NEP 2020, with reference to the Higher Education scenario, fosters a positive change in the way knowledge must be cultivated among the youth of the nation. The programme structure and course outcomes are mapped out to address the learning needs of the current times. NEP focuses on providing Learners with multiple course combinations with no hard separation of streams and subjects. A student majoring in a science course may take up another subject from another stream or take a multi-disciplinary course and benefit from such fluidity. Such freedom to explore knowledge across different domains is the greatest advantage of the policy. The primary focus of the NEP is in increasing the critical thinking skills and cognitive abilities of Young India. NEP aspires to recreate the ancient culture of learning by offering a multi-disciplinary engagement and bolstering the existing pedagogical practises to integrate classical approach with a modern outlook. Logic, reasoning, didactic thinking, rational debates, abstraction, ethical decision making, and problem-solving approach would be the way forward in the classrooms.
The vision of NEP inspires and encourages the teachers and learners to explore new ideas and thoughts beyond the boundaries of a linear knowledge system. In this light, the multidisciplinary courses are offered to stimulate innovative thinking and critical problem-solving skills. Breaking free from the single stream, single degree form of education, the NEP provides learners with a variety of subject combinations, thereby allowing newer discourses to emerge from such inter-disciplinary and multi-disciplinary approach. Another key highlight of the policy is the GCED, Global Citizenship Education that aims to promote awareness of global issues and to empower learners towards becoming confident global citizens. Providing learners with the skills required on an international platform and with exposure to the needs around the world, learners will become active citizens supporting a sustainable development of the country.
At CHRIST (Deemed to be University), we embrace NEP’s emphasis on multidisciplinary education. Our approach to multidisciplinary education goes beyond merely providing a diverse range of courses. It’s about cultivating a mindset that embraces diverse perspectives, encourages practical application, fosters collaboration, and equips students with the skills they need to navigate an ever-changing and interconnected world.
In line with the vision outlined in the National Education Policy (NEP), our institution is committed to providing an education that embraces and leverages the power of technology. Recognizing the transformative impact of technology on learning, we have strategically invested in state-of-the-art infrastructure to create an environment that fosters innovation and prepares students for the dynamic challenges of the modern world.
In alignment with NEP’s emphasis on comprehensive learning resources, our library is a treasure trove of knowledge. Boasting an extensive collection of books, journals, and digital resources, it serves as a hub for academic exploration. The library’s modern infrastructure ensures that students have access to a diverse range of materials, facilitating in-depth research and intellectual growth.
In line with NEP’s global outlook, we facilitate international exposure through exchange programs. This transcultural experience enriches students’ perspectives, fostering a global mindset. Collaborations with international universities also provide opportunities for research partnerships, giving students a truly global educational experience.
CHRIST University’s commitment to holistic education goes hand in hand with NEP’s objectives. Our approach integrates academic excellence with character development. Through a plethora of clubs, sports, and cultural events, students are encouraged to develop a well-rounded personality, nurturing skills beyond the classroom setting.
Ensuring inclusivity and equity, a cornerstone of NEP, is embedded in our institutional DNA. CHRIST (Deemed to be University) provides scholarships, mentorship programs, and support services to create an inclusive academic environment. This ensures that students from varied backgrounds have equal opportunities to thrive academically and personally.
CHRIST (Deemed to be University) stands at the forefront of research excellence, embodying the core tenets of the National Education Policy (NEP) 2020. Our commitment to fostering a culture of innovation is reflected in our state-of-the-art research facilities. Cutting-edge laboratories equipped with advanced technology provide students and faculty with the tools needed to push the boundaries of knowledge across disciplines.
CHRIST (Deemed to be University), in line with the vision of NEP 2020, recognizes that a dynamic and conducive physical environment is integral to nurturing holistic learning experiences. Through strategic planning and execution, the University consistently upgrades its facilities, ensuring state-of-the-art classrooms, cutting-edge laboratories, and modern amenities. The continuous infrastructure development underscores the institution’s commitment to providing an enriching educational ecosystem that prepares students for the challenges of the 21st century.
CHRIST University’s commitment to community engagement aligns seamlessly with the societal goals outlined in the National Education Policy (NEP) 2020. Beyond academic excellence, we recognize the importance of social responsibility. Our institution actively participates in a myriad of community outreach programs, empowering students to contribute meaningfully to society. Through initiatives that address local challenges, our students learn the value of empathy, leadership, and civic responsibility.
Major discipline is the discipline or subject of main focus and the degree will be awarded in that discipline. Students should earn the prescribed number of credits (about 50% of total credits for a Programme with Single Major and approximately 40% with a minimum of 48 credits of the total credits for a Programme with a Double Major) through core courses in the major discipline.
Minor discipline helps a student to gain a broader understanding beyond the major discipline. Courses in the Minor Category are to be interdisciplinary in nature. A minimum credit of 12-24 is required to have a minor in a particular discipline and if the number of credits is less than 12 it will be called as Allied core.
| Credits | Single Major | Double Major | Interdisciplinary | Multidisciplinary |
|---|---|---|---|---|
| Minimum | 120 | 120 | 120 | 120 |
| Maximum | 132 | 136 | 136 | 136 |
| Credits | Single Major | Double Major | Interdisciplinary | Multidisciplinary |
|---|---|---|---|---|
| Minimum | 160 | 160 | 160 | 160 |
| Maximum | 176 | 180 | 180 | 180 |
Honours with Research: Students who secure 75% marks and above in the first six semesters and wish to undertake research at the undergraduate level can choose a research stream in the discipline that they have taken as a major leading to award of undergraduate Honours with Research. The research project/dissertation will be in the major discipline.
A student who enrolls in a double major programme and completes the requirements of UG Degree (Honours/Honours with Research) programme but wishes to also pursue honours in the second major, can complete the requirements of the second major after the completion of the requirements of the first major honours programmes.
The award of degrees will be on fulfillment of the programme requirements and outcomes specified by each programme including the minimum credits specified. Degrees shall not be awarded merely for meeting the minimum credits but based on the successful completion of programme specifications. For example, if a programme requires 132 credits and students have earned only 120 credits, they will not be eligible for the award of their undergraduate degree.
Students can exit a programme after the first year with a UG Certificate, provided the programme requirements of the first year are completed along with four credits for a vocational course. The requirements of a four credit vocational course may be fulfilled through an internship for two month.
Students can exit a programme after the second year with a UG Diploma, provided the programme requirements of the first two years are completed, along with four credits for a vocational course. The requirements of a four-credit vocational course may be fulfilled through an internship for two months.
The maximum duration to complete any of the UG Degree programmes would be seven years from the date of first enrolment to the programme.
Students who have exited a programme can re-enter a programme provided they fulfill the requirements of the level they wish to enter at the time of re-entry to the programme.
| Type of Programme | Three Year UG | Four Year UG Honours/ Honours with Research |
|---|---|---|
| Single Major | 60 | 80 |
| Double Major | 48 | 64 |
| Interdisciplinary | 60 | 80 |
| Multidisciplinary | 60 | 80 |
To be pursued in the 4th year of the UG programme, equivalent to 12 credits. Students who do not undertake research dissertation will have to complete 3 courses of 12 credits in lieu of a research project / Dissertation.
For students exiting with a UG certificate/UG Diploma, a two-month internship for 4 credits will have to be completed during the summer vacation of the first/second year.
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Credits earned by the students to be uploaded to Academic Bank of Credits, after every semester or academic year.
Levels of Courses
Courses to be further categorized into levels in terms of their level difficulty and academic rigor as per the UGC CCFUP as follows:
Similar to the Bridge courses, pass or fail courses with no credits.
Foundational/ Basic Knowledge Courses, considered as prerequisites for undertaking Majors.
Part of majors or minors, and will be a prerequisite for undertaking Advanced courses.
Required for majors in a discipline
Lecture courses with practicum, seminar-based course, term papers, research methodology, advanced laboratory experiments/software training, research projects, hands-on-training, internship/apprenticeship projects at the undergraduate level or First year Postgraduate theoretical and practical courses’
First-year Master’s degree level courses for a two year Masters programme
These are courses offered during the second-year of 2-year Master’s or 1-year Master’s degree programme
Courses for doctoral students
Note: The University shall use the course codes based on the level of courses as indicated above.
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