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Undergraduate Education

IIM Bangalore, Axis Bank Join Hands to Establish Centre of Economics at New Undergraduate Campus

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The Indian Institute of Management Bangalore (IIMB) has partnered with Axis Bank to establish a Centre of Economics at the IIMB–Dorabji Tata School of Undergraduate Studies, located at its new campus in Jigani, Bengaluru. The two institutions have signed a memorandum of understanding (MoU) to support the development and functioning of the centre. Under the agreement, Axis Bank will fund the construction and operationalisation of the centre within the campus’s Integrated Academic and Administrative Block, part of Phase I. The partnership will also support faculty development initiatives, academic research, and need-based and merit-based scholarships for students. The Centre of Economics will promote an interdisciplinary approach to economics education, combining quantitative and computational methods with data analytics and empirical research. Its academic programmes will focus on applying economic concepts to real-world challenges while aligning the curriculum with international standards and contemporary research practices. Vijay Mulbagal, Group Head – Wholesale Bank Coverage, Corporate Salary, Sustainability and CSR at Axis Bank, said the collaboration seeks to strengthen undergraduate education and research through academic programmes benchmarked against global standards. Prof. U. Dinesh Kumar, Director-in-charge of IIM Bangalore, highlighted the centre’s role in enabling students and faculty to explore the factors shaping economic development at national and global levels. He added that Axis Bank’s support would strengthen academic infrastructure and create opportunities to advance the institution’s vision of building a world-class undergraduate education ecosystem. The IIMB–Dorabji Tata School of Undergraduate Studies welcomed its first cohort in August 2026. The inaugural batch comprises 80 students selected from nearly 12,000 applicants for its Bachelor of Science (Honours) programmes in Data Sciences and Economics. Among them, 40 students will pursue a Bachelor of Science degree in Economics with a minor in Data Sciences at the Axis Bank Centre of Economics. Through its interdisciplinary model, the school aims to integrate subject-specific expertise with quantitative capabilities and practical, data-driven applications, preparing students to address emerging challenges in economics and related fields. Source: Indian Express

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Delhi University Allows Pause and Resume Option for UG Students under NEP 2020 Guidelines

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In a landmark step towards making higher education more flexible and inclusive, Delhi University (DU) has rolled out a new academic policy allowing undergraduate students to pause and resume their degree programmes. The change comes under the Multiple Entry and Exit (ME-ME) system, introduced as part of the National Education Policy (NEP) 2020 and implemented through the Undergraduate Curriculum Framework (UGCF) 2022. The ME-ME system enables students to exit a programme after completing any even-numbered semester and rejoin within a defined period—without losing their earned academic credits. The move is expected to particularly benefit students facing interruptions due to personal, financial, or professional commitments. What the New System Offers: Exit after 1st Year (Semester II): Undergraduate Certificate (minimum 44 credits) Exit after 2nd Year (Semester IV): Undergraduate Diploma (minimum 88 credits) Exit after 3rd Year (Semester VI): Bachelor’s Degree (minimum 132 credits) Continue till 4th Year (Semester VIII): Bachelor’s with Honours/Research/Entrepreneurship (minimum 176 credits) Students re-entering the programme must do so within three to four years, depending on the exit level, and within an overall seven-year cap. The credit system is based on classroom and lab hours, with one credit representing one hour of teaching or two hours of lab/field work per week. DU has clarified that students must apply for an official exit before the next academic session begins. If a student exits mid-session, only the qualification corresponding to the last completed academic year will be recognised. Any disputes related to the new system will be resolved by the Vice Chancellor. Additional rules regarding lateral admissions from other universities or institutions are expected in the coming months. Why It Matters In an era where student priorities are increasingly shaped by internships, entrepreneurial pursuits, competitive exams, or family responsibilities, this move brings Indian higher education in step with global norms. The modularity of the ME-ME system recognises academic effort at every stage and ensures students do not have to abandon their goals due to temporary setbacks. With this reform, Delhi University is not just reducing dropout rates—it is reimagining higher education for the 21st century. Source: TOI

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UGC Introduces Flexible Timelines for Undergraduate Degrees

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The University Grants Commission (UGC) has announced new regulations allowing undergraduate students to complete their degrees at an accelerated pace or over an extended timeline. The initiative, unveiled by UGC Chief M. Jagadesh Kumar, marks a pivotal move toward a student-centric education model, aligning with the National Education Policy (NEP) 2020. Outlined in the newly published Compendium of UGC Regulations, the policy introduces two pathways: the Accelerated Degree Programme (ADP) and the Extended Degree Programme (EDP). The ADP enables high-achieving students or those earning additional credits to graduate faster, while the EDP supports students needing extra time due to personal, financial, or academic challenges, without penalties. “Degrees completed earlier or later will hold the same value as standard-duration degrees,” Kumar affirmed, ensuring parity for employment and further studies. The framework provides flexibility for students pursuing interdisciplinary or professional courses or those balancing education with work or other responsibilities. Institutions will establish eligibility committees to oversee implementation, ensuring the same credit requirements are met as in traditional programs. This initiative aligns with global trends promoting adaptive learning paths and the NEP 2020’s emphasis on skill development and inclusive education. Institutions will have the autonomy to adopt these measures based on their infrastructure and resources. Experts and educators view the move as a step toward modernising India’s higher education system. It is expected to empower students to tailor their academic journeys to their unique goals and circumstances, fostering greater inclusivity while upholding academic standards. Source: Business Standard Photo Credit: Business Standard

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UGC Draft Guidelines Propose Mandatory Internships for Undergraduate Students to Enhance Employability and Research Skills

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The University Grants Commission (UGC) has released preliminary guidelines suggesting mandatory internships for undergraduate students as a means to enhance their employability and foster an understanding of research while earning academic credits. These draft guidelines, titled “Guidelines for Internship/Research Internship for Undergraduate Students,” are aligned with the National Education Policy (NEP) 2020, which emphasizes the integration of internships and research opportunities into undergraduate curricula. The UGC made these guidelines available to the public for feedback and suggestions. The UGC has recognized that many graduates struggle to enter the workforce due to their lack of practical skills, knowledge, and experience, which employers typically seek. Internships are considered a crucial tool for improving these employability skills and can equip students with competency, professionalism, expertise, and confidence, as well as kindle their interest in research. Currently, internships are not obligatory for all undergraduate programs and are primarily restricted to technical and professional courses. UGC Chairperson M Jagadesh Kumar believes that hands-on experience through internships will bridge the gap between academic learning and the real world, enhancing students’ grasp of concepts. He emphasizes the importance of students acquiring a broad range of skills, such as communication, teamwork, problem-solving, and time management. These internships, as outlined in the UGC guidelines, are designed to help students gain valuable soft and technical skills highly valued by employers and establish professional connections with potential mentors. The draft guidelines propose two types of undergraduate internships: those focused on employability and those designed to cultivate a passion for research. For students pursuing a three-year undergraduate degree, a mandatory internship of 60 to 120 hours will occur after the fourth semester. Those opting for a four-year degree will participate in a research internship during the eighth semester. These internships can earn students up to 12 academic credits. The guidelines also recommend the appointment of a coordinator or the establishment of a well-defined mechanism for the smooth coordination and execution of internships across diverse disciplines within each higher education institution’s research and development (R&D) cell. Furthermore, the guidelines propose evaluating students during their internships. Evaluation methods may include assessments by the research internship supervisor based on the students’ efforts and research output or through seminar presentations and viva-voce at the higher education institution (HEI).

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