New guidelines for the Curriculum and Credit Framework for the Four Year Undergraduate Programs have been released by the University Grants Commission. The Commission further stated that the UGC altered its Choice Based Credit system and created a new curriculum and credit structure for the four-year UG programmes in light of the NEP recommendations.

Students will have various entry and departure points, variable degree options with single, double, multi, or transdisciplinary choices, and a curriculum constructed with employability skills and academic topics, per the FYUP framework.

Main features of the New FYUP Curriculum Framework

The new curriculum framework will have the following features:

• Flexibility to move from one discipline of study to another
• Opportunity for learners to choose the courses of their interest in all disciplines
• Facilitating multiple entries and exit options with UG certificate/ UG diploma/ or degree depending upon the number of credits secured
• Flexibility for learners to move from one institution to another to enable them to have multi and/or interdisciplinary learning
• Flexibility to switch to alternative learning modes (offline, ODL, Online learning, and hybrid learning modes).
• All higher education institutions have been asked to apply the updated FYUP Curriculum and Credit Framework, according to UGC Chairman Jagadesh Mamidala. Additionally, he recognised the role played by the UGC representatives and the members of the expert group led by RP Tiwari in creating the UG framework.

Four-Year Undergraduate Programs Curriculum Framework Rules

• After completing a one-year, two-semester course, students receive an undergraduate certificate, a two-year, four-semester certificate, and a three-year, six-semester certificate equivalent to a bachelor’s degree.
• Candidates will be awarded a 4-year bachelor’s degree after finishing an 8-semester programme if they also finish their major research project in their fourth year of study.
• The inclusion of credit-based programmes and assignments in value-based education, environmental education, and community service.
• The introduction of undergraduate programmes that are comprehensive and diverse will aid in the development of human potential in an integrated manner.