the recommended structures. With in the given frame work the departments will be required to offer as many as value added courses and skill enhancement courses as possible. At the same time, departments also should ensure that their students should inculcate the values propogated at ITM University Gwalior by attending matching courses and events.

8. Course Clusters: Other than Major, Minor and discipline specific electives

The New Education Policy (NEP) emphasizes a holistic learning experience that goes beyond traditional academic disciplines. To achieve this, it introduces various course categories that cater to diverse student interests and skill development. Here’s a breakdown of some key categories:

Course Clusters
Generic Elective Courses (GECs):
  • Designed to broaden a student’s knowledge base beyond their chosen major.
  • Offered by different faculties/schools within the university, exposing students to new disciplines and perspectives.
  • Examples: Environmental Science, Communication Skills, Entrepreneurship Basics, Digital Literacy.
Ability Enhancement Courses (AECs):
  • Focus on developing foundational skills critical for academic success and lifelong learning.
  • Typically compulsory courses in the first few semesters.
  • Two main types:
    • English/MIL Communication: Enhances proficiency in English or a Modern Indian Language (MIL) for effective communication.
    • Environmental Science: Provides knowledge and understanding of environmental issues and sustainable practices.
Skill Enhancement Courses (SECs):
  • Equip students with job-oriented or industry-relevant skills to enhance employability.
  • Can be offered as electives or integrated into existing programs.
  • Examples: Data Analysis, Programming Languages, Design Thinking, Soft Skills Development.
Value Added Courses (VACs):
  • Offer additional knowledge and skills that complement a student’s chosen field of study.
  • May address personal growth, social awareness, or career development.
  • Examples: Yoga and Mindfulness, Life Skills Management, Personal Finance, Ethical Leadership.
Training and Augmentation Courses:
  • Cater to students who want to specialize in a specific vocational skill or domain
  • Often offered in collaboration with industry partners or training institutions
  • May lead to certifications or diplomas relevant to the job market.
  • Examples: Paralegal Training, Digital Marketing Certification, Web Development Bootcamp.
Indian Knowledge System (IKS) Courses:
  • Introduce students to the rich heritage and wisdom of traditional Indian knowledge systems like traditional Indian dance forms, Yoga, and classical Indian music.
  • Foster a deeper understanding of Indian culture and its contribution to various fields.
  • May be offered as electives or as part of core curriculum requirements.
Performer’s Courses:

Restricted to students with a CGPA of more than 7.5, potentially indicating a focus on high-achieving students. Students can pursue through self-directed learning, encouraging students to take ownership of their learning journey. They can pursue vast array of courses available on SWAYAM/MOOC (Massive Open Online Courses) / NPTEL platforms.

9. Nature Of Credits For Various Clusters:

The nature of credits for various Clusters are as below:

S.No. Cluster of Courses Nature of Credit
1 Generic elective courses Academic
2 Ability enhancement courses Academic
3 Skill enhancement courses Academic
4 Value added courses Audit
5 Training and augmentation courses Audit
6 Indian Knowledge System courses Academic as well as Audit depending on their approved nature
7 Performer’s courses Academic as well as Audit depending on their approved nature

Academic credit and audit credit are two different ways a student can enroll in a course at ITM university. Here’s a breakdown of the key differences:

Academic Credit:
  • This is the traditional way of taking a course
  • When you enroll for academic credit, you are expected to:
    • Attend lectures and classes regularly
    • Complete coursework, assignments, and exams.
    • Be evaluated by the instructor based on your performance
  • Successfully completing a course for academic credit earns you credits that contribute to your degree. These credits typically range from 1 to 4 per course, depending on the workload and complexity of the subject matter.
  • Earning enough credits is a requirement for graduation.
Audit Credit:
  • Auditing a course allows you to participate in a class without being evaluated for a grade or earning academic credit towards your degree.
  • You can still attend lectures and discussions, but you may not be required to complete assignments, exams, or projects.
  • The specific requirements for auditing a course can vary depending on the university and the instructor. In some cases, you may need to get permission from the instructor before enrolling as an audit student.
  • Auditing a course can be beneficial for:
    • Refreshing your knowledge on a subject you haven’t studied in a while.
    • Exploring a new area of interest without the pressure of getting a grade.
    • Observing teaching methods for professional development purposes.

Here’s a table summarizing the key points:

Feature Academic Credit Audit Credit
Earning credits Yes No
Coursework Required Optional
Exams/assignments Required Optional
Grade received Yes No
Contributes to degree Yes No
Purpose Earn credit for graduation Gain knowledge without pressure of grades
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