Banaras Hindu University (BHU) recently held a detailed review meeting on the implementation of the National Education Policy (NEP) 2020 and discussed how to make the next phase more student-focused and academically sound. The meeting was chaired by Vice-Chancellor Prof. Ajit Kumar Chaturvedi and attended by Directors of Institutes, Deans of Faculties, Principals of colleges, and members of the NEP Implementation Cell, including Chairperson Prof. Madhoolika Agrawal, Convener Prof. B.P. Mandal, and Co-convener Dr. Ashutosh Mohan. The discussions revolved around the rollout of the First Year Undergraduate Programme (FYUGP) that introduces the four-year UG (Honours) and UG (Honours with Research) frameworks, along with plans to refine academic support systems, credit structures, and flexible learning paths for students.

I am writing about this topic because the NEP 2020 is not just a policy change—it’s a transformation of how universities like BHU approach higher education. This review is a crucial step in ensuring that students truly benefit from the flexibility, interdisciplinary learning, and research opportunities that the new structure promises. It is important to understand how prestigious institutions such as BHU are implementing these changes, as their model often becomes a reference for other universities across India. Keeping track of this process helps students, parents, and educators prepare for the evolving landscape of higher education and its growing focus on choice-based learning, skill integration, and academic excellence.

Understanding the purpose of the review meeting

The meeting aimed to assess how far BHU has come in implementing the NEP 2020 framework and to identify the key steps needed to enhance the university’s education model. The Vice-Chancellor highlighted that the NEP’s goal is to create a more flexible and holistic system that allows students to tailor their education according to their interests and career goals. This includes multiple exit and entry points, choice-based credit systems, and opportunities for interdisciplinary studies.

Officials reviewed the progress of the First Year Undergraduate Programme (FYUGP), which now offers students the option to complete a four-year degree with honours or honours with research. This design gives students a wider range of academic and professional routes, supporting both those who aim for research-oriented paths and those preparing for industry or public service careers.

Focus areas of discussion

The NEP Implementation Cell presented its findings and suggestions during the meeting. Several key points were discussed in detail:

• Student Flexibility: Emphasis on student choice in course selection, allowing them to explore subjects outside their core discipline.
• Credit Architecture: Review of the credit system to ensure smoother mobility between courses and institutions.
• Academic Quality: Strengthening evaluation and mentoring systems to maintain high academic standards.
• Research Integration: Encouraging undergraduate students to take up small research projects from the second year itself.
• Skill-Based Learning: Integrating vocational and skill-oriented components into the curriculum to improve employability.

These discussions were aimed at fine-tuning the systems already in place and ensuring that the NEP rollout aligns with both national goals and the university’s academic culture.

Strengthening student-centric learning

BHU’s review also stressed the importance of personalised support for students as they navigate the new structure. With the introduction of flexible pathways, the university plans to strengthen academic counselling and mentoring frameworks so that students can make informed decisions about their subjects, credits, and career directions.

Faculty development programs are also being planned to help teachers adapt to interdisciplinary teaching methods and continuous evaluation techniques. BHU recognises that the success of NEP implementation depends not only on the new structure but also on how effectively teachers and administrators can guide students within it.

Linking NEP goals with BHU’s academic mission

BHU’s implementation of NEP 2020 fits well with the university’s larger vision of combining traditional knowledge with modern innovation. The NEP framework encourages students to balance academic depth with skill-based learning — an approach that aligns with BHU’s mission of producing well-rounded graduates.

For instance, the new four-year structure allows students to pursue in-depth research or move into postgraduate studies more smoothly. The inclusion of research components and multidisciplinary courses is expected to make BHU graduates more competitive globally and more adaptable in fast-changing job markets.

Challenges and the road ahead

While the progress has been steady, the review also acknowledged a few challenges. These include maintaining uniform standards across departments, integrating digital learning tools effectively, and ensuring that infrastructure and staffing match the growing demands of the new system. Another challenge is sensitising students to the idea of academic flexibility — helping them understand how to design their learning journey without feeling overwhelmed by choices.

The university leadership agreed to continue regular reviews and collect feedback from both students and faculty to make adjustments as needed. More consultations and workshops are expected in the coming months to refine the credit system and enhance the quality of teaching-learning practices under NEP 2020.