Introducing holistic and multidisciplinary undergraduate education that would help develop all capacities of human beings - intellectual, aesthetic, social, physical, emotional, ethical, and moral - in an integrated manner; soft skills, such as interpersonal skills, team skills, attitude, emotional intelligence, communication skills; and deep specialization in a chosen field (s) of learning.
Adoption of flexible curricular structures in order to enable creative combinations of disciplinary areas for study in multidisciplinary contexts that would also allow flexibility in course options that would be on offer to students, in addition to deep specialization in a discipline.
Undergraduate degree programmes of either 3 or 4-year duration, with multiple entry and exit points and re-entry options, with appropriate certifications.
Inclusion of credit-based courses and projects in the areas of community engagement and service, environmental education, and value-based education.
Environment education to include areas such as climate change, pollution, waste management, sanitation, conservation of biological diversity, management of biological resources and biodiversity, forest and wildlife conservation, and sustainable development and living.
Value-based education to include the development of humanistic, ethical, Constitutional, and universal human values of truth, righteous conduct, peace, love, nonviolence, scientific temper, citizenship values, and life skills.
Lessons in service and participation in community service programmes to be an integral part of holistic education.
Inclusion of Entrepreneurship practices in form of Learning by Project Based Entrepreneurial Initiative (LPBEI) of 6 credits.
Inclusion of Co-Curricular activities for 3 credits across 3 years engaging oneself at least in 3 club activities.
Inclusion of Deep Specialization.
Inclusion of Deep Reading
Reorienting teaching programmes to ensure the development of capabilities across a range of disciplines including sciences, social sciences, arts, humanities, languages, as well as vocational subjects.
Opportunities for internships with local industry, businesses, artists, crafts persons, etc., as well as research internships with faculty and researchers at their own or other HEIs/research institutions, so that students may actively engage with the practical side of their learning and, as a by-product, further improve their employability.
