| 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 2020 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 | https://www.ugc.gov.in/pdfnews/6493421_UGC-Guidelines-pursuing-two-academic-programmes-simultaneously.pdf | 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 | 0.700 | valid |
| What is the goal of fostering the unique capabilities of each student? | to promote each student's holistic development in both academic and non-academic spheres | l • 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; • 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. | 128 | relationship |
| What is the purpose of offering students a range of disciplines including sciences, arts, and vocational subjects? | to make them thoughtful, well-rounded, and creative individuals | l • 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; • 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. | 1071 |
| What does the National Education Policy - NEP 2020 emphasize about education modes? | 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 2020 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. | 617 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/6493421_UGC-Guidelines-pursuing-two-academic-programmes-simultaneously.pdf | 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 2020 which emphasizes the need to facilitate multiple pathways to learning involving both formal and non-formal education modes. |
| What does the National Education Policy - NEP 2020 emphasize regarding learning pathways? | 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 2020 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. | 617 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/6493421_UGC-Guidelines-pursuing-two-academic-programmes-simultaneously.pdf | 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 2020 which emphasizes the need to facilitate multiple pathways to learning involving both formal and non-formal education modes. |
| What does the National Education Policy 2020 envision regarding curricular structures? | imaginative and flexible curricular structures to enable creative combinations of disciplines for study, that would offer multiple entry and exit points | . ; Guidelines for Pursuing Two Academic Programmes Simultaneously Background The National Education Policy - NEP 2020 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. | 341 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/6493421_UGC-Guidelines-pursuing-two-academic-programmes-simultaneously.pdf | 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. |
| What does the policy aim to prepare students for? | more meaningful and satisfying lives and work roles and enable economic independence | l • 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; • 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. | 1161 | summary |
| What values are students encouraged to develop alongside intellectual curiosity and creativity? | character, ethical and constitutional values, intellectual curiosity, scientific temper, creativity, spirit of service | l • 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; • 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. |
| From when will the modified guidelines for pursuing two academic programmes simultaneously take effect? | the date of their notification by the UGC | The Commission in its 589th meeting held on 3rd April 2025 has approved partial modification of the UGC Guidelines for Pursuing Two Academic Programmes Simultaneously. The details of the same are as follows: The existing provision in point no. 5 of the The modification approved by the guidelines Commission in point no. 5 of the guidelines These guidelines shall come into effect from the date of their notification by the UGC. No retrospective benefit can be claimed by the students who have already done two academic programmes simultaneously prior to the notification of these guidelines. These guidelines shall come into effect from the date of their notification by the UGC. | 386 | factual | 0.570 | https://www.ugc.gov.in/pdfnews/6493421_UGC-Guidelines-pursuing-two-academic-programmes-simultaneously.pdf | 5 of the guidelines These guidelines shall come into effect from the date of their notification by the UGC. | 1 | page=1,block=9 | 0.700 | valid |
| What are universities and affiliated colleges/institutions requested to do regarding the modified guidelines? | implement these guidelines for the benefit of the students | Provided that two academic programmes, pursued simultaneously, before issuing of these guidelines, in accordance with the UGC First Degree and Master Degree Regulations, statutes/ordinances of the university/ universities concerned, and by following the norms prescribed by the statutory professional council(s) and the Distance Education Council/ Distance Education Bureau of the UGC, wherever applicable, shall be treated as valid. Accordingly, a copy of the modified version of the Guidelines for Pursuing Two Academic Programmes Simultaneously is enclosed herewith for reference. All universities and their affiliated colleges/institutions are requested to implement these guidelines for the benefit of the students. . lf. | 661 | factual | 0.570 | https://www.ugc.gov.in/pdfnews/6493421_UGC-Guidelines-pursuing-two-academic-programmes-simultaneously.pdf | All universities and their affiliated colleges/institutions are requested to implement these guidelines for the benefit of the students. | 1 | page=1,block=9 | 0.700 |