| What kind of education does NEP 2020 emphasize for a multidisciplinary world? | a multidisciplinarity and a holistic education across the sciences, social sciences, arts, humanities, and sports | o a multidisciplinarity 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; enabling an individual to study one or more specialized areas of interest at a deep level, and also develop character, ethical and constitutional values, intellectual curiosity, scientific temper, creativity, spirit of service. offering the students, a range of disciplines including sciences, social sciences, arts, humanities, languages, as well as professional, technical, and vocational subjects to make them thoughtful, well-rounded, and creative individuals. preparing students for more meaningful and satisfying lives and work roles and enable economic independence. a a Guidelines 1. | 2 | definition | 1.000 | o a multidisciplinarity 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; enabling an individual to study one or more specialized areas of interest at a deep level, and also develop character, ethical and constitutional values, intellectual curiosity, scientific temper, creativity, spirit of service. | 4 | page=4,block=0 | 0.700 | valid |
| What type of education does NEP 2020 promote for a multidisciplinary world? | a multidisciplinarity and a holistic education across the sciences, social sciences, arts, humanities, and sports | o a multidisciplinarity 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; enabling an individual to study one or more specialized areas of interest at a deep level, and also develop character, ethical and constitutional values, intellectual curiosity, scientific temper, creativity, spirit of service. offering the students, a range of disciplines including sciences, social sciences, arts, humanities, languages, as well as professional, technical, and vocational subjects to make them thoughtful, well-rounded, and creative individuals. preparing students for more meaningful and satisfying lives and work roles and enable economic independence. a a Guidelines 1. | 2 | definition | 1.000 | o a multidisciplinarity 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; enabling an individual to study one or more specialized areas of interest at a deep level, and also develop character, ethical and constitutional values, intellectual curiosity, scientific temper, creativity, spirit of service. |
| Why have several Higher Education Institutions introduced programmes in Open and Distance Learning mode? | to meet the aspirations of students. | With the rapid increase in demand for higher education and limited availability of seats in regular stream, several Higher Education Institutions (HEIs) have started a number of programmes in Open and Distance Learning (ODL) mode to meet the aspirations of students. It has also led to the emergence of online education programmes which a student can pursue within the comforts of her / his home. The issue of allowing the students to pursue two academic programmes simultaneously has been examined by the Commission keeping in view the proposals envisaged in the National Education Policy - NEP 2o2o which emphasizes the need to facilitate multiple pathways to learning involving both formal and non-formal education modes. In view of above, UGC has framed the following Guidelines. | 230 | relationship | 0.970 | With the rapid increase in demand for higher education and limited availability of seats in regular stream, several Higher Education Institutions (HEIs) have started a number of programmes in Open and Distance Learning (ODL) mode to meet the aspirations of students. It has also led to the emergence of online education programmes which a student can pursue within the comforts of her / his home. |
| Under which ministry does the University Grants Commission operate? | Ministry of Educotion, Govt.of lndio | f,ra-krffi FE4il+ fr. rqfrar +{ HFfi Prof. Rajnish Jain Secretary vcrtq qq} freqfrqlilq srgEr{ snfr{r University Gronts Commission (Rnn {enrq, .nrt rr+n) (Ministry of Educotion, Govt.of lndio) T6qtqTr6 qs-t rntt, Ti Rd-ltoooz Bohodur Shoh Zolor Morg, New Delhi-l10002 Ph. : 0l I -23236288 123239337 Fox:0ll-2323 8858 | 155 | relationship | 0.970 | Rajnish Jain Secretary vcrtq qq} freqfrqlilq srgEr{ snfr{r University Gronts Commission (Rnn {enrq, .nrt rr+n) (Ministry of Educotion, Govt.of lndio) T6qtqTr6 qs-t rntt, Ti Rd-ltoooz Bohodur Shoh Zolor Morg, New Delhi-l10002 Ph. | 1 | page=1,block=0 | 0.700 | valid |
| What are the benefits of removing rigid boundaries in education as per NEP 2020? | creating new possibilities for life-long learning and centrally involve critical and interdisciplinary thinking | Guidelines for Pursuing Two Academic Programmes Simultaneously Background The National Education Policy - NEP 2o2o states that pedagogy must evolve to make education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner- centred, discussion-based, flexible, and, of course, enjoyable. The policy envisions imaginative and flexible curricular structures to enable creative combinations of disciplines for study, that would offer multiple entry and exit points, thus, removing currently prevalent rigid boundaries and creating new possibilities for life-long learning and centrally involve critical and interdisciplinary thinking. | 547 | relationship | 0.970 | The policy envisions imaginative and flexible curricular structures to enable creative combinations of disciplines for study, that would offer multiple entry and exit points, thus, removing currently prevalent rigid boundaries and creating new possibilities for life-long learning and centrally involve critical and interdisciplinary thinking. | 3 | page=3,block=0 |
| What has led to the emergence of online education programmes? | the rapid increase in demand for higher education and limited availability of seats in regular stream | With the rapid increase in demand for higher education and limited availability of seats in regular stream, several Higher Education Institutions (HEIs) have started a number of programmes in Open and Distance Learning (ODL) mode to meet the aspirations of students. It has also led to the emergence of online education programmes which a student can pursue within the comforts of her / his home. The issue of allowing the students to pursue two academic programmes simultaneously has been examined by the Commission keeping in view the proposals envisaged in the National Education Policy - NEP 2o2o which emphasizes the need to facilitate multiple pathways to learning involving both formal and non-formal education modes. In view of above, UGC has framed the following Guidelines. | 5 | relationship | 0.970 | With the rapid increase in demand for higher education and limited availability of seats in regular stream, several Higher Education Institutions (HEIs) have started a number of programmes in Open and Distance Learning (ODL) mode to meet the aspirations of students. | 3 | page=3,block=0 |
| What is the purpose of offering a range of disciplines to students under NEP 2020? | to make them thoughtful, well-rounded, and creative individuals | o a multidisciplinarity 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; enabling an individual to study one or more specialized areas of interest at a deep level, and also develop character, ethical and constitutional values, intellectual curiosity, scientific temper, creativity, spirit of service. offering the students, a range of disciplines including sciences, social sciences, arts, humanities, languages, as well as professional, technical, and vocational subjects to make them thoughtful, well-rounded, and creative individuals. preparing students for more meaningful and satisfying lives and work roles and enable economic independence. a a Guidelines 1. | 607 | relationship | 0.970 | offering the students, a range of disciplines including sciences, social sciences, arts, humanities, languages, as well as professional, technical, and vocational subjects to make them thoughtful, well-rounded, and creative individuals. | 4 | page=4,block=0 |
| What is the goal of removing rigid boundaries in education as outlined in the National Education Policy 2020? | creating new possibilities for life-long learning and centrally involve critical and interdisciplinary thinking. | Guidelines for Pursuing Two Academic Programmes Simultaneously Background The National Education Policy - NEP 2o2o states that pedagogy must evolve to make education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner- centred, discussion-based, flexible, and, of course, enjoyable. The policy envisions imaginative and flexible curricular structures to enable creative combinations of disciplines for study, that would offer multiple entry and exit points, thus, removing currently prevalent rigid boundaries and creating new possibilities for life-long learning and centrally involve critical and interdisciplinary thinking. | 547 | summary | 0.970 | The policy envisions imaginative and flexible curricular structures to enable creative combinations of disciplines for study, that would offer multiple entry and exit points, thus, removing currently prevalent rigid boundaries and creating new possibilities for life-long learning and centrally involve critical and interdisciplinary thinking. | 3 | page=3,block=0 |
| What does the National Education Policy 2020 highlight about pathways to learning? | the need to facilitate multiple pathways to learning involving both formal and non-formal education modes. | With the rapid increase in demand for higher education and limited availability of seats in regular stream, several Higher Education Institutions (HEIs) have started a number of programmes in Open and Distance Learning (ODL) mode to meet the aspirations of students. It has also led to the emergence of online education programmes which a student can pursue within the comforts of her / his home. The issue of allowing the students to pursue two academic programmes simultaneously has been examined by the Commission keeping in view the proposals envisaged in the National Education Policy - NEP 2o2o which emphasizes the need to facilitate multiple pathways to learning involving both formal and non-formal education modes. In view of above, UGC has framed the following Guidelines. | 618 | summary | 0.970 | The issue of allowing the students to pursue two academic programmes simultaneously has been examined by the Commission keeping in view the proposals envisaged in the National Education Policy - NEP 2o2o which emphasizes the need to facilitate multiple pathways to learning involving both formal and non-formal education modes. In view of above, UGC has framed the following Guidelines. |
| What is one of the objectives of NEP 2020 concerning student development? | recognizing, identifying, and fostering the unique capabilities of each student | Objectives To allow the students to pursue two academic programmes simultaneously keeping in view the following objectives envisaged in NEP 2o2o: a 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; no hard separations between arts and sciences, between curricular and extra- curricular activities, between vocational and academic streams, etc. in order to eliminate harmful hierarchies among, and silos between different areas of learning; llPage a a | 148 | summary | 0.970 | Objectives To allow the students to pursue two academic programmes simultaneously keeping in view the following objectives envisaged in NEP 2o2o: a 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; no hard separations between arts and sciences, between curricular and extra- curricular activities, between vocational and academic streams, etc. | 3 |